Academic Adaptation As Overcoming Uncertainty In Primary Schoolchildren With Disabilities


The article presents comparative analysis results concerning academic adaptation characteristics in primary school students with disabilities and healthy primary school students. The purpose of the study is to identify academic adaptation peculiarities in primary school students with disabilities. The study was carried out at general education and correctional schools in Saratov (Russian Federation). The study involved 85 primary school students with standard development and 32 primary school students with disabilities. Research methods included the unique questionnaire developed by the authors and scales (Cronbach's Alpha 0.76 - 0.93). We used statistical methods to process the data: U-Mann-Whitney test and factor analysis. It has been theoretically substantiated that academic adaptation is associated with the uncertainty of situation and is achieved in the process of overcoming uncertainty. The study has shown that all the levels of components of school adaptation for schoolchildren with disabilities are reduced in comparison with those for healthy students. The least manifested component is the cognitive component of academic adaptation in individuals with disabilities. The study has revealed that major indicators of adaptation are similar in all schoolchildren, which indicates that there is a single adaptive response to school conditions. The differences are related to social success/failure, i.e. students with disabilities show signs of social success absence.

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