PSYCHOSOCIAL DETERMINANTS OF INCLUSIVE EDUCATION
References: 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2017, www.sgemsocial.org, SGEM2017 Conference Proceedings, ISBN 978-619-7408-21-8 / ISSN 2367-5659, 24 - 30 August, 2017, Book 3, Vol 4, 471-478 pp, DOI: 10.5593/sgemsocial2017/34/S13.061
Visual impairment has a very important psychosocial dimension - it determines the development of an individual’s personality, his socialization process, social integration and inclusion into society, his psychological and social well-being too. In the following, we will attempt to outline the basic character of the psychosocial dimension of visual impairment, with an emphasis on the social specifics of a visually impaired individual in the situation of inclusion in educational process in elementary school. As Bakker (2007) points out, sociometric status and often also self-image in individuals with specific needs is different from the majority population. The aim of the research was to find out the position of pupils with visual impairment in the peer group in the integration process at elementary school.
The conducted sociometric study presents some key characteristics of pupils with visual impairments in the classroom, which illustrate the current state of inclusion of this target group into mainstream education. Although the results of mixed design research can not be generalized, we can obtain a more complete picture of the social dimension of inclusive education on the basis of acquired data.
Keywords: visual impairment, inclusive education, psychosocial dimension, quality of life
PAPER DOI: 10.5593/sgemsocial2017/34/S13.061 ; PSYCHOSOCIAL DETERMINANTS OF INCLUSIVE EDUCATION
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