The article substantiates the program of psychological assistance to young people with disabilities studying in an integrated educational environment. The study aim was to determine the content, structure and features of the implemented program of psychological assistance to young people with disabilities in the integrated environment of higher education institutions. Methods and results. Based on the results of an empirical study that included 345 students with disabilities studying in integrated groups of higher educational institutions in Kiev, we revealed two levels of self-realization in the examined students - pre-subject and subject ones. The performed correlation analysis revealed correlations between the basic components of self-realization of students with disabilities and their personal characteristics (resources) - hardiness, basic beliefs, time perspective, coping strategies, mechanisms of psychological protection, self-attitude. The targets of psychological assistance, directions and methods of the program were defined. Conclusions. The purpose of the psychological assistance program is to promote personal growth, activate personal resources that mediate, weaken the negative impact of disability, maintain psychological balance and motivate to achieve personal self-realization. Psychological assistance to students with disabilities should be provided in two interrelated areas: direct and indirect psychological assistance through support groups - the student community, teachers and parents of students with disabilities. The performed testing of the psychological assistance program has shown its high effectiveness.

Abstract

The article substantiates the program of psychological assistance to young people with disabilities studying in an integrated educational environment. The study aim was to determine the content, structure and features of the implemented program of psychological assistance to young people with disabilities in the integrated environment of higher education institutions. Methods and results. Based on the results of an empirical study that included 345 students with disabilities studying in integrated groups of higher educational institutions in Kiev, we revealed two levels of self-realization in the examined students - pre-subject and subject ones. The performed correlation analysis revealed correlations between the basic components of self-realization of students with disabilities and their personal characteristics (resources) - hardiness, basic beliefs, time perspective, coping strategies, mechanisms of psychological protection, self-attitude. The targets of psychological assistance, directions and methods of the program were defined. Conclusions. The purpose of the psychological assistance program is to promote personal growth, activate personal resources that mediate, weaken the negative impact of disability, maintain psychological balance and motivate to achieve personal self-realization. Psychological assistance to students with disabilities should be provided in two interrelated areas: direct and indirect psychological assistance through support groups - the student community, teachers and parents of students with disabilities. The performed testing of the psychological assistance program has shown its high effectiveness.