Social-Psychological Adaptation of Students with Disabilities: Results of Psychological-Pedagogical Monitoring

The article analyzes the researches of inclusive higher education; it is shown that the principles of adaptive disciplines’ designing aimed at mastering the means of students with disabilities’ cognitive deficits’ coping by are insufficiently developed. Objective: to assess the possibilities of using psychological-pedagogical monitoring in designing adaptive disciplines and practices for students with disabilities and clarifying their content. Methods: the questionnaire "Studying the motives of students' educational activities" by A.A. Rean and V.A. Yakunin in the modification of N.C. Badmaeva, the questionnaire of socio-psychological adaptation (SPA) by K. Rogers and R. Diamond modified by of A.K. Osnitsky, conducted as part of the monitoring. The study involved students with disabilities studying at the Bauman Moscow State Technical University (N=289, 217 men and 72 women) on the 1st (N=94), 2nd (N=51), 3rd (N=37), 4thm (N=45), 5th (N=44) and 6-7th courses (N=18). The study revealed significant differences between students with significant hearing loss, the hard of hearing and representatives of other nosologies based on prestige and three SPA parameters. It is shown that a significant decrease in learning motivation occurs in students with disabilities from the first year to the third. For third-year students, the connection between the motives of creative self-development and general adaptability, acceptance of others and internal control ceases to be significant. The data of psychological and pedagogical monitoring allow us to make recommendations on the design of the content of adaptive disciplines and practices for students with disabilities.

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