Socio-Psychological Features of Students with Special Educational Needs as a Cause of Conflicts in Inclusive Groups

Authors

  • Valentyna Afanasenko Doctor of Philosophical Sciences, Associate Professor, Chair of Psychology Department, Cherkasy regional institute of postgraduate education of teachers of Cherkasy regional council, Ukraine
  • Taisiia Komar Doctor of Psychological Sciences, Associate Professor, Professor of Psychology and Pedagogics Department, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine
  • Natalia Potapchuk Doctor of Psychological Sciences, Senior Researcher, The National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Khmelnytskyi, Ukraine
  • Olena Mykolayivna Vasylenko Khmelnytskyi National University http://orcid.org/0000-0003-4935-0258
  • Larysa Podkorytova PhD in Psychology, Associate Professor, Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine
  • Viacheslav Havrylkevych PhD in Psychology, Associate Professor, Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine

DOI:

https://doi.org/10.18662/brain/12.2/188

Keywords:

students with special educational needs, inclusive education, higher educational institution, conflicts in inclusive student groups

Abstract

The article examines the causes of conflicts in inclusive student groups and means of their prevention. It has been found that the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social interaction, widen the range of their social roles, learn more about their own personality. However, the peculiarities of moral attitudes, values, behavior, features of the emotional and volitional sphere development, cognitive processes of students with special educational needs lead to conflict situations in inclusive student groups. To determine the causes of conflicts in inclusive student groups, a diagnostic study was conducted among the full-time and part-time students with special educational needs of Khmelnytsky National University. The results of the diagnosis showed that main causes of conflicts in inclusive student groups are the following socio-psychological characteristics of students with special educational needs: low level of self-esteem due to which they get painful experiences because of critical remarks addressed to them, try to adapt to other people's opinions, have low motivation for achievement, feel lonely and anxious; low ability to establish new contacts for communication, low level of sociability; the desire to avoid conflict or to get out of it with dignity accepting the opinions and interests of others without seeking compromise solutions. Taking this into consideration, we have developed and substantiated conflict prevention tools for inclusive student groups that can help students with special educational needs to interact effectively with other students while studying at higher education institution.

Author Biographies

Valentyna Afanasenko, Doctor of Philosophical Sciences, Associate Professor, Chair of Psychology Department, Cherkasy regional institute of postgraduate education of teachers of Cherkasy regional council, Ukraine

Doctor of Philosophical Sciences, Associate Professor, Chair of Psychology Department, Cherkasy regional institute of postgraduate education of teachers of Cherkasy regional council, Ukraine

Taisiia Komar, Doctor of Psychological Sciences, Associate Professor, Professor of Psychology and Pedagogics Department, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine

Doctor of Psychological Sciences, Associate Professor, Professor of Psychology and Pedagogics Department, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine

Natalia Potapchuk, Doctor of Psychological Sciences, Senior Researcher, The National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Khmelnytskyi, Ukraine

Doctor of Psychological Sciences, Senior Researcher, The National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Khmelnytskyi, Ukraine

Olena Mykolayivna Vasylenko, Khmelnytskyi National University

PhD of Pedagogical Sciences, Associate Professor

Associate Professor of the Department of Psychology and Pedagogy

Larysa Podkorytova , PhD in Psychology, Associate Professor, Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine

PhD in Psychology, Associate Professor, Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine

Viacheslav Havrylkevych, PhD in Psychology, Associate Professor, Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine

PhD in Psychology, Associate Professor, Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine

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Published

2021-07-19

How to Cite

Afanasenko, V. ., Komar, T. ., Potapchuk, N., Vasylenko, O. M., Podkorytova , L. ., & Havrylkevych, V. . (2021). Socio-Psychological Features of Students with Special Educational Needs as a Cause of Conflicts in Inclusive Groups . BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(2), 01-17. https://doi.org/10.18662/brain/12.2/188

Issue

Vol. 12 No. 2 (2021): BRAIN. Broad Research in Artificial Intelligence and Neuroscience

Section

Neuroscience

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