论残疾学生在高等学校学习中的心理适应问题

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引用次数: 0

摘要

目前正在开发和实施残疾学生高等教育适应综合体模型,该模型假定以下主要组成部分:1)对机构空间的物理适应(空间组成部分);2)融入教育过程(教育成分);3)对同学和教职员工环境的适应(社会心理成分)。与空间成分相比,教育和社会心理成分不发达。科学家们定义了残疾学生成功的职业适应的以下因素:大学学习的基本准备水平;技能和经验与学术活动知识的数量和水平相对应;渴望获得所选择的职业并在指定领域工作;对一般周期和特殊周期的主题感兴趣;获得独立工作的技能;导师机构的可用性;教师的专业知识和教学技能;教学过程的心理监控等。残疾学生在与同学互动的过程中面临着特殊的困难。这些困难与同学们并不总是能够充分认识和接受这些人有关。在对这些学生表现出同情、耐心和理解的同时,思想健康的学生并不急于把他们当作自己的朋友,并和他们一起度过空闲时间。另一方面,残障学生与同学、老师互动困难的原因在于他们的沟通能力——在沟通过程中自我表达不足,倾向于建立紧密的联系,倾向于妥协与合作。残疾学生适应高等教育的过程是一个复杂而具体的过程。具体考虑的过程是由于学生的残疾对它的负面影响。因此,大学学习的适应过程发生在两种方式:一是适应学习过程的外部条件,二是以克服自身残疾为目的的表现活动。尽管所描述的残疾学生适应高等教育机构学习过程的方式是密切相关的,但这是第二种被认为是最成功的方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
TO THE PROBLEM OF PSYCHOLOGICAL ADAPTATION OF THE STUDENTS WITH DISABILITIES TO STUDY AT THE HIGHER EDUCATIONAL ESTABLISHMENT
Nowadays the model for adaption complex in students with disabilities for studying in higher educational establishments is being developed and implemented that supposes the following main components: 1) physical adaptation to the space of institution (spatial component); 2) inclusion in the educational process (educational component); 3) adaptation to the environment of course-mates and faculty staff (socio-psychological component). In comparison with spatial component, educational and socio-psychological components are not well-developed. Scientists define the following factors of successful professional adaptation of the students with disabilities: basic level of preparation for study at university; correspondence of skills and experience with the volume and level of knowledge of academic activity; aspiration to acquire the chosen profession and to work in the given field; interest to the subjects of the general and special cycle; acquisition of skills to work independently; availability of tutors’ institution; professional and pedagogical expertise of teaching staff; psychological monitoring of teaching process and etc. Students with disabilities face the specific difficulties in the process of interaction with course-mates. These difficulties are connected with the course-mates not always being able to perceive and accept such people adequately. While showing sympathy, patience and understanding to these students, notionally healthy students are not eager to consider them as their friends and spend free time with them. On the other hand, the difficulties in interaction with course-mates and teachers for the students with disabilities resulted from their communicative skills – adequate self-expression in the process of communication, tendency to establish tight contacts, orientation to the compromise and cooperation. The process of adaptation of the students with disabilities to study at higher educational establishments is a complex and specific process. The specifics of the considered process is due to negative impact of student’s disability on it. Therefore, the process of adaptation to study at the university occur in two ways: adaptation to the outer conditions of the learning process and by way of displaying activity with the aim of overcoming own disability. Despite the described ways of students with disabilities adaptation to the learning process at higher educational establishments are closely connected, that is the second way that is considered to be the most successful one.
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