Psychological aspects of adaptation of students with disabilities at the Siberian Transport University
The article regards psychological aspects of professional development of students with disabilities as a complex and multifactorial process. The author has conducted analysis of psychological characteristics of students with disabilities within the framework of the project “Psychological support of students with disabilities studying at Siberian Transport University (STU)”. The purpose of the research is to study the adaptive capabilities of the STU students with disabilities or reduced mobility. The methodological basis of the research is the system-and activity-based approach and the integral approach, which allows focusing on the harmonious and crossfunctional links and relationships in the university system. The application of the results of the study is aimed at an active search for personal potentials, for the possible self-realization of students as full-fledged participants in the professional educational process. The study revealed that the students with disabilities were mainly faced not with physiological or physical limitations, but with psychological difficulties. Such students have specific personal characteristics that need to be taken into account in the teaching and learning process. The students with disabilities have an average level of communicative skills, it is not difficult for them to establish interpersonal relationships. However, the respondents show caution and selectivity in establishing relations, and they often take a dependent position. The disabled students have an average level of moral responsibility, adequately assess their role in the community, follow generally accepted norms, strive for harmonious social interactions. At the same time, they are characterized by unstable neuropsychic manifestations. These factors influence the formation of a complex and contradictory structure of their professional development, which in turn actualizes the scientific search for optimal solutions. The author concludes that the main potential for students with disabilities is associated with their personal mobilization capabilities, the level of self-regulation and the orientation to a certain standard of living.