scholarly journals Integrative structural components of adaptation readiness of students with disabilities

2021 ◽  
Vol 51 (3) ◽  
pp. 290-301
Author(s):  
Alexey A. Sharov ◽  
◽  
Olga V. Khmelkova ◽  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Structural Model ◽  
Diagnostic Technique ◽  
Principal Component ◽  
Psychological Adaptation ◽  
Structural Components ◽  
Adaptation Capacity ◽  
Adaptation Readiness ◽  
Student’S T

The availability of higher education for people with disabilities (hereinafter referred to as “Disabled people”) cannot be considered without creating an inclusive educational environment and implementing measures for psychological and pedagogical support. Adequate, reasonable and effective accompanying work in this context provides for filling the gaps in research devoted to the study of adaptation readiness. With due account for these circumstances, the research purpose is to identify and describe the structural components of adaptation readiness of students with disabilities in the context of inclusive education. The used diagnostic battery (N=200): a diagnostic technique of Rogers-Diamond’s socio-psychological adaptation as adapted by A.K. Osnitsky; a multilevel personality questionnaire “Adaptability” (MLO – AM) (A.G. Maklakov, S.V. Chermyanin); methodology “Adaptation readiness of personality” by M.V. Grigorieva. Statistical procedures: Student’s t-test calculation, correlation by Pearson’s method; factor analysis (principal component factorization with Varimax rotation). The research results show that the adaptation capacity potential of students with conditionally normative development is statistically significantly higher than that of disabled students (t=22.1, p≤0.01). There was also a decrease in socio-psychological adaptation in the designated category of students on indicators “Adaptation” (t=8.79, p≤0.01); “Self-perception” (t = 8.48, p≤0.01); “Emotional comfort” (t = 6.73, p≤0.01). A two-factor structural model of adaptation readiness of students with disabilities, including psychological-psychophysiological and socio-psychological components, including content areas and structural elements, has been identified.

scholarly journals Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

2019 ◽  
Vol 62 ◽  
pp. 12002
Author(s):  
M.A. Isaikina ◽  
E.A. Maksimova ◽  
E.V. Martynova ◽  
N.V. Shelyakhina
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Modern Society ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Living Standard ◽  
Special Role ◽  
Education Development ◽  
Inclusive Approach

The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.

scholarly journals The Social and Psychological Effects of Inclusive Education of Persons with Hearing Disability in Society: A Field Study at the Disability Resource Centre (Sharjah University)

2021 ◽  
Vol 13 (22) ◽  
pp. 12823
Author(s):  
Nagwa Babiker Abdalla Yousif ◽  
Enaam Mohammed Youssef ◽  
Rasha Mohamed Abdelrahman
Keyword(s):  
Social Interaction ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Correlation Coefficients ◽  
Psychological Adaptation ◽  
Psychological Effects ◽  
The Social ◽  
Significant Difference ◽  
Education Of Students ◽  
Psychological Integration

The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statistically significant difference of less than 0.05 was found in favour of those who agreed that inclusion affects psychological adaptation. A statistically significant difference of less than 0.05 was found in favour of students who agreed that inclusion affects social interaction. The research results can be used in the practice of inclusive education to determine ways to improve the social and psychological adaptation of students with hearing impairments.

scholarly journals STRUCTURAL MODEL OF SPIRITUALITY AS A PHILOSOPHICAL PHENOMENON

Adam alemi ◽  
2021 ◽  
Vol 88 (2) ◽  
pp. 10-17
Author(s):  
Nurnazar Pirnazarov ◽  
Keyword(s):  
Structural Model ◽  
Self Regulation ◽  
Diagnostic Technique ◽  
Structural Components ◽  
Philosophical Significance ◽  
Self Development ◽  
The Status ◽  
Moral Qualities ◽  
The Individual ◽  
Pedagogical Literature

The issues of the development and formation of the spirituality of the individual in the conditions of the current social crisis do not lose their relevance. Currently, the development of philosophical tools and specific recommendations for the formation of the spirituality of a particular person are becoming more and more in demand. The article deals with the structural model of the philosophical phenomenon of spirituality. In modern psychological and pedagogical literature, spirituality has not yet acquired the status of an established philosophical construct as an independent phenomenon. Based on the analysis of the views of researchers studying spirituality, the author includes the following content characteristics in its structure: moral values, moral qualities, attitude towards people, self-perception and attitude, spiritual abilities, self-development, self-regulation and volitional control. The study presents the characteristics of each component and the rationale for their philosophical significance in the structure of spirituality. Further study and analysis of the identified structural components of the spirituality model will make it possible to develop a diagnostic technique for studying the formation of the meaningful aspects of spirituality.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

scholarly journals Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 85
Author(s):  
Marcin Gierczyk ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Gifted Education ◽  
School Experiences ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Online Databases ◽  
Teachers Experiences ◽  
Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

1997 ◽  
Vol 14 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
Future Research ◽  
Physical Education Teachers ◽  
The Status ◽  
Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

Sign in / Sign up

Export Citation Format

Share Document