Academic adaptation of students with mental disabilities and peculiarities of cognitive profile: theoretical analysis

Cover Page

Cite item

Full Text

Abstract

Due to the growing number of students with mental disabilities entering universities, it became interesting for researchers to study the problems of their academic adaptation. In addition to a widely investigated range of peculiarities of these students’ cognitive profile, their adaptation and formation of readiness for academic challenges is also attractive for making a research. The nature and number of social, academic and other barriers’ impacts on students with disabilities differ from those, which ordinary students face when entering a University. The number of psychological problems increases owing to the negative impact of external factors, which should be revealed and resolved not only by Support-services of the University, but also by teachers and other stuff in direct contact with students with disabilities. The main problem of improving the process of academic adaptation and overcoming psychological barriers is the lack of available empirical data based on the personal experience of students with disabilities. The article contains the analysis of works and studies on different aspects of the problem concerning academic adaptation of students with mental disabilities. The article defines priority areas for domestic and foreign researches, finds out similarity and differences between approaches and indicates a lack of theoretical summary made by complex and systematic approaches in the field of academic adaptation of students with mental disability.

About the authors

Aleksey Vladimirovich Sozonnik

Saratov State University

Email: sznnik@mail.ru
Saratov, Russian Federation

References

  1. Аржаных Е. В. Высшее профессиональное образование для лиц с ограниченными возможностями здоровья и инвалидностью: статистический анализ // Психологическая наука и образование. 2017. Т. 22, № 1. C. 150–160. https://doi.org/10.17759/pse.2017220117
  2. Кантор В. З., Проект Ю. Л. Инклюзивное высшее образование: социально-психологическое благополучие студентов // Образование и наука. 2019. Т. 21, № 2. С. 51–73. https://doi.org/10.17853/1994-5639-2019-2-51-73
  3. Shamionov R., Grigoryeva M., Grinina E., Sozonnik A. Characteristics of Academic Adaptation and Subjective Well-Being in University Students with Chronic Diseases // European Journal of Investigation in Health, Psychology and Education. 2020 (а). Vol. 10, № 3. P. 816–831. https://doi.org/10.3390/ejihpe10030059
  4. Lacour M., Tissington L. D. The effects of poverty on academic achievement // Educational Research and Reviews. 2011. Vol. 6, № 7. P. 522–527.
  5. Loopstra R., Lalor D. Financial Insecurity, Food Insecurity, and Disability: The Profile of People Receiving Emergency Food Assistance from The Trussell Trust Foodbank Network in Britain. Trussell Trust, 2017. URL: https://trusselltrust.org/wp-content/uploads/sites/2/2017/06/OU_Report_final_01_08_online.pdf (дата обращения: 25.02.2019).
  6. Береговая О. А., Лопатина С. С., Отургашева Н. В. Барьеры социокультурной адаптации иностранных студентов в российских вузах // Перспективы науки и образования. 2019. № 2 (38). С. 108–118. https://doi.org/10.32744/pse. 2019.2.9
  7. Косинцева Т. Д., Кулешова Н. Д. Преодоление межкультурных барьеров в студенческой среде // Теория и практика общественного развития. 2016. № 9. С. 16–18.
  8. Хайруллин Р. З. Формирование этнотолерантности будущих специалистов в вузах социального профиля // Социальная педагогика. 2011. № 1. С. 32–46.
  9. Bailey M. J., Dynarski S. M. Inequality in postsecondary education // Whither Opportunity: Rising Inequality, Schools, and Children’s Life Chances / ed. by J. Duncan & R. Murnane. New York: Russell Sage, 2011. P. 117–132. https://doi.org/10.3386/w17633
  10. Bills K. L. Maneuverability Experiences Faced by Individuals Who Use Wheelchairs in Rural Settings: A Qualitative Analysis // Contemporary Rural Social Work. 2017. Vol. 9, № 1. P. 1–11.
  11. Martin J. L. Book Review: The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools by Thomas A. Diprete and Claudia Buchmann // Gender & Society. 2014. Vol. 28, № 6. P. 928–929. https://doi.org/10.1177/0891243214528573
  12. Shamionov R., Grigoryeva M., Grinina E., Sozonnik A. Correlation of academic adaptation and commitment to social activity in university students with chronic diseases // E3S Web of Conferences. 2020. № 210. 19019. doi: 10.1051/e3sconf/202021019019
  13. Walker L. Impact of Academic Support Centers on Students with Disabilities in Postsecondary Institutions // Learning Assistance Review. 2016. Vol. 21, № 1. P. 81–92.
  14. Ishitani T. T. Studying attrition and degree completion behavior among first-generation college students in the United States // The Journal of Higher Education. 2006. Vol. 77, № 5. P. 861–885.
  15. Wasielewski L. M. Academic Performance of Students with Disabilities in Higher Education: Insights from a Study of One Catholic College // Journal of Catholic Education. 2016. Vol. 20, №. 1. P. 136–151. https://doi.org/10.15365/joce.2001062016
  16. Белоглазов А. А., Белоглазова Л. Б., Белоглазова И. А. Проектирование инклюзивной самостоятельной работы студентов с применением информационных технологий // Вестник Российского ун-та дружбы народов. Серия: Информатизация образования. 2018. Т. 15, №3. C. 294–303. https://doi.org/10/22363/2312-8631-2018-15-3-294-303
  17. Bills K. L. A Review of Literature: Identifying Barriers to Academic Success Among Students with Disabilities Attending College in Rural Regions // Contemporary Rural Social Work Journal. 2019. Vol. 11, № 1. P. 1–13.
  18. Dong S., Lucas M. S. An analysis of disability, academic performance, and seeking support in one university setting // Career Development and Transition for Exceptional Individuals. 2013. Vol. 20, № 10. P. 1–10.
  19. Pingry O’Neill L. N., Markward M. J., French J. P. Predictors of graduation among college students with disabilities // Journal of Postsecondary Education and Disability. 2012. Vol. 25, № 1. P. 21–36.
  20. Kilpatrick S., Johns S., Barnes R., Fischer S., McLennan D., Magnussen K. Exploring the retention and success of students with disability in Australian higher education // International Journal of Inclusive Education. 2016. Vol. 21, № 1. P.747–762.
  21. Verdugo M. A., Gómez L. E., Arias B., Navas P., Schalock R. L. Measuring quality of life in people with intellectual and multiple disabilities: Validation of the San Martín scale // Research in Developmental Disabilities. 2014. Vol. 3, № 1. P. 75–86. https://doi.org/10.1016/j.ridd.2013.10.025
  22. Кантор В. З., Мазур М. А. Мотивационно-потребностные факторы преемственности школьного и вузовского образования лиц с нарушениями сенсорной и двигательной сферы: к проблеме эффективности профориентационной работы в системе социально-трудовой реабилитации инвалидов // Инклюзия в образовании. 2019. Т. 4, № 1. С. 134–158.
  23. Dymond S., Meadan H., Pickens J. Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel // Journal of Developmental and Physical Disabilities. 2017. Vol. 29, № 5. P. 1–17. https://doi.org/10.1007/s10882-017-9558-9
  24. Arscott W. Students with Learning and Developmental Disabilities in Post-Secondary Education // Critical issue in higher education. 2013. Vol. 8, № 1. P. 115–125. https://doi.org/10.1007/978-94-6209-046-0_9
  25. Гаранян Н. Г., Андрусенко Д. А., Хломов И. Д. Перфекционизм как фактор студенческой дезадаптации // Психологическая наука и образование. 2009. Т. 14, № 1. С. 72–81.
  26. Shamionov R., Grigoryeva M., Sozonnik A., Grinina E. The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations // Eur. J. Investig. Health Psychol. Educ. 2021. № 11. P. 878–893. doi.org/10.3390/ejihpe11030065
  27. Callens M., Tops W., Brysbaert M. Cognitive profile of students who enter higher education with an indication of dyslexia // PloS ONE. 2012. Vol. 7, № 6. P. 1–14. https://doi.org/10.1371/journal.pone.0038081
  28. Richlan F., Kronbichler M., Wimmer H. Meta-analyzing brain dysfunctions in dyslexic children and adults // Neuroimage. 2011. Vol. 56, № 3. P. 1735–1742. https://doi.org/10.1016/j.neuroimage.2011.02.040
  29. Callens M., Tops W., Stevens M., Brysbaert M. An exploratory factor analysis of the cognitive functioning of firstyear bachelor students with dyslexia // Annals of Dyslexia. 2014. Vol. 64, № 1. P. 91–119. https://doi.org/10.1007/s11881-013-0088-6
  30. Шамионов Р. М., Григорьева М. В., Созонник А. В., Гринина Е. С., Протасов П. А., Силютина Н. Г. Характеристики академической адаптации и когнитивных функций студентов с ограниченными возможностями здоровья // Перспективы науки и образования. 2020. № 5 (47). С. 258–272. doi: 10.32744/pse.2020.5.18
  31. Mayes S. D., Calhoun S. L. Frequency of reading, math, and writing disabilities in children with clinical disorders // Learning and Individual Differences. 2006. Vol. 16, № 2. P. 145–157. https://doi.org/10.1016/j.lindif.2005.07.004
  32. Bakker T., Krabbendam L., Bhulai B., Begeer S. First-Year Progression and Retention of Autistic Students in Higher Education: A Propensity Score-Weighted Population Study // Autism in Adulthood. 2020. https://doi.org/10.1089/aut.2019.0053
  33. Geller L. L, Greenberg M. Managing the transition process from high school to college and beyond: Challenges for individuals, families, and society // Social Work in Mental Health. 2010. Vol. 8, № 1. P. 92–116.
  34. Mayes S. D., Calhoun S. L. Ability Profiles in Children with Autism: Influence of Age and IQ // Autism: The International Journal of Research and Practice. 2003. Vol. 7, № 1. P. 65–80. https://doi.org/10.1177/1362361303007001014
  35. Anderson A. H., Stephenson J., Carter M. A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education // Research in Autism Spectrum Disorders. 2017. Vol. 39. P. 33–53. https://doi.org/10.1016/j.rasd.2017.04.002
  36. Kurth J., Mastergeorge A. Academic and cognitive profiles of students with autism: Implications for classroom practice and placement // International Journal of Special Education. 2010. Vol. 25, № 2. P. 8–14.
  37. Ford J. Educating Students with Learning Disabilities in Inclusive Classrooms // Electronic Journal for Inclusive Education. 2013. Vol. 3, № 1. P. 1–20.
  38. Scruggs T. E., Mastropieri M. A., Marshak L. Peer-mediated instruction in inclusive secondary social studies learning: Direct and indirect learning effects // Learning Disabilities Research & Practice. 2012. Vol. 27, № 1. P. 12–20. https://doi.org/10.1111/j.1540-5826.2011.00346.x
  39. Айсмонтас Б. Б., Одинцова М. А. Социально-психологическое сопровождение студентов с инвалидностью и ограниченными возможностями здоровья // Психологическая наука и образование. 2017. Т. 22, № 1. C. 71–80. https://doi.org/10.17759/pse.2017220109
  40. Stein K. F. Experiences of selected emerging adults with emotional or behavioral difficulties in higher education // Career Development and Transition for Exceptional Individuals. 2012. Vol. 35, № 3. P. 168–179. https://doi.org/10.1177/0885728812438940
  41. Евдокимова В. В. Адаптация студентов с ОВЗ к новому образовательному пространству как одно из направлений работы психологической службы СПК МГППУ // Инклюзивное образование: методология, практика, технология: материалы международной научно-практической конференции. М.: МГППУ, 2011. С. 181–183.
  42. Сорокин Н. Ю., Луковенко Т. Г. Готовность профессорско-преподавательского состава к обучению инвалидов в вузе // Психологическая наука и образование. 2018. Т. 23, № 2. С. 68–76. https://doi.org/10.17759/pse.2018230208
  43. Ефимова Г. З., Волосникова Л. М., Огороднова О. В. Гендерное измерение инклюзии: Кейс университетов Западной Сибири // Психологическая наука и образование. 2018. Т. 23, № 2. С. 77–88. https://doi.org/10.17759/pse.2018230209
  44. Belch H. Understanding the experiences of students with psychiatric disabilities: A foundation for creating conditions of support and success // New Directions for Student Services. 2011. Vol. 2011, № 134. P. 73–94. https://doi.org/10.1002/ss.396
  45. Megivern D., Pellerito S., Mowbray C. Barriers to higher education for individuals with psychiatric disabilities // Psychiatric Rehabilitation Journal. 2003. Vol. 26, № 3. P. 217–231. https://doi.org/10.2975/26.2003.217.231
  46. Best L., Still M., Cameron G. Supported education: Enabling course completion for people experiencing mental illness // Australian Occupational Therapy Journal. 2008. Vol. 55, № 1. P. 65–68. https://doi.org/10.1111/j.1440-1630.2007.00690.x
  47. Newman L., Wagner M. Longitudinal Post-High School Outcomes of Young Adults with Learning Disabilities or Emotional/Behavioral Disorders // Advances in Learning and Behavioral Disabilities. 2015. Vol. 28. P. 31–36. https://doi.org/10.1108/s0735-004x20150000028003
  48. Salzer M. S. A comparative study of campus experiences of college students with mental illnesses versus a general college sample // Journal of American College Health. 2012. Vol. 60, № 1. P. 1–7. https://doi.org/10.1080/07448481.2011.552537
  49. Stein K. F. DSS and Accommodations in Higher Education: Perceptions of Students with Psychological Disabilities // Towson University Journal of Postsecondary Education and Disability. 2013. Vol. 26, № 2. P. 145–161.
  50. Hamblet E. C. Helping Your Students with Disabilities during Their College Search // Journal of College Admission. 2009. № 205. P. 6–15.
  51. Carter E. W., Trainor A. A., Ditchman N., Owens L. A pilot connecting youth with emotional or behavioral difficulties to summer work experiences // Career Development for Exceptional Individuals. 2011. Vol. 34, № 2. P. 95–106. https://doi.org/10.1177/0885728810395745
  52. Findley P. A., Plummer S., McMahon S. Exploring the Experiences of Abuse of College Students With Disabilities // Journal of Interpersonal Violence. 2016. Vol. 31, № 17. P. 2801–2823. https://doi.org/10.1177/0886260515581906
  53. Sabina C., Ho L. Campus and college victim responses to sexual assault and dating violence: Disclosure, service utilization, and service provision // Trauma, Violence & Abuse. 2014. Vol. 15, № 3. P. 201–226. https://doi.org/10.1177/1524838014521322
  54. Hershkowitz I., Lamb M. E. Victimization of children with disabilities // American Journal of Orthopsychiatry. 2007. Vol. 77. N. 4. P. 629–635.
  55. Plummer S. B., Findley P. A. Women with disabilities’ experience with physical and sexual abuse: A review of the literature and implications for the field // Trauma, Violence, & Abuse. 2012. Vol. 13, № 1. P. 15–29. https://doi.org/10.1177/1524838011426014
  56. Honey A., Emerson E., Llewellyn G. The mental health of young people with disabilities: Impact of social conditions // Social Psychiatry & Psychiatric Epidemiology. 2011. Vol. 46, № 1. P. 1–10. https://doi.org/10.1007/s00127-009-0161-y
  57. Baker L., Prevatt F., Proctor B. Drug and alcohol use in college students with and without ADHD // Journal of Attention Disorders. 2012. Vol. 16, № 3. P. 255–263. https://doi.org/10.1177/1087054711416314
  58. Александрова Л. А., Силантьева Т. А. Социальная поддержка студентов с ОВЗ в условиях инклюзивного образования // Клиническая и специальная психология. 2014. Т. 3, № 2. С. 28–54.
  59. Шамионов Р. М., Григорьева М. В., Гринина Е. С., Созонник А. В. Роль характеристик личности и социальной активности в академической адаптации студентов университета с хроническими заболеваниями // Клиническая и специальная психология. 2021. Т. 10, № 3. С. 181–207. doi: 10.17759/cpse.2021100310
  60. Шамионов Р. М. Адаптационная готовность личности – субъекта социального взаимодействия // Известия СГУ имени Н. Г. Чернышевского. Новая серия: Философия. Психология. Педагогика. 2015. Т. 15, № 4. С.106–112. https://doi.org/10.18500/1819-7671-2015-15-4-106-112
  61. Григорьева М. В., Граур М. В. Соотношение понятий «академическая адаптация» и «самоэффективность» в понимании учителей и школьных педагогов-психологов // Социальный мир человека: материалы VII Междунар. науч.-практ. конф. / под ред. Н. И. Леонова. Ижевск: ERGO, 2018. C. 69–72.
  62. Курбангалеева Е. Ш., Веретенников Д. Н. Доступность высшего профессионального образования инвалидам и лицам с ограниченными возможностями здоровья (ОВЗ) // Психологическая наука и образование. 2017. Т. 22, № 1. C. 169–180. https://doi.org/10.17759/pse.2017220119
  63. Пряжникова Е. Ю., Чистовский Д. И. Самосознание студентов с ОВЗ на этапе профессионального развития // Психологическая наука и образование. 2014. Т. 19, № 4. C. 81–91.
  64. Хаустов А. В. Особые образовательные потребности обучающихся с расстройством аутического спектра // Аутизм и нарушения развития. 2016. Т. 14, № 2. С. 3–12. https://doi.org/10.17759/autdd.2016140201

Supplementary files

Supplementary Files
Action
1. JATS XML
Download


Согласие на обработку персональных данных

 

Используя сайт https://journals.rcsi.science, я (далее – «Пользователь» или «Субъект персональных данных») даю согласие на обработку персональных данных на этом сайте (текст Согласия) и на обработку персональных данных с помощью сервиса «Яндекс.Метрика» (текст Согласия).