Theoretical and methodological foundations of psychological support for special students in higher education institutions

Abstract

The article discusses the theoretical and methodological foundations of psychological support for special needs students in higher education institutions. The principles, approaches and directions of psychological support for special students and other categories of students with adaptation difficulties are revealed. The essence of the concepts «psychological support», «special educational needs», «inclusive education» is revealed. The main approaches and principles of the organization of the support system for students with special educational needs are defined. Methodological foundations are highlighted, including systematic, humanistic, personality-oriented and competence-based approaches.

The basic concepts and approaches defining the content and directions of psychological support for students with special educational needs are considered. Special attention was paid to the creation of an inclusive educational environment as an essential condition for ensuring equal access to high-quality higher education.

The necessity of integrating psychological, pedagogical and social support to ensure successful adaptation and self-realization of special students in higher education institutions is substantiated.

The importance of an integrated approach, including diagnostic, correctional, developmental, consultative and psychological educational activities, is emphasized. The necessity of combining the efforts of teachers, psychologists, advisors and the student community in the formation of an inclusive university environment is substantiated.