Russian Federation
Russian Federation
The relevance of the study is dictated by the need to study the severity and correlation of structural components of the experience of social exclusion in students with disabilities at the stage of study in educational institutions of higher education. The results of an empirical study of the relationship between the experience of school bullying, rejection in the dyad of interpersonal relationships and exclusion by status figures are shown. The sample consisted of 53 respondents of student age with disabilities. The average age is 20.7 years. Women 60%. As part of the diagnosis, a questionnaire of the experience of social exclusion was used. Mathematical and statistical procedures: application of the Mann-Whitney U-test, Spearman correlation coefficient, Kraskel-Wallis analysis of variance. Data processing was carried out using the SPSS Statistics 25.0 license package. It was revealed that students with disabilities have experience of experiencing all the diagnosed types of social exclusion: school bullying, rejection in a significant dyad, exclusion from communication by status figures. These experiences are not of the same nature and differ in the level of severity. In the designated category of students, the experience of experiencing school bullying and rejection in dyadic relationships prevails in comparison with the experience of rejection by status figures. At a significant level, the experience of bullying in the school environment and exclusion in dyadic interpersonal relationships are interrelated. Based on the data obtained, the blocks of psychological support of students with disabilities in the school educational environment are assumed. This is the development of coping behavior skills and work with the psycho-emotional climate in school classrooms and with significant adults (parents, relatives, legal representatives) in the aspect of further constructive socialization in the student environment
bullying, dyad, experience, rejection, exclusion
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