SOCIAL AND PSYCHOLOGICAL CHARACTERISITICS OF SELF-ATTITUDE AND SOCIAL COMPETENCE OF ADOLESCENTS IN THE CONTEXT OF INCLUSIVE EDUCATION
DOI:
https://doi.org/10.24234/scientific.v3i50.240Keywords:
inclusive education, self-attitude, social competence, dolescents with disabilities, self-acceptance, psychological support, adaptation, social integrationAbstract
The present study focuses on the socio-psychological characteristics of self-attitude and social competence among adolescents with typical development patterns, in contrast to those with disabilities (or special education needs-SEN) in the context of inclusive education.
The topicality of this research is determined by the need to understand the psychological mechanisms of adolescent adaptation within inclusive settings to develop effective support programs.
The study involved 116 adolescents aged 13–15 years (58 with typical development patterns and 58 with SEN) from inclusive schools in Vanadzor. The methods employed were the Self-Attitude Assessment Technique by V.V. Stolin and S.R. Pantileev, the Social Competence Diagnostic Method by A.M. Prikhozhan, and correlation analysis by Spearman.
The findings revealed significant differences between the two groups. Adolescents with special educational needs demonstrated an average level of social competence but exhibited significant challenges in expressing independence, organization, and self-confidence. Their self-attitude was characterised by low self-assurance, high internal conflict, and weak self-attachment. Correlational analysis showed a stronger relationship between self-attitude and social competence in the group with disabilities.
For SEN, the critical factor in social adaptation was the emotional-value core (self-acceptance, self-worth), whereas for those with typical development, volitional-regulatory components (self-guidance, self-confidence) were more essential. These findings underscore the necessity of a differentiated approach in the psychological support of inclusive education.
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