SOCIO-PSYCHOLOGICAL SAFETY OF ADOLESCENTS WITH INTELLECTUAL DISABILITIES IN EDUCATIONAL INSTITUTIONS OF VARIOUS TYPES

Abstract

The article actualizarea the problem of social-psychological safety of adolescents with intellectual disabilities, enrolled in educational institutions of different types (special school and secondary school). Discusses positive and negative aspects of inclusive education from the social-psychological safety of students with developmental disabilities. The object of the study were children with intellectual disabilities (with an established diagnosis of F70 – mental retardation mild). The subject of research was the socio-psychological safety of adolescents with intellectual disabilities enrolled in educational institutions of various types. Research methods: theoretical analysis of literature; psychodiagnostic methods: “The Scale of subjective well-being” (Perrudet-Badoux, Mendelssohn and Chiche, author’s adaptation) and “Hostility Questionnaire Buss-Durkey“ (A. Buss, E. Durkey, author’s adaptation). The results: it is shown that the special developing environment special boarding school, in comparison of educational environment of secondary schools, are mainly provided by social-psychological safety of children with intellectual disabilities on indicators of subjective well-being and aggression. Scope: the system of education.

Keywords

• социально-психологическая безопасность
• подростки
• интеллектуальные нарушения
• субъективное благополучие, агрессивность