ON THE ROLE OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT TO IMPROVE THE LIFE QUALITY OF PERSONS WITH DISABILITIES IN HIGHER EDUCATION INSTITUTIONS

Autores/as

  • Viktoria Shevchuk PhD in Psychological Sciences, Associate Professor, Department of Pedagogical Mastery and Inclusive Education Poltava Academy of Continuing Education M.V.Ostrogradsky, Poltava, Ukraine https://orcid.org/0000-0001-7101-7617
  • Olena Vlasova Doctor of Psychological Sciences, Professor, Department of Developmental Psychology Faculty of Psychology at Taras Shevchenko National University of Kyiv, Kyiv, Ukraine
  • Vitalii Zaika PhD in Psychological Sciences, Associate Professor, Poltava Institute of economics and law of the Open International University of Human Development “UKRAINE”, Department of Social Work and Special Education Poltava, Ukraine https://orcid.org/0000-0001-5710-2997
  • Volodymyr Morgun Doctor of Psychological Science, Professor, Poltava V. G. Korolenko National Pedagogical University, Faculty of Psychology and Pedagogy, Department of Psychology, Poltava, Ukraine https://orcid.org/0000-0001-8551-5123
  • Yuliia Kaliuzhna PhD in Psychology, Associate Professor, Department of Psychology, Faculty of Pedagogy and Psychology, Poltava V. G. Korolenko National Pedagogical University, Poltava, Ukraine https://orcid.org/0000-0002-7453-9637

DOI:

https://doi.org/10.18316/rcd.v16i42.11770

Palabras clave:

Inclusion, Persons With Disabilities, Improvement

Resumen

The objective is to assess the psychological and educational support for individuals with disabilities in higher education, evaluate their present status, and anticipate future advancements in enhancing their quality of life. The article used the methods of prediction, analysis, synthesis, and survey, due to which it was possible to form an idea of assessment and self-assessment of persons with disabilities. The results reflect the essence of inclusion in modern higher education, the process of introduction of which began in the 1970s. Based on theoretical analysis it is proved that inclusive education is intended to form the most favorable environment, to establish humanization of social relations in universities, and to obtain opportunities for quality and accessible higher education for all categories of the population. The conclusions also identify further ways of modernizing the psychological and pedagogical support for the quality of life of persons with disabilities.

Citas

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Publicado

2024-06-19

Número

Vol. 16 Núm. 42 (2024)

Sección

Artigos

Licencia

Derechos de autor 2024 Viktoria Shevchuk, Olena Vlasova , Vitalii Zaika , Volodymyr Morgun , Yuliia Kaliuzhna

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