For citation:
Vasina V. V. Social Adjustment of Individuals through Facilitation of Social Interaction in Inclusive Education. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2017, vol. 6, iss. 4, pp. 300-306. DOI: 10.18500/2304-9790-2017-6-4-300-306
Social Adjustment of Individuals through Facilitation of Social Interaction in Inclusive Education
Inclusion of a facilitator to the inclusive education and understanding of mechanisms and consistent patterns of facilitation of social interaction create conditions for self-education, self-development and socialization of individuals in inclusive education. The problem of both facilitation and socialization is social interaction improvement. The aim is: to study the psychological origin of the phenomenon of facilitation of social interaction (in accordance with socialization) – description of phenomenon, structure (subsumption relations), mechanism, consistent pattern of the social interaction facilitation. Hypothesis: the facilitation of social interaction is a socio-psychological phenomenon, manifested in the fact that the presence of a stranger (an observer, a facilitator) who is outside the system of social interaction, affects the system of social interaction, changing the scenario of interaction in the continuum “improvement-deterioration” of social interaction, which is socialization. Classification of the concept of “facilitator-observer” in subsumption relation for different reasons has been carried out. The mechanisms for facilitation of social interaction and socialization as a reflection of the system of interaction with the meta-position “I”, which leads to a change in the scenario of social interaction are theoretically justified. The empirical study was carried out with the sample group of 200 people of both sexes, aged 19 to 54 years old, including individuals with disabilities, mainly students of inclusive education, intramural and extramural forms of study in KIU. Diagnostic tool “Inclinations to perceive the facilitation impact in stressful situations for behavior strategies” (method of Thomas in modification of V. V. Vasina) was used in the study. We demonstrated that the presence of an observerfacilitator has a stabilizing effect on group norms of behavior strategies in stressful situations, and therefore stimulates the socialization of individuals of interaction in inclusive education. It is established that the facilitation of social interaction is a socio-psychological phenomenon, manifested in the fact that the presence of a facilitator affects the system of social interaction. The prospects can point out the possibility of a differentiated study, to what extent students with different HIA are sensitive to the facilitation effect, whether they are ready for effective communication and facilitation of social interaction.
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