BASIC EMPIRICAL APPROACHES TO STUDYING SOCIO-PSYCHOLOGICAL ADAPTATION OF STUDENTS WITH VISUAL IMPAIRMENT

Speaking about empirical approaches to the study of the socio-psychological adaptation of students with visual impairments (hereinafter referred to as SPAVI), it is necessary to proceed from the understanding that the very process of adaptation for students with the indicated health limitations is the basic process of social and mental development of the individual. In addition, this process is constant in terms of active adaptation of students with visual impairments to the environment in which they integrate and interact in it. In this regard, the relevance and significance of empirical approaches to the study of SPAVI is determined by their position and the degree of formation of the ability to be included in the life of the microsocium in which they are socialized and to occupy a full-fledged creative "membership" in it. The article identifies and characterizes the main empirical approaches to the study of SPAVI. The identification of the types of approaches is given in the author's concept-interpretation. Within the framework of each identified approach, the author defines a range of indicators that make it possible to draw up the most complete picture of the socio-psychological adaptation of students in higher educational institutions. The author concludes that that the support of the SPAVI process on the basis of the identified approaches will effectively contribute to the development of a high level of self-actualization and social activity of this category of students.

1. Korel, L. V. (2005). Sociologiya adaptacii: voprosy teorii, metodologii i metodika [Sociology of adaptation: questions of theory, methodology and methodology]. Novosibirsk: Nauka. - 423 s. [In Russ.]

2. Alifanova, L. I., Korableva O. V. (2016). K voprosu o specifike obrazovaniya lic s narusheniyami zreniya [To the question of the specifics of the education of persons with visual impairments] // Russian Journal of Education and Psychology. № 3-2 (59). S. 328-338. [In Russ.]

3. Orlova, I. F. (2018). Alfred Adler. Nepolnocennost' i kompensaciya [Alfred Adler. Defectiveness and compensation] https://nsportal.ru/vuz/psikhologicheskie-nauki/library/2018/08/16/alfred-adler-nepolnotsennost-ikompensatsiya [In Russ.]

4. Yurenkov, V. N. (2006). Slovar'. Osnovnye ponyatiya psihodiagnostiki i eksperimental'noj psihologii [Dictionary. Basic concepts of psychodiagnostics and experimental psychology] https://vocabulary.ru/slovari/osnovnye-ponjatija-psihodiagnostiki-i-eksperimentalnoi-psihologii-clovar-2006.html [In Russ.]

5. Semenov, I. N. (2015). Refleksivnost' samonablyudeniya i personologiya introspekcii: k ontologii i metodologii refleksivnoj psihologii individual'nosti [Reflexivity of Introspection and Personology of Introspection: Toward the Ontology and Methodology of Reflexive Psychology of Individuality] // Vestnik Moskovskogo universiteta. Seriya 14. Psihologiya. №3. S. 22-39. [In Russ.]

6. Chvanova, M. S., Dubrovina, O. V. (2018). Osobennosti socializacii slabovidyashchih i nezryachih v processe obucheniya v Germanii, Francii i SSHA [Features of socialization of the visually impaired and the blind in the learning process in Germany, France and the USA] // Professional'noe obrazovanie v Rossii i za rubezhom. № 4 (32). S. 222-231. [In Russ.]

7. Baikova, V. Sh. (2019). Osobennosti obuchayushchihsya s narusheniyami zreniya i puti ih preodoleniya pri podgotovke k inklyuzivnomu obrazovaniyu [Features of students with visual impairments and ways to overcome them in preparation for inclusive education] https://infourok.ru/nauchnaya-statya-osobennosti-obuchayuschihsya-snarusheniyami-zreniya-i-puti-ih-preodoleniya-pri-podgotovke-k-inklyuzivnomu-obra-3632601.html [In Russ.]

8. Sharov, A. S. (2017). Refleksivnaya koncepciya «Ya» i sopryazhenie mirov [Reflexive concept of "I" and conjugation of worlds] // Vestnik Omskogo gosudarstvennogo pedagogicheskogo universiteta. Gumanitarnye issledovaniya. № 4 (17). S. 39-41. [In Russ.]

9. Bozhovich, L. I., Slavina, L. S. (1979) Psihicheskoe razvitie shkol'nika i ego vospitanie [The mental development of the student and his upbringing]. Moskva: Znanie. 96 s. [In Russ.]

10. Litvak, A. G. (1998) Psihologiya slepyh i slabovidyashchih [Psychology of the blind and visually impaired] Ros. gos. ped. un-t im. A.I. Gercena. SPb.: Izd-vo RGPU. 271 s. [In Russ.]

11. Banzyavichene, R. (1990) Emocional'no znachimye sobytiya v zhizni slepyh i zryachih [Emotionally significant events in the life of the blind and sighted] // Psihologicheskoe izuchenie slepyh i slabovidyashchih detej i metodika raboty s nimi. Leningrad. S. 63-73. [In Russ.]

12. Jarry, A., Chapdelaine, C., Kurniawan, S., Wittich, W. (2011). Blind Adults' Perspectives on Technical Problems and Solutions When Using Technology. The Journal of Blindness Innovation and Research. 7(1).24

13. Cicerchia, M. (2019). Visual impairment in the classroom. Read and Spell Blog. https://www.readandspell.com/visual-impairment-in-the-classroom

14. Ackerman, C. (2020). What is Attachment Theory? Bowlby’s 4 Stages https://positivepsychology.com/attachment-theory/

15. Dimitrova-Radojichikj, D. (2015) Students with visual impairments: Braille reading rate. International Journal of Cognitive Research in Science, Engineering and Education, vol. 3, no. 1, pp.1-5.