Volume 11 - Issue 54
/ June 2022
339
https:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.54.06.32
How to Cite:
Demchenko, I., Zahariichuk, O., Dergach, M., Porodko, M., & Pryzvanska, R. (2022). The psychological and pedagogical aspect of
the life quality of citizens with disabilities. Amazonia Investiga, 11(54), 339-348. https://doi.org/10.34069/AI/2022.54.06.32
The psychological and pedagogical aspect of the life quality of citizens
with disabilities
Психолого-педагогічне забезпечення якості життя осіб з обмеженими можливостями здоров'я
Received: May 23, 2022 Accepted: July 15, 2022
Written by:
Iryna Demchenko125
https://orcid.org/0000-0003-4302-7564
Olha Zahariichuk126
https://orcid.org/0000-0003-4301-6611
Marharyta Dergach127
https://orcid.org/0000-0001-6740-3689
Mariana Porodko128
https://orcid.org/0000-0002-6306-826X
Roksolyana Pryzvanska129
https://orcid.org/0000-0001-7635-1227
Abstract
Today, with the existing trends of society's
humanization and democratization, there is a
need to find ways to improve the life quality of
people with disabilities for their full and
harmonious development. Furthermore, in the
current conditions of a challenging economic,
social, and political world situation, it is crucial
to effectively organize the process of psycho-
pedagogical support for the social and
psychological development of people, including
children, with disabilities.
Nowadays, state and public authorities all over
the world try to direct their social policy and
public activity toward the creation of a complex
of legal, economic, psychological, educational,
medical, rehabilitation, and other measures
aimed at improvement of the quality of services,
social adaptation and return to a full-quality life
of people with disabilities.
The article aims to reveal the main tendencies of
scientific works in psychological and
pedagogical support for the life quality of people
with disabilities. Also, we should clarify
practical aspects and perspectives of
Анотація
Сьогодні, за існуючих тенденцій гуманізації та
демократизації суспільства, постає потреба у
пошуку шляхів підвищення якості життя людей
з обмеженими можливостями здоров’я для їх
всебічного та гармонійного розвитку.За
сучасних умов складної економіко-соціальної
та політичної ситуації в світі дуже важливо
ефективно організувати процес психолого-
педагогічного забезпечення соціально-
психологічного розвитку осіб, в тому числі і
детей, з обмеженими можливостями.
Державні органи та громадські структури у
всьому світі в наш час намагаються послідовно
спрямовувати свою соціальну політику та
суспільну діяльність на створення комплексу
правових, економічних, психологічних,
виховних, медичних, реабілітаційних та інших
заходів, основною метою яких є підвищення
якості надання послуг, соціальна адаптація та
повернення до повноцінного життя людей з
обмеженими можливостями.
Мета статті – виявити основні тенденції
наукових напрацювань у сфері психолого-
педагогічного забезпечення якості життя осіб з
125
Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Work and Rehabilitation, National University of
Life and Environmental Sciences of Ukraine, Kyiv, Ukraine.
126
Postgraduate Student of the Department of Psychiatry, Psychotherapy and Medical Psychology, Therapeutic Faculty. Shupyk
National Healthcare University of Ukraine, Kyiv, Ukraine.
127
Doctor of Pedagogical Sciences, Professor, Associate Professor, Department of Special Education and Psychology, Faculty of
Rehabilitation Pedagogy and Social Work, Khortyrsia National Academy, Zaporizhzhia, Ukraine.
128
Candidate of Pedagogical Sciences, Associate Professor, Department of Special Education, Faculty of Pedagogical Education, Ivan
Franko National University of Lviv, Lviv, Ukraine.
129
Candidate of Psychological Sciences, Associate Professor, Department of Special Education, Faculty of Pedagogical Education,
Ivan Franko National University of Lviv, Lviv, Ukraine.
340
www.amazoniainvestiga.info ISSN 2322- 6307
psychological and pedagogical support for this
category of people, including, during extreme
situations, martial law.
Methodology. To write the article, we analyzed
the works of scientists carrying out theoretical
and practical research on the effectiveness of
work with disabled persons. Also, we studied the
results of a questionnaire poll of specialists in
social services and disabled persons.
Results.
According to the research results, the tendencies
of modern teachers and scientists studying the
psychological and pedagogical support of the life
quality of people with disabilities, as well as the
results of the questionnaire survey on the factors
influencing the success of psychological and
pedagogical work to improve the life quality of
persons with disabilities are traced and outlined
promising work directions with these people.
Keywords: psycho-pedagogical support,
inclusive education, people with disabilities,
people with special needs, barrier-free
environment, emergencies, martial law.
обмеженими можливостями здоров'я та
з’ясувати практичні аспекти та перспективи
розвитку психолого-педагогічної допомоги
даній категорії осіб, в тому числі під час
надзвичайних ситуацій та воєнного стану.
Методологія. Для написання статті
проаналізовано роботи науковців, що
здійснюють теоретичні та практичні
дослідження ефективності роботи з особами,
що мають обмежені можливості здоров’я, а
також вивчено результати анкетного
опитування фахівців соціальних служб та осіб
з обмеженими можливостями.
Результати.
За результатами дослідження прослідковано
тенденції щодо вивчення сучасними
педагогами та науковцями психолого-
педагогічного забезпечення якості життя осіб з
обмеженими можливостями здоров'я, а також
отримано результати анкетування стосовно
факторів, що впливають на успішність
психолого-педагогічної роботи для
підвищення якості життя осіб з обмеженими
можливостями та окреслено перспективні
напрямки роботи з такими особами.
Ключові слова: психолого-педагогічне
забезпечення, інклюзивне навчання, особи з
обмеженими можливостями здоров'я, особи з
особливими потребами, безбар’єрне
середовище, надзвичайні ситуації, воєнний
стан.
Introduction
Socio-psychological problems of people with
disabilities concern all progressive humanity
today. The unstable economic and political
situation and the environmental crisis have led to
a mass deterioration of people's health
worldwide. There is a growing number of
children with disorders of psychophysical
development of genetic and other origins.
Scientists and practicing teachers have begun to
pay great attention to studying the effectiveness
of individual adaptation mechanisms for persons
with disabilities to live in society.
For example, the growing number of children
with Down syndrome, considered the most
common among genetic disorders, has recently
attracted more and more scientific attention. The
worldwide prevalence of this syndrome is
heterogeneous. The Center for Medical Statistics
of the Ukrainian Ministry of Health annually
registers 400 to 450 newborns with Down
syndrome. At the same time, the Center for
Disease Control and Prevention the world
provides the following data: in Great Britain - the
birth rate of children of this nosological group
reaches 900 people per year; Europe registers
more than 9000 children with this genetic
anomaly every year; the USA - about 5500
children with Down syndrome are born every
year; respectively, the total statistical figure
reaches 220 thousand newborns with Down
syndrome every year (Saienko, 2021).
The psychological and pedagogical support of
students with special educational needs under
integrated and inclusive education conditions is
determinant. Therefore, it is essential to analyze
the experience of joint education of children with
special needs and their healthy peers since
providing psychological and educational support
to children with disabilities is a critical difference
in special education, especially in emergency and
martial law conditions.
Literature Review
At its current development stage, society is trying
to ensure the highest possible life quality for
Demchenko, I., Zahariichuk, O., Dergach, M., Porodko, M., Pryzvanska, R.. / Volume 11 - Issue 54: 339-348 / June, 2022
Volume 11 - Issue 54
/ June 2022
341
https:// www.amazoniainvestiga.info ISSN 2322 - 6307
people with mental, physical, and intellectual
disabilities. Today, the medical model of work
with this category of people is being replaced by
a new one – social (Edwards, Alschuler, Ehde,
Battalio & Jensen, 2017).
According to E. Avramidis, A. Toulia,
C. Tsihouridis, and V. Strogilos, in this new
model, the problem of a person's physical,
emotional or mental limitations is seen primarily
as requiring social measures leading to a new
rehabilitative philosophy, which consists in
turning public consciousness toward a "culture of
universal utility". The culture of "dignity," which
emerged in the second half of the XX century,
considers a person with disabilities, regardless of
their abilities and usefulness to society, the object
of social policy aimed at creating the conditions
for the whole activity of all persons to maximize
their potential skills and maximize their
integration into society. At the same time, a
person with disabilities is seen as an object of
special education, rehabilitation measures, and
social work and as an active subject of public life,
where this person's future is shaped (Avramidis,
Toulia, Tsihouridis & Strogilos, 2019).
As noted by M. Nikolic, psychological and
educational work involves creating the necessary
conditions so that a child with special needs does
not feel isolated among healthy peers. First of all,
these are specially adapted classrooms, in
particular eliminating architectural barriers and
creating the corresponding learning environment
that would facilitate contact of children both in a
lesson and in extracurricular work (Nikolic,
2021).
One of the main foundations of normative
regulation of the educational sphere is to ensure
the rights of children who require physical and/or
mental development correction to be integrated
into society, to create conditions for unhindered
access to quality education following their
inclinations, abilities, individual features and
intellectual capabilities. For this purpose, such
children's social, physical, and cultural needs are
met. At the same time, this activity should
contribute to the effective organization of
psychological and educational support for
children with special needs and the
implementation of systematic psychological and
educational measures to compensate for lost
functions (Pérez-Garín, Recio, Silván-Ferrero,
Nouvilas & Fuster-Ruiz de Apodaca, 2019).
During inclusion, all students are full members of
the children's collective and receive care and
medical, social-psychological, and pedagogical
help (Babkina & Kochetova, 2022).
According to P. Silván-Ferrero, P. Recio,
F. Molero, and E. Nouvilas, inclusive education,
unlike integration, is a flexible, individualized
educational system with psychological and
educational support for children and teenagers
with special needs in psycho-physical
development (Silván-Ferrero, Recio, Molero &
Nouvilas, 2020).
The experience analysis of teaching children
with special needs in European countries shows
that in the vast majority of them, though with
slight differences, the reform of special education
in the direction of joint, inclusive education is
currently being implemented (Sisto, Pérez,
Gázquez & Molero, 2021).
The provision of psycho-pedagogical support for
integrated and inclusive education is carried out
by specialists who can serve as employees of
extracurricular services or as full-time employees
of schools (Morgun, 2016; Morgun, 2021). In
most countries, specialized workers (speech
therapists, physical therapists, rehabilitation
therapists, etc.) represent public services that
deal with children with special educational
needs. In countries with well-developed social
protection, such as the Netherlands, Belgium,
and Germany, special schools support students
and teachers engaged in integrated and inclusive
education. This support manifests itself in direct
work with children with special needs and
counseling teachers and parents of such children.
In most countries, students with special
educational needs can receive exceptional
support in the school where they study. The
details of provision depend on the individual
needs of each student (Dirth & Branscombe,
2018).
Today, significant attention in worldwide
researches is paid to the psychological
preparation of teachers, namely the formation of
teachers' psychological readiness for inclusive
education of children with special educational
needs, which is considered as an integrated
quality of a specialist and includes a system of
motives, states, knowledge, abilities, personal
qualities that ensure the successful educational
activities of this academic applicant category
(Gallego-Ortega & Fuentes, 2021), (Sharma,
Aiello, Pace, Round & Subban, 2018).
Let us note that teachers receive special training
and have the skills to provide comprehensive
educational, informational, and counseling
342
www.amazoniainvestiga.info ISSN 2322- 6307
services to families raising children, including
those with developmental disabilities when
implementing an emergency and military state.
Therefore, such families should establish contact
with other participants in the educational process
at all times. In combat conditions,
communication systems with children, their
parents, families, and teachers become extremely
important, as they allow rapid exchange of
information and effective feedback. In addition,
during the organization of communication
between the participants of the educational
process, the workers of educational institutions
should provide information and pedagogical
advice to families with such children,
representatives of the community working with
them to create a safe social and educational
space, adaptation of the educational process to
the conditions of war taking into account the
peculiarities of the situation, selection of forms
and methods of interaction between the
participants of the educational process per the
particular situation and study (Bohdan, 2020).
Aims
This study aims to examine the practical aspects
of psychological and pedagogical support for the
life quality of people with disabilities and to
identify important future directions for the
development of this work component with this
category of citizens.
Materials and methods
We studied the results of a questionnaire survey
of 42 persons with disabilities to analyze the
specifics of psychological and pedagogical
support in the life quality of people with special
needs. These people will receive assistance in
public and private social assistance institutions in
the Kyiv and Chernihiv regions of Ukraine,
affected by active military operations in 2022,
and 52 specialists of the Kyiv and Chernihiv
region's departments of state social services
working in the field of assistance. While
processing the respondents' answers, the average
values of the answers indices per 1 person were
calculated.
Results
We selected the most essential components of
psychological assurance of personal life quality
from a practical point of view: motivational,
cognitive, operational, evaluative, and personal.
Then, we asked respondents to assess the highest
priority areas, and most require the attention of
special psychological services (Figure 1).
Figure 1. Percentage of the individual's psychological life quality components in terms of the need for
assistance from state and specialized public institutions to support their development, %.
Source: developed by the authors.
As Figure 1 shows, motivational, operational,
and personal were identified by the respondents
as the most important out of the five functionally
related and interrelated components that make up
the structure of psychological assurance of a
person's life quality.
We compared the respondents' answers
regarding these two main directions to examine
their relevance to the human right to integrate
into society, including for children who require
physical and mental developmental correction
(Figure 2).
Volume 11 - Issue 54
/ June 2022
343
https:// www.amazoniainvestiga.info ISSN 2322 - 6307
Figure 2. Comparison of the main strategic directions’ importance for improving the life quality of people
with disabilities, %.
Source: developed by the authors.
As we can see from Figure 2, there is an opinion
of both specialists in social services and persons
with disabilities that implementing systematic
psychological and educational measures to
compensate for lost functions is more effective
because it better contributes to the creation of
conditions for unimpeded access to services. And
for children, quality education follows their
inclinations, abilities, individual, mental and
physical characteristics, and cultural needs. At
the same time, it will facilitate psychological and
educational support for children with special
needs.
Analyzing the problems arising in the way of
work to improve the life quality of children with
disabilities, we found that, in contrast to the most
common opinion regarding problems of material
nature as one of the most tangible for this
category of persons, the insufficient
psychological and professional training of
teachers to work with such children, the lack of
full-time positions of teachers-defectologists, the
reluctance of society to accept the idea of joint
training were most appreciated by respondents
(Figure 3).
Figure 3. External barriers to adequate life quality assurance for children with disabilities, %.
Source: developed by the authors.
However, as respondents noted in comments to
this question, these difficulties can be overcome
by improving the physical security of modern
schools, training specialists to work in inclusive
classrooms, organizing specialists' teams to
provide the necessary qualifications, and creating
a favorable democratic policy in society for
children with developmental disabilities.
344
www.amazoniainvestiga.info ISSN 2322- 6307
According to the research of scientists engaged
in the study of the effectiveness of government
and public assistance to the categories of people
with disabilities, as well as according to the
respondents' answers, the psychological and
pedagogical correction of mental functions is the
most relevant during the emergency and military
state of the direction of work with persons with
disabilities (Figure 4).
Figure 4. The most relevant work directions with disabled persons during emergencies and military law,
%.
Source: developed by the authors.
Figure 4 shows that the need for counseling
persons with developmental disabilities to
address psychological, pedagogical,
communicative, educational, and social
problems is considered highly relevant,
according to survey participants, besides the
direction of psycho-pedagogical correction of
mental functions. It also includes the
psychological and pedagogical diagnostics to
identify and assess individual development
problems, determine their adaptability, and
determine the most effective methods of
necessary psychological and pedagogical
rehabilitation.
Discussion
The analysis of the scientific literature has
proved that the effective organization of
inclusive education implies psychological and
pedagogical support of the educational process
for children with special needs in institutions of
general education. We should note that in
modern psychological and pedagogical
literature, the concept of "psychological and
pedagogical support" is considered widely
enough, using terms identical to such as
"cooperation," "assistance," and "support,"
sometimes accompanied by a medical or social
component of this process (Molero, Recio,
García-Ael & Pérez-Garín, 2019).
At the same time, modern scientific and
pedagogical developments prove that this type of
social service should be considered much
broader to increase the effectiveness of measures
of psychological and pedagogical nature.
According to Post, Pardeller, FranjoApor,
Kemmler et al. (2018), and Morgun (1996),
psychological and pedagogical support in
inclusive education is a mutually coordinated
complex activity of a multidisciplinary team of
specialists and the child's parents aimed at
creating the necessary conditions for personal
development, formation of knowledge, skills for
successful adaptation of the child, ensuring his
rehabilitation, self-realization and full
integration into society.
Volume 11 - Issue 54
/ June 2022
345
https:// www.amazoniainvestiga.info ISSN 2322 - 6307
The following measures are advisable for
streamlining and increasing the effectiveness of
psychological and pedagogical support:
□ to provide parents of children with special
needs with timely access to information and
counseling, support from specialists and
other parents;
□ to support the parents' ability to overcome
their fears and other psychological
difficulties, to increase their competence for
the fullest possible involvement of parents in
the learning process;
□ to develop a positive attitude and general
culture among parents regarding the
provision of adequate care for children,
encouraging children to choose their
activities and to realize their creative
potential and desires;
□ to facilitate parents' united efforts in
lobbying for the introduction of inclusive
education, allowing them to influence the
legislative process, the development of
policies and educational procedures for
schools and support networks, and the
mobilization of financial and other resources
for the development of inclusive programs;
□ to create a strong network of parents'
organizations for advisory and information
work in the community, disseminating
examples of inclusive good practice through
the media, especially among parents of
healthy children (Bohdan, 2020).
M. Van, K. Verschueren, K. Petry, and E. Struyf
note that while providing psychological and
pedagogical support for the development of
children with special needs, it is necessary to try
to involve all participants in the educational
process. Therefore, parents, teachers, the child,
and his/her immediate environment should be
supported because comprehensive professional
solutions are in the child's best interests (Van,
Verschueren, Petry & Struyf, 2018).
As noted by A. Mieghem, K. Verschueren, and
E. Struyf, psycho-pedagogical support is not a
one-time activity but a long-term process aimed
at studying the child's development and changing
areas of activity to provide varied support and
assistance in solving educational problems of the
child who needs physical, psychological
correction or help in spiritual growth (Mieghem,
Verschueren & Struyf, 2018).
Psychological and pedagogical support is
designed to solve several tasks, including
organizing education with special needs in
conditions of inclusive education in combination
with remedial classes and rehabilitation
activities; monitoring the results of educational,
correctional, and developmental work; ensuring
comprehensive psychological, medical and
educational support of the child in the learning
process, taking into account their health
condition, etc. These activities include
counseling families on the upbringing and
development of children with intellectual and
physical disabilities, providing parents of such
children with the necessary psychological
support, creating a positive social environment
for inclusion, and educating healthy students and
their parents to prepare children for learning
(Alnahdi, Elhadi & Schwab, 2020).
There are different approaches to the theoretical
justification of the psychological problem of a
person with disabilities in contemporary social
and psychological science. Analysis of social
issues of people with special needs, in general, is
considered in terms of sociological concepts of a
more general level of generalization of the
essence of this social phenomenon as the
socialization concept (Brown, Macgregor, Flood
& Malin, 2022).
Rehabilitation is the basis of policy regarding
people with special needs.
Nowadays, rehabilitation is an essential
professional direction in the socio-psychological
adaptation of people with disabilities in society,
which must be implemented at a high level since
today's labor market places high demands on
work and professional qualifications. Therefore,
the earlier the targeted personal and professional
development of a child with disabilities begins,
the more likely the prospects of psychological
well-being, life satisfaction, and personal growth
of such a child will have (Dymecka & Bidzan,
2018; Zaika & Morhun, 2021).
The effectiveness of rehabilitation of people with
disabilities is primarily determined by socio-
psychological factors, one of which is the nature
of the socio-psychological adaptation of the
individual to the existing situation. O. Bohdan,
studying the psychological features of the
behavior of cancer patients, distinguishes four
groups of patients according to the type of social
adaptation:
□ active-constructive type of patients,
rationally assessing the situation, having a
clear life position and ready to find new
ways of recovery, actively trying to change
the situation;
346
www.amazoniainvestiga.info ISSN 2322- 6307
□ conservative type of personality, adequately
adapting to new conditions, with a tendency
toward autonomy, refusing social activities
and work, which requires considerable
physical and mental work;
□ aggressive type with a negative perception,
contradictory, unwilling to change, trying to
blame others for the situation;
□ the pessimistic personality type is
characterized by passivity, lack of initiative,
and deep depression. The family of such a
patient is characterized by a condition of
deep frustration and depression (Bohdan,
2020).
It is important to note that, as B. Karmánm, A.
Szekeres, and G. Papp, work with parents of
children with special needs usually passes in
three stages: preparatory, fundamental, and
reflective. At the preparatory stage, contact is
established with the family, and an initial
psychological diagnosis of the child and relatives
is performed. The primary stage includes:
□ Individual and group consultations.
□ Participation in training sessions.
□ Open school events with the involvement of
children.
The reflection phase can be conducted at the end
of the school year or the end of each semester to
coordinate psychological and educational
support to the family (Kármánm, Szekeres &
Papp, 2021).
Conclusions
The analysis of scientific literature and practical
research allows us to conclude that inclusive
classes in modern conditions can become centers
of psychological support for parents of children
with special needs, creating conditions for
qualitative psychological and pedagogical
support of life quality for persons with
disabilities.
Under martial law, it is vital to ensure the
continuation of education for persons with
special educational needs at their place of
temporary residence, ensuring the maximum
possible preservation of the teaching staff
potential of educational institutions that are
educating children with special educational
needs, including resource centers.
Bibliographic references
Alnahdi, G., Elhadi, A., & Schwab, S. (2020).
The positive impact of knowledge and quality
of contact on university students' attitudes
towards people with intellectual disability in
the Arab world. Research in Developmental
Disabilities, 106. DOI:
https://doi.org/10.1016/j.ridd.2020.103765
Avramidis, E., Toulia, A., Tsihouridis, C., &
Strogilos, V. (2019). Teachers’ attitudes
towards inclusion and their self-efficacy for
inclusive practices as predictors of
willingness to implement peer tutoring.
Journal of Research in Special Educational
Needs, 19, 49–59, doi:
https://doi.org/10.1111/1471-3802.12477
Babkina, N., & Kochetova, C. (2022). Current
Trends in Special Education: Psychological
and Pedagogical Support for Students with
Learning Disabilities. Conference: IFTE
2021 - VII International Forum on Teacher
Education DOI:
https://doi.org/10.3897/ap.5.e0119
Bohdan, O. (2020). Psychological and
pedagogical support of education and
upbringing of children with special
educational needs in the conditions of
inclusion [Psykholoho-pedahohichnyi
suprovid navchannia ta vykhovannia ditei z
osoblyvymy osvitnimy potrebamy v
umovakh inkliuzii]. School education in
Khmelnytskyi: psychological and
pedagogical support of modernization
processes Khmelnytskyi [Shkilna osvita
Khmelnychchyny: psykholoho-
pedahohichnyi suprovid modernizatsiinykh
protsesiv Khmelnytskyi], 307 p. Retrieved
from: https://hoippo.km.ua/wp-
content/uploads/2021/04/%D0%97%D0%B
1%D1%96%D1%80%D0%BD%D0%B8%
D0%BA2019.pdf [in Ukrainian].
Brown, C., Macgregor, S., Flood, J., & Malin, J.
(2022). Facilitating Research-Informed
Educational Practice for Inclusion. Survey
Findings From 147 Teachers and School
Leaders in England. Frontiers in Education,
7, 890832. DOI:
https://doi.org/10.3389/feduc.2022.890832
Dirth, T., & Branscombe, N. (2018). The social
identity approach to disability: Bridging
disability studies and psychological science.
Psychological Bulletin, 144(12), 1300–1324.
https://doi.apa.org/doiLanding?doi=10.1037
%2Fbul0000156
Dymecka, J., & Bidzan, M. (2018). Biomedical
Variables and Adaptation to Disease and
Health-Related Quality of Life in Polish
Patients with MS. Int. J. Environ. Res. Public
Health, 2678. Retrieved from:
https://www.researchgate.net/deref/http%3A
%2F%2Fdx.doi.org%2F10.3390%2Fijerph1
5122678
Volume 11 - Issue 54
/ June 2022
347
https:// www.amazoniainvestiga.info ISSN 2322 - 6307
Edwards, K., Alschuler, K., Ehde, D.,
Battalio, S., & Jensen, M. (2017). Changes in
resilience predict function in adults with
physical disability: A longitudinal study.
Arch. Phys. Med. Rehabil., 98(2) 329–336
Retrieved from:
https://linkinghub.elsevier.com/retrieve/pii/S
0003999316311613
Gallego-Ortega, L.J., & Fuentes, A. (2021).
Teaching Attitudes towards Students with
Disabilities. Mathematics, 9(14). DOI:
https://doi.org/10.3390/math9141637
Kármánm, B., Szekeres, A., & Papp, G. (2021).
Interventions for acceptance and inclusion of
people with intellectual disability: A
systematic review. Journal of Applied
Research in Intellectual Disabilities, 35(2).
DOI: https://doi.org/10.1111/jar.12968
Mieghem, A., Verschueren, K., & Struyf, E.
(2018). An analysis of research on inclusive
education: a systematic search and meta
review. International Journal of Inclusive
Education, 24(4), 1-15. DOI:
https://doi.org/10.1080/13603116.2018.1482
012
Molero, F., Recio, P., García-Ael, C., &
Pérez-Garín, D. (2019). Consequences of
perceived personal and group discrimination
against people with physical disability.
Rehabil. Psychol, 64, 212–220. Retrieved
from: https://doi.org/10.1037/rep0000277
Morgun V.F. (2016). Psychodiagnostic support
of personality in situations of professional
self-determination. Science and education,
2-3, 156-164. https://doi.org/10.24195/2414-
4665-2016-2-3-28 (In Ukrainian)
Morgun, V.F. (1996). Integration of education:
Psychological and pedagogical bases of
integration and differentiation (integration)
of education. Ukraine, Poltava: Scientific
change (In Ukrainian).
Morgun, V.F. (2021). Multidimensional
questionnaire of real, desirable and fantastic
time budgets as a means of psychodiagnostic
support of life of people of respectable age.
Psychological support for the elderly during
quarantine. Proceedings scientific-practical
conference, Ukraine, Kyiv, November 29,
2021, Ivan Zyazyun Institute of Pedagogical
and Adult Education of the National
Academy of Pedagogical Sciences of
Ukraine, 161-167 (In Ukrainian).
Nikolic, M. (2021). Attitudes of education and
rehabilitation students towards individuals
with intellectual disabilities. Croatian
magazine for rehabilitation research
[Hrvatska revija za rehabilitacijska
istraživanja], Vol 57, br. 1, str. 116-127 DOI:
https://doi.org/10.31299/hrri.57.1.6
Pérez-Garín, D., Recio, P., Silván-Ferrero, P.,
Nouvilas, E., & Fuster-Ruiz de Apodaca, M.
(2019). How to cope with disability:
Development and psychometric properties of
the Coping with Disability Difficulties Scale
(CDDS). Rehabilitation Psychology, 65(1),
31–44. https://doi.org/10.1037/rep0000293
Post, F., Pardeller, S., FranjoApor, B.,
Kemmler, G., Sodermann, C., Hausmann, A.,
Fleischhacker, W., Mizuno, Y., Uchida, H.,
& Hofer, A. (2018). Quality of life in
stabilized outpatients with bipolar I disorder:
Associations with resilience, internalized
stigma, and residual symptoms, 238,
399–404
https://doi.org/10.1016/j.jad.2018.05.055
Saienko, T. (2021). Features of the organization
of the correctional and developmental
process for children with Down syndrome at
different age stages of their development
[Osoblyvosti orhanizatsii korektsiino-
rozvytkovoho protsesu dlia ditei z
syndromom Dauna na riznykh vikovykh
etapakh yikhnoho rozvytku]. Scientific
journal of the Khortitsa National Academy
[Naukovyi zhurnal Khortytskoi natsionalnoi
akademii–], 5. DOI:
https://doi.org/10.51706/2707-3076-2021-5-
16. Retrieved from:
https://journal.khnnra.edu.ua/index.php/njKh
NA/article/view/140 [in Ukrainian].
Sharma, U., Aiello, P., Pace, E., Round, P., &
Subban, P. (2018). In-service teachers’
attitudes, concerns, efficacy and intentions to
teach in inclusive classrooms: An
international comparison of Australian and
Italian teachers. Eur. Journal of Research in
Special Educational Needs, 33, 437–446, doi:
https://doi.org/10.1080/08856257.2017.1361
139
Silván-Ferrero, P., Recio, P., Molero, F., &
Nouvilas, E. (2020). Psychological Quality of
Life in People with Physical Disability: The
Effect of Internalized Stigma, Collective
Action and Resilience. International Journal
of Environmental Research and Public
Health, 17(5), 1802. DOI:
https://doi.org/10.3390/ijerph17051802
Sisto, M., Pérez, M., Gázquez, J., & Molero, M.
(2021). Actitudes hacia la inclusión educativa
de alumnos con discapacidad: Variables
relativas al profesorado y a la organización
escolar en Educación Primaria. Revista
Electronica Interuniversitaria de Formación
del Profesorado, 24(1), 221–237, doi:
https://doi.org/10.6018/reifop.397841
Van, M., Verschueren, K., Petry, K., & Struyf, E.
(2018). An analysis of research on inclusive
education: a systematic search and meta
348
www.amazoniainvestiga.info ISSN 2322- 6307
review. International Journal of Inclusive
Education, 24(6), 675-689. Retrieved from:
https://www.tandfonline.com/doi/abs/10.108
0/13603116.2018.1482012
Zaika, V.M., & Morhun, V.F. (2021). Personal
transformation as a means of overcoming a
person's life crisis. Science for modern man
education, psychology, philosophy,
philology, art history. Monographic series
«European Science», Book 4, Part 7, 91-96.
Karlsruhe, Germany. Retrieved from:
https://www.sworld.com.ua/simpge4/sge4-
07.pdf
