DOI: 10.36871/hon.202101022
Authors
Sobkin V. S.
Institute of Education Management of the Russian Academy of Education, Moscow, Russian Federation
Lykova T. A.
Institute of Education Management of the Russian Academy of Education, Moscow, Russian Federation; Institute of Foreign Languages of the Peoples' Friendship University of Russia, Moscow, Russian Federation
Sobkina A. V.
Performing Arts School of Oleg Tabakov, Moscow, Russian Federation
Abstract
The article presents the results of a questionnaire survey of RGSAI students with and without disabilities, devoted to the peculiarities of their relationships with their parents. In the microsocial environment of students, the questions about significant others ("role models"), the characteristics of the relationships and the meaningful features of students' communication with their parents are analyzed. The opinions of students with preserved health and students with different types of disabilities are compared; both age dynamics of responses and opinions of students of various faculties (theater, music, fine arts) are considered. The study involved 167 students of The RGSAI, 98 of them with preserved health and 69 with disabilities. The results were processed using the methods of mathematical statistics. It is shown that psychological support from parents of students with disabilities is an important socio-psychological resource that affects the success of their higher professional education. It was found that the nature of relationships with parents is markedly different for students with disabilities and students with preserved health. The content features of changes in parental position at different stages of students' education are reviewed: from parents' encouragement of life success to their performance of compensatory supporting function. There are four generalized objections that characterize the specifics of parental attitude, which allowe to determine the uniqueness of parental position depending on the state of health and the direction of students' professional training. Analysis of the thematic features of interpersonal communication between students and their parents indicates the high involvement of parents of students with disabilities in educational activities, as well as in socio-psychological relations of students with teachers and fellow students. Such parental involvement is regarded as a kind of "social capital" of a student with disabilities.
Keywords
inclusive education, socialization, students with disabilities, students with preserved health, child-parent relationships, communication content
