Potential for self-realization of students with disabilities in inclusive higher education: Perspectives from the student community
DOI:
https://doi.org/10.33910/1992-6464-2025-217-123-136Keywords:
inclusive higher education, self-realization, students with disabilities, neurotypical students, personal self-determinationAbstract
Introduction. In the context of scaling up inclusive university practices, self-realization of students with disabilities is particularly relevant, as self-realization during the university years is a fundamental mechanism for the social inclusion of this student population. However, the self-realization potential of students with disabilities should not be considered in isolation from the microsocial context of their neurotypical peers, who act as an essential resource in this process. Consequently, an empirical assessment of this potential is only feasible through an analysis of how the entire student community perceives the possibilities, mechanisms, and conditions for self-realization of students with disabilities. These conceptual premises informed the present study.
Materials and Methods. The study involved 1,788 university students from various academic institutions across 21 regions of Russia, including 293 students with disabilities. The research employed an author-developed questionnaire assessing opportunities for self-realization in the university environment, an educational experience measure, and a burnout scale for students.
Results. The findings indicate that the self-realization of students with disabilities is influenced less by the specific nature of their impairments than by general patterns that determine the overall self-realization effectiveness of higher education for all students. Although students with disabilities tend to evaluate both their university and their personal position within it positively in terms of self-realization, neurotypical students with experience of studying in inclusive environments express more skeptical views. Such skepticism may reduce the potential for self-realization among students with disabilities.
Conclusions. The study underscores the need for further research into the self-realization of students with disabilities, particularly with respect to nosological differences. The findings can be applied practically in inclusive higher education settings to develop systems that foster the self-realization of students with disabilities. These systems should provide direct support to students with disabilities while also addressing the latent psychological burden experienced by neurotypical peers as a result of participating in inclusive educational settings.
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Copyright (c) 2025 Виталий Зорахович Кантор, Лариса Михайловна Кобрина, Елена Федоровна Войлокова, Ирина Эдуардовна Кондракова (Автор)
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