СРАВНИТЕЛЬНЫЙ АНАЛИЗ СОВЛАДАЮЩИХ СТРАТЕГИЙ ПОВЕДЕНИЯ КАК ХАРАКТЕРИСТИК ЛИЧНОСТНОГО САМООПРЕДЕЛЕНИЯ СТУДЕНТОВ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ И НОРМАТИВНО РАЗВИВАЮЩИХСЯ СТУДЕНТОВ

Abstract

The paper discusses behavioral strategies for overcoming stressful situations and coping with them as formal dynamic characteristics of personal self-determination. The study involves a comparative analysis of indicators of coping strategies followed by students with disabilities and typically developing students. The paper aims to characterize the specific features of coping strategies of students with disabilities in the context of inclusive education. Materials and methods. The paper relies on the findings from the research on the students of Saratov State University, which was conducted in 2020-2022. The study used a stress coping questionnaire, which was developed by K. Carver, M. Scheyer and J. Weintraub and adapted by O. Gordeeva, E.N. Osin, E.A. Rasskazova, O.A. Sychev, and V.Yu. Shevyakhova. Results of the research. The study has highlighted the features of preferred and rejected strategies for coping with stress in students with disabilities in comparison with those typically developing. These features consist in choosing strategies to effectively analyze the situation and find practical ways to overcome it. A comparative analysis of preferred and rejected strategies by gender has been carried out. Discussion and conclusion. The study shows the generality of the formal-dynamic characteristics of personal self-determination of students with disabilities and typically developing students. The necessity to take into account the strategies for coping with stressful situations as the basis for the development of programs and models of psychological and pedagogical support of inclusive education is emphasized.