Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)


For citation:

Kalinina N. V. Social and Psychological Difficulties of Adaptation with the Schoolchildren in Inclusive Educational Environment. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2014, vol. 3, iss. 4, pp. 355-358. DOI: 10.18500/2304-9790-2014-3-4-355-358

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
Full text:
(downloads: 85)
Language: 
Russian
Article type: 
Article
UDC: 
159.922.7

Social and Psychological Difficulties of Adaptation with the Schoolchildren in Inclusive Educational Environment

Autors: 
Kalinina Natal'ya V., Ulyanovsk State University
Abstract: 

The article presents the results of research on peculiarities of adapta­tion in the physically challenged schoolchildren in inclusive education­al environment. The study shows that schoolchildren adaptation in the inclusive educational environment has specific social and psychologi­cal difficulties. Physically challenged children show decreased level of social and psychological adaptation and chose non-constructive adaptational strategies for coping with failures. The author points out that the adaptational difficulties are connected with the peculiarities of members of environment interaction. Interaction is directed towards preserving the passive position of a student which contradicts the core idea of inclusive education aimed at encouraging social adapta­tion of physically challenged people, and at creating the necessary conditions for self-realization in society. The article gives grounding to the necessity and opportunity of organizing the members interaction with the inclusive educational environment aimed at development of adaptational resources.

Reference: 

1. Malofeev N. N. Izmenenie spetsial’noy shkoly – neizbezh­nyy vsemirnyy protsess (Changing of special school – in­evitable worldwide process). Nizhegorodskoe obrazovanie (Education in Nizhny Novgorod). 2010, no. 3, pp. 4–9 (in Russian).

2. Knyazeva T. N. Psikhologicheskie mekhanizmy integratsii detey s problemnym razvitiem v obshcheobrazovatel’nuyu sredu (Psychological mechanisms of integration of chil­dren with problems in development into comprehensive educational environment). Nizhegorodskoe obrazovanie (Education in Nizhny Novgorod). 2010, no. 3, pp. 146–153 (in Russian).

3. Volosovets T. V. Inklyuzivnoe obrazovanie: modnaya tema ili dolgosrochnaya strategiya (Inclusive education: fashion­able topic or long-term strategy). Inklyuzivnoe obrazovanie: metodologiya, praktika i tekhnologiya : dokl. na mezhdunar. nauch.-praktich. konf. (Inclusive education: methodology, practice and technology: the report in international scientific and practical conference). Moscow, 2011, pp. 16–27(in Russian).

4. Alekhina S. V. Sovremennyy etap razvitiya inklyuzivnogo obrazovaniya v Moskve (Current stage of inclusive educa­tion development in Moscow). Inklyuzivnoe obrazovanie (Inclusive education), iss. 1. Moscow, 2010, pp. 6–11 (in Russian).

5. Panov V. I. Psikhodidaktika obrazovatel’nykh sistem: teoriya i praktika (Psychodidactic of educational systems: theory and practice). St.-Petersburg, 2007. 352 p. (in Rus­sian).

6. Grigor’eva M. V. Psikhologicheskaya struktura i dinamika vzaimodeystviya obrazovatel’noy sredy i uchenika v prot­sesse shkol’noy adaptatsii (Psychological structure and dynamics of interaction between student and educational environment in school adaptation process). Psikhologiya obucheniya (Educational psychology). 2010, no. 6, pp. 33–42 (in Russian).

Published: 
17.12.2014
Short text (in English):
(downloads: 44)