Conditions Of Self-Actualization Of Disabled Students In An Inclusive Educational Environment

Abstract

The article is devoted to the problem of the formation and improvement of an inclusive higher education system, the quality of which is an indicator of the development of modern society - a society of equal opportunities. The authors focus on the issues of self-actualization, self-realization and self-development of students with disabilities and special needs in the process of their education and training in organizations of inclusive higher education. In order to develop pedagogical conditions for the development of the qualities of a self-actualizing personality, the factors that determine them for the students with disabilities and special needs are studied. We consider the features of students' self-attitude, the degree of their self-confidence, self-acceptance and self-guidance as the dominant factor. The study revealed the peculiarities of self-actualization of students with disabilities and special needs, their self-relationships, the relationship between these psychological phenomena. The authors develop a system of pedagogical conditions necessary for their self-realization in the inclusive educational environment of the educational organization of higher education based on the results of empirical studies. An important condition is the preparation and organization of psychological support for the process of personal and professional development of students with disabilities and disabilities, aimed at correcting the consequences of their disability, increasing their self-acceptance, self-confidence through the development of reflection, self-knowledge and an adequate perception of their uniqueness and personality traits.