The psychological and pedagogical aspect of the life quality of citizens with disabilities
Keywords:
psycho-pedagogical support, inclusive education, people with disabilities, people with special needs, barrier-free environment, emergencies, martial law.
Abstract
Today, with the existing trends of society's humanization and democratization, there is a need to find ways to improve the life quality of people with disabilities for their full and harmonious development. Furthermore, in the current conditions of a challenging economic, social, and political world situation, it is crucial to effectively organize the process of psycho-pedagogical support for the social and psychological development of people, including children, with disabilities.
Nowadays, state and public authorities all over the world try to direct their social policy and public activity toward the creation of a complex of legal, economic, psychological, educational, medical, rehabilitation, and other measures aimed at improvement of the quality of services, social adaptation and return to a full-quality life of people with disabilities.
The article aims to reveal the main tendencies of scientific works in psychological and pedagogical support for the life quality of people with disabilities. Also, we should clarify practical aspects and perspectives of psychological and pedagogical support for this category of people, including, during extreme situations, martial law.
Methodology. To write the article, we analyzed the works of scientists carrying out theoretical and practical research on the effectiveness of work with disabled persons. Also, we studied the results of a questionnaire poll of specialists in social services and disabled persons.
Results.
According to the research results, the tendencies of modern teachers and scientists studying the psychological and pedagogical support of the life quality of people with disabilities, as well as the results of the questionnaire survey on the factors influencing the success of psychological and pedagogical work to improve the life quality of persons with disabilities are traced and outlined promising work directions with these people.
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References
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Post, F., Pardeller, S., FranjoApor, B., Kemmler, G., Sodermann, C., Hausmann, A., Fleischhacker, W., Mizuno, Y., Uchida, H., & Hofer, A. (2018). Quality of life in stabilized outpatients with bipolar I disorder: Associations with resilience, internalized stigma, and residual symptoms, 238, 399–404 https://doi.org/10.1016/j.jad.2018.05.055
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Sharma, U., Aiello, P., Pace, E., Round, P., & Subban, P. (2018). In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: An international comparison of Australian and Italian teachers. Eur. Journal of Research in Special Educational Needs, 33, 437–446, doi: https://doi.org/10.1080/08856257.2017.1361139
Silván-Ferrero, P., Recio, P., Molero, F., & Nouvilas, E. (2020). Psychological Quality of Life in People with Physical Disability: The Effect of Internalized Stigma, Collective Action and Resilience. International Journal of Environmental Research and Public Health, 17(5), 1802. DOI: https://doi.org/10.3390/ijerph17051802
Sisto, M., Pérez, M., Gázquez, J., & Molero, M. (2021). Actitudes hacia la inclusión educativa de alumnos con discapacidad: Variables relativas al profesorado y a la organización escolar en Educación Primaria. Revista Electronica Interuniversitaria de Formación del Profesorado, 24(1), 221–237, doi: https://doi.org/10.6018/reifop.397841
Van, M., Verschueren, K., Petry, K., & Struyf, E. (2018). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/13603116.2018.1482012
Zaika, V.M., & Morhun, V.F. (2021). Personal transformation as a means of overcoming a person's life crisis. Science for modern man education, psychology, philosophy, philology, art history. Monographic series «European Science», Book 4, Part 7, 91-96. Karlsruhe, Germany. Retrieved from: https://www.sworld.com.ua/simpge4/sge4-07.pdf
Avramidis, E., Toulia, A., Tsihouridis, C., & Strogilos, V. (2019). Teachers’ attitudes towards inclusion and their self-efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs, 19, 49–59, doi: https://doi.org/10.1111/1471-3802.12477
Babkina, N., & Kochetova, C. (2022). Current Trends in Special Education: Psychological and Pedagogical Support for Students with Learning Disabilities. Conference: IFTE 2021 - VII International Forum on Teacher Education DOI: https://doi.org/10.3897/ap.5.e0119
Bohdan, O. (2020). Psychological and pedagogical support of education and upbringing of children with special educational needs in the conditions of inclusion [Psykholoho-pedahohichnyi suprovid navchannia ta vykhovannia ditei z osoblyvymy osvitnimy potrebamy v umovakh inkliuzii]. School education in Khmelnytskyi: psychological and pedagogical support of modernization processes Khmelnytskyi [Shkilna osvita Khmelnychchyny: psykholoho-pedahohichnyi suprovid modernizatsiinykh protsesiv Khmelnytskyi], 307 p. Retrieved from: https://hoippo.km.ua/wp-content/uploads/2021/04/%D0%97%D0%B1%D1%96%D1%80%D0%BD%D0%B8%D0%BA2019.pdf [in Ukrainian].
Brown, C., Macgregor, S., Flood, J., & Malin, J. (2022). Facilitating Research-Informed Educational Practice for Inclusion. Survey Findings From 147 Teachers and School Leaders in England. Frontiers in Education, 7, 890832. DOI: https://doi.org/10.3389/feduc.2022.890832
Dirth, T., & Branscombe, N. (2018). The social identity approach to disability: Bridging disability studies and psychological science. Psychological Bulletin, 144(12), 1300–1324. https://doi.apa.org/doiLanding?doi=10.1037%2Fbul0000156
Dymecka, J., & Bidzan, M. (2018). Biomedical Variables and Adaptation to Disease and Health-Related Quality of Life in Polish Patients with MS. Int. J. Environ. Res. Public Health, 2678. Retrieved from: https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.3390%2Fijerph15122678
Edwards, K., Alschuler, K., Ehde, D., Battalio, S., & Jensen, M. (2017). Changes in resilience predict function in adults with physical disability: A longitudinal study. Arch. Phys. Med. Rehabil., 98(2) 329–336 Retrieved from: https://linkinghub.elsevier.com/retrieve/pii/S0003999316311613
Gallego-Ortega, L.J., & Fuentes, A. (2021). Teaching Attitudes towards Students with Disabilities. Mathematics, 9(14). DOI: https://doi.org/10.3390/math9141637
Kármánm, B., Szekeres, A., & Papp, G. (2021). Interventions for acceptance and inclusion of people with intellectual disability: A systematic review. Journal of Applied Research in Intellectual Disabilities, 35(2). DOI: https://doi.org/10.1111/jar.12968
Mieghem, A., Verschueren, K., & Struyf, E. (2018). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(4), 1-15. DOI: https://doi.org/10.1080/13603116.2018.1482012
Molero, F., Recio, P., García-Ael, C., & Pérez-Garín, D. (2019). Consequences of perceived personal and group discrimination against people with physical disability. Rehabil. Psychol, 64, 212–220. Retrieved from: https://doi.org/10.1037/rep0000277
Morgun V.F. (2016). Psychodiagnostic support of personality in situations of professional self-determination. Science and education, 2-3, 156-164. https://doi.org/10.24195/2414-4665-2016-2-3-28 (In Ukrainian)
Morgun, V.F. (1996). Integration of education: Psychological and pedagogical bases of integration and differentiation (integration) of education. Ukraine, Poltava: Scientific change (In Ukrainian).
Morgun, V.F. (2021). Multidimensional questionnaire of real, desirable and fantastic time budgets as a means of psychodiagnostic support of life of people of respectable age. Psychological support for the elderly during quarantine. Proceedings scientific-practical conference, Ukraine, Kyiv, November 29, 2021, Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine, 161-167 (In Ukrainian).
Nikolic, M. (2021). Attitudes of education and rehabilitation students towards individuals with intellectual disabilities. Croatian magazine for rehabilitation research [Hrvatska revija za rehabilitacijska istraživanja], Vol 57, br. 1, str. 116-127 DOI: https://doi.org/10.31299/hrri.57.1.6
Pérez-Garín, D., Recio, P., Silván-Ferrero, P., Nouvilas, E., & Fuster-Ruiz de Apodaca, M. (2019). How to cope with disability: Development and psychometric properties of the Coping with Disability Difficulties Scale (CDDS). Rehabilitation Psychology, 65(1), 31–44. https://doi.org/10.1037/rep0000293
Post, F., Pardeller, S., FranjoApor, B., Kemmler, G., Sodermann, C., Hausmann, A., Fleischhacker, W., Mizuno, Y., Uchida, H., & Hofer, A. (2018). Quality of life in stabilized outpatients with bipolar I disorder: Associations with resilience, internalized stigma, and residual symptoms, 238, 399–404 https://doi.org/10.1016/j.jad.2018.05.055
Saienko, T. (2021). Features of the organization of the correctional and developmental process for children with Down syndrome at different age stages of their development [Osoblyvosti orhanizatsii korektsiino-rozvytkovoho protsesu dlia ditei z syndromom Dauna na riznykh vikovykh etapakh yikhnoho rozvytku]. Scientific journal of the Khortitsa National Academy [Naukovyi zhurnal Khortytskoi natsionalnoi akademii–], 5. DOI: https://doi.org/10.51706/2707-3076-2021-5-16. Retrieved from: https://journal.khnnra.edu.ua/index.php/njKhNA/article/view/140 [in Ukrainian].
Sharma, U., Aiello, P., Pace, E., Round, P., & Subban, P. (2018). In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: An international comparison of Australian and Italian teachers. Eur. Journal of Research in Special Educational Needs, 33, 437–446, doi: https://doi.org/10.1080/08856257.2017.1361139
Silván-Ferrero, P., Recio, P., Molero, F., & Nouvilas, E. (2020). Psychological Quality of Life in People with Physical Disability: The Effect of Internalized Stigma, Collective Action and Resilience. International Journal of Environmental Research and Public Health, 17(5), 1802. DOI: https://doi.org/10.3390/ijerph17051802
Sisto, M., Pérez, M., Gázquez, J., & Molero, M. (2021). Actitudes hacia la inclusión educativa de alumnos con discapacidad: Variables relativas al profesorado y a la organización escolar en Educación Primaria. Revista Electronica Interuniversitaria de Formación del Profesorado, 24(1), 221–237, doi: https://doi.org/10.6018/reifop.397841
Van, M., Verschueren, K., Petry, K., & Struyf, E. (2018). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/13603116.2018.1482012
Zaika, V.M., & Morhun, V.F. (2021). Personal transformation as a means of overcoming a person's life crisis. Science for modern man education, psychology, philosophy, philology, art history. Monographic series «European Science», Book 4, Part 7, 91-96. Karlsruhe, Germany. Retrieved from: https://www.sworld.com.ua/simpge4/sge4-07.pdf
Published
2022-08-30
How to Cite
Demchenko, I., Zahariichuk, O., Dergach, M., Porodko, M., & Pryzvanska, R. (2022). The psychological and pedagogical aspect of the life quality of citizens with disabilities. Amazonia Investiga, 11(54), 339-348. https://doi.org/10.34069/AI/2022.54.06.32
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