Choice of Professional and Educational Route in High School Students with Disabilities: University Education in the Context of Motivation and Needs

Kantor, V Z; Antropov, A P; Gdalina, T G

doi:10.17759/pse.2018230205

Cited by 4 publications

(1 citation statement)

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“…The sociological approach is presented by the research of D.L. Konstantinovsky and some other authors (Aleksandrov et al, 2015;Yashina et al, 2018;Kantor et al, 2018;Krushelnitskaya et al, 2019). Studies within the framework of the sociological approach are important as data sources, but for the design of psychological and pedagogical support for students to choose IERs, an adequate theoretical and methodological basis is needed.…”

Section: Basic Approaches To the Problem Of Students' Choosing Iersmentioning

confidence: 99%

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

Lubovsky

2020

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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Utilizing both perspectives from modern positive psychology and common, conventional theories, this article examines how graduates of high schools and colleges choose individual educational routes (IER). The significance of the issue of choosing IERs is discussed; additionally, the current state of research in this area is described. Methodological difficulties were revealed in the study of the choice of IERs by graduates of high schools and colleges and in the practice of psychological and pedagogical support for choice. Major contradictions and unresolved problems were identified in the theory and practice of psychological and pedagogical support for graduates of high schools and colleges in choosing their IERs. The most important data and findings on the choice of IERs made by modern high school and college students are presented, contradictions in the available data are revealed, and the specific features in disabled students’ choosing IERs are described. In addition, an analysis of the main approaches to studies of students’ choice of IERs (sociological, subjective and based on positive psychology) was conducted. Furthermore, the importance of positive psychology for solving existing problems in research and in the practice of psychological and pedagogical support for graduates of high schools and colleges in choosing IERs was described. The article provides a brief overview of recent positive psychology research on the choice of educational routes, and outlines the prospects for its application in solving urgent research and practical problems related to psychological and pedagogical support for students’ choice of IERs.

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Section: Basic Approaches To the Problem Of Students' Choosing Iersmentioning

confidence: 99%

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

Lubovsky

2020

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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Socio-psychological barriers in higher inclusive education

et al. 2019

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Higher education is one of the conditions of independent life for disabled people, a condition of their social and labor rehabilitation. Health problems are not the only serious obstacles to vocational education. No less important are the barriers in the educational environment of the University and barriers in relationships with others. It is noted that most of the difficulties in the learning process of students with disabilities are associated with their psychological characteristics -the presence of negative experiences and attitudes, the level of self-esteem, the features of life orientations. Depending on the severity of psychological characteristics, different variants of the relationship of students with disabilities with other students are possible: from full integration to disintegration and opposition behavior. It was suggested that the nature of the relationship and especially value-semantic readiness for vocational education in higher inclusive education can largely determine the prospects of personal and professional development of students with disabilities. An empirical study of peculiarities of value orientations of students with disabilities (N = 50) and students without disabilities (N = 50) was conducted using the technique of G. N. Kuznetsova on the General self-identity, self-esteem scale of Rosenberg and test of life-meaningful orientations D. A. Leontiev.

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Technology of Designing an Individual Educational Trajectory for Students with Disabilities

Lekhanova,

Denisova

2024

Psychological Science and Education

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<p>Students with disabilities represent a highly heterogeneous group. The study was based on the hypothesis that creating variable special conditions for students with disabilities as part of the design of individual educational trajectories (IETs) will ensure the success of higher education for disabled people. The article describes the logic and stages of research on the creation and implementation of technology for designing an individual educational trajectory for students with disabilities. The materials were formed as a result of the implementation of the practice at Cherepovets State University over 5 years. Four IET options are described in detail, with each option concentrically increasing the conditions to account for the needs and capabilities of the student. The study involved 873 disabled people (765 applicants and 108 students). The study included assessing the requests of applicants with disabilities, designing and implementing individual educational trajectories, monitoring the adaptation and satisfaction of students, and evaluating the effectiveness of students with disabilities in mastering the educational program. The results obtained show an insufficient starting level of applicants' readiness for the conscious construction of an individual educational trajectory. Additionally, data were obtained on the difficulties related to emotional and interpersonal adaptation for students with disabilities. Continuous dynamic monitoring of the requests from disabled individuals for special conditions and productive interaction among all participants in the design of IETs ensures improved adaptation indicators (statistically confirmed by the use of φ angular Fisher transformation), stability of the contingent of students with disabilities, and academic success.</p>

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Choice of Professional and Educational Route in High School Students with Disabilities: University Education in the Context of Motivation and Needs

Cited by 4 publications

References 1 publication

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

Socio-psychological barriers in higher inclusive education

Technology of Designing an Individual Educational Trajectory for Students with Disabilities

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