Parameters of subjective well-being in conditions of psychosocial adaptation of students with visual impairment

Abstract

Despite the positive trends in the availability of higher education for students with visual disabilities, there are problems of adaptation of students with visual impairment to the social student environment. Psychological stress resistance, social adaptation, and integration of blind students depend largely on the conditions of their own positive selfassessment development, individual characteristics, including cognitive, psychological, behavioral and social aspects. The article considers theoretical analysis of socio-psychological adaptation and subjective wellbeing of students with visual disabilities. The aim of the study is to analyze the subjective well-being of undergraduate students with visual disabilities within the psychosocial adaptation at the university, using the targeted methods. Twenty-two full-time students with various visual pathology willingly participated in the experiment. The average age of the participants was SD=20,9 ±1,05 years. The study was carried out in accessible forms of perception of information: for example, the blind students perceived information audibly; the font of the techniques presented in Google form was increased for the visually impaired students. The carried out analysis of the existing signs of subjective well-being in students with visual disabilities showed low results of socio-psychological adaptation, which manifested more expressed psycho-emotional instability compared to the comparison group. The students of the experimental group had the most psycho-emotional instability. According to scale of wellbeing, activity, and mood (WAM), the students perception of own health was statistically lower.