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

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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 ISSN: 2068-0473 | e-ISSN: 2067-3957 Covered in: Web of Science (WOS); PubMed.gov; IndexCopernicus; The Linguist List; Google Academic; Ulrichs; getCITED; Genamics JournalSeek; J-Gate; SHERPA/RoMEO; Dayang Journal System; Public Knowledge Project; BIUM; NewJour; ArticleReach Direct; Link+; CSB; CiteSeerX; Socolar; KVK; WorldCat; CrossRef; Ideas RePeC; Econpapers; Socionet. 2021, Volume 12, Issue 2, pages: 01-17 | https://doi.org/10.18662/brain/12.2/188 Abstract: The article examines the causes of conflicts in inclusive Socio-Psychological student groups and means of their prevention. It has been found that Features of Students the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student with Special groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social Educational Needs as interaction, widen the range of their social roles, learn more about a Cause of Conflicts in their own personality. However, the peculiarities of moral attitudes, values, behavior, features of the emotional and volitional sphere Inclusive Groups development, cognitive processes of students with special educational Valentyna AFANASENKO¹, needs lead to conflict situations in inclusive student groups. To Taisiia KOMAR2, determine the causes of conflicts in inclusive student groups, a Natalia POTAPCHUK3, diagnostic study was conducted among the full-time and part-time Olena VASYLENKO4, students with special educational needs of Khmelnytsky National Larysa PODKORYTOVA5, University. The results of the diagnosis showed that main causes of Viacheslav HAVRYLKEVYCH6 conflicts in inclusive student groups are the following socio- psychological characteristics of students with special educational needs: 1 Doctor of Philosophical Sciences, Associate low level of self-esteem due to which they get painful experiences Professor, Chair of Psychology Department, because of critical remarks addressed to them, try to adapt to other Cherkasy regional institute of postgraduate people's opinions, have low motivation for achievement, feel lonely and education of teachers of Cherkasy regional council, Ukraine, e-mail: [email protected] 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 2 Doctor of Psychological Sciences, Associate dignity accepting the opinions and interests of others without seeking Professor, Professor of Psychology and Pedagogics Department, Humanities Faculty, compromise solutions. Taking this into consideration, we have Khmelnytskyi National University, developed and substantiated conflict prevention tools for inclusive Khmelnytskyi, Ukraine, e-mail: [email protected] student groups that can help students with special educational needs 3 Doctor of Psychological Sciences, Senior to interact effectively with other students while studying at higher Researcher, The National Academy of the education institution. State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Khmelnytskyi, Keywords: students with special educational needs; inclusive Ukraine, e-mail: [email protected] education; higher educational institution; conflicts in inclusive student 4 PhD in Pedagogy, Associate Professor, groups. Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine, e-mail: How to cite: Afanasenko, V., Komar, T., Potapchuk, N., [email protected] Vasylenko, O., Podkorytova, L., & Havrylkevych, V. 5 PhD in Psychology, Associate Professor, (2021). Socio-Psychological Features of Students with Department of Psychology and Pedagogics, Special Educational Needs as a Cause of Conflicts in Humanities Faculty, Khmelnytskyi National Inclusive Groups. BRAIN. Broad Research in Artificial University, Khmelnytskyi, Ukraine, e-mail: Intelligence and Neuroscience, 12(2), 01-17. [email protected] https://doi.org/10.18662/brain/12.2/188 6 PhD in Psychology, Associate Professor, Department of Psychology and Pedagogics, Humanities Faculty, Khmelnytskyi National University, Khmelnytskyi, Ukraine, e-mail: [email protected] BRAIN. Broad Research in June, 2021 Artificial Intelligence and Neuroscience Volume 12, Issue 2 Introduction As the number of people with special educational needs, especially children, in developed countries is increasing, disability prevention and social problems solution have become the national priorities of these countries. The problem of education of children and youth with special educational needs has always been the most complicated problem for the society. Nowadays, inclusive education is supposed to solve it, as it recognizes the necessity to meet the various demands and abilities of children and youth with special educational needs, including differences in ways and tempo of learning. This goal is achieved be means of individualized teaching methods, adapted curricula and individually selected learning support materials. Inclusive education is a necessary condition for active adaptation, socialization and development of students with special educational needs. Inclusion is considered to be a process of increasing the participation of people with special educational needs in social life, and inclusive education is defined as a system of educational services based on the principle of ensuring the basic right of children to education and the right to receive it at the place of residence at secondary education institution which is adjusted to the needs of all students (Sophii, 2008). The success of the inclusive education implementation largely depends on the interpersonal relationships in the student group. Starting their studying, students begin a new independent life, which is an integral part of the higher education institution where they study and the group which the belong to. The new relationships, formed in the group, are based on the commitment or unfriendliness of some students to others, which can lead to conflicts. The term "conflict" means "collision". Conflict arises when people begin to realize that their interests, needs, goals can not be met if the existing system of social relations is maintained, and begin to act trying to change the situation (Tiuptya, 2008). A number of scientists studied some aspects of involvement of children and youth with special educational needs into studying at regular educational institutions, their rehabilitation and socialization to social rules: (Kolupaeva et al., 2012; Talanchuk et al., 2004; Chaikovsky, 2016). The problem of causes and ways of resolving conflicts in inclusive classrooms and inclusive student groups was covered by the studies of Volchelyuk (2010), Lavrinenko (2017), Popeliushko, (2019) and Romanovska & Vasylenko (2020). 2 Socio-Psychological Features of Students with Special Educational Needs as a … Valentyna AFANASENKO, et al. The important role of teachers in the inclusive education implementation and solving all related problems is discussed in the works of the following researchers: Mâţă & Clipa (2020); Bezliudnyi et al. (2020); Frumos (2020); Sălceanu (2020). Thus, Mâţă & Clipa (2020) argue that it is extremely important to study the attitude of teachers to the integration of students with special educational needs in secondary schools. This will help to identify appropriate measures of influence to establish a relationship based on mutual trust and support of equal learning opportunities for all the educational process participants. If teachers have a positive attitude towards an inclusive school, they become more open to adapting and changing teaching methods to meet the needs of students with special educational needs. Chaikovsky (2016) stresses that inclusive education is closely interrelated with the integration process of people with special educational needs into the social and educational environment, which is defined as the normalization of social life and educational opportunities in accordance with international and Ukrainian legal acts. However, one of the most important aspects of the inclusive education implementation in higher education institutions is the inclusive competence of higher education teachers. The author defines it as a relatively independent part of general professional competence; integrative personal education, which determines the ability to perform educational functions in the inclusive education process, in particular to meet the educational needs of students with special educational needs, their socio-pedagogical adaptation in the educational environment, to create all conditions for their development. The works of Bezliudnyi et al. (2020) concluded that current researches on inclusive education focus mainly on the following aspects: identifying the peculiarities of interaction between primary school teachers and students’ parents in inclusive practice; the requirements and the role of the teacher who works with students with special educational needs; behavior of parents of students with special educational needs. The authors believe that future teachers must be specially trained in various aspects of inclusive practice. Unfortunately, the theoretical and applied aspects of such training are insufficiently developed, which indicates a certain inefficiency of teacher training for the inclusive education implementation. A Romanian scientist (Frumos, 2020) believes that
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