PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR COLLEGE STUDENTS WITH HEALTH IMPAIRMENTS AND DISABILITIES
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Author(s): | Kiseleva T. G., Teplyakova E. S., |
| Number of journal: | 4(73) | Date: | December 2025 |
| Annotation: | The article is devoted to the urgent problem of psychological and pedagogical support of students with health impairments and disabilities in the secondary vocational education system. The purpose of the study was to identify, systematize and compare the main difficulties of teaching this category of students through the prism of perception of all key subjects of the educational process. The methodological basis was a comparative survey (questionnaire) of three groups of respondents: students with disabilities, their normotypic classmates and class teachers (curators). Methods of mathematical statistics were used to process the data, including the Kruskal-Wallis non-parametric test, and content analysis of open-ended survey responses. As a result of the study, five groups of difficulties were identified and structured into a single multicomponent model: communicative, emotional-volitional, cognitive, motivational and difficulties associated with the physical accessibility of the environment. Statistically significant differences in the perception of these difficulties between groups were established. Thus, students with disabilities are most acutely aware of communication problems, while teachers tend to underestimate their significance. Educators, in turn, tend to hyperbolize cognitive difficulties, which students themselves rate as less pronounced. Normotypic students are most acutely aware of the challenges of physical accessibility. The scientific novelty of the work lies in the implementation of an integrated comparative approach, which made it possible to identify “areas of discrepancy” in the perception of inclusion barriers. The practical significance is determined by the fact that the results obtained formed the basis for the development of specific recommendations for the teaching staff, including the adjustment of work programs, the creation of training programs and measures to adapt the material and technical environment aimed at optimizing the process of inclusion in college. | ||
| Keywords: | vocational education, students with disabilities, inclusive education, adaptation difficulties, support, comparative analysis, five-component model, communication difficulties, emotional-volitional difficulties, cognitive difficulties, motivational difficulties |
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| For citation: | Teplyakova E. S., Kiseleva T. G. Psychological and pedagogical support for college students with health impairments and disabilities. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;4(73):488—493. DOI: 10.25683/ VOLBI.2025.73.1457. |
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