[The self-actualization of disabled child in family environment].

The problem of self-actualization of disabled children is actual because of barriers in modern society that prevent maximal possible disclosure of their potential and abilities at different stages of growing up. Despite high interest of modern researchers to problematic of self-actualization, this scientific category practically was not investigated in relation to individuals with disabilities, including children, that does not allow to ensure with high degree of efficiency inclusive life-style for this category of citizens. The purpose of the study is to identify specifics of self-actualization of disabled children in various periods of their sociogenesis in family conditions as first social environment of occurring inclusive processes. At that, self-actualization is considered as one of social factors determining formation of inclusive lifestyle of child with persistent health disorders. The theoretical analysis permitted to establish relationship between such categories as self-actualization, lifestyle and social inclusion of disabled children. At the empirical level, the analysis of results of semi-formalized interviews of parents (n=292) and disabled children (n=292) in the Murmansk Oblast, revealed characteristics of self-actualization of disabled children in the family. The social barriers preventing this self-actualization in family environment and inhibiting inclusive processes were identified. The results of the study can be laid in the foundation of designing and implementing variable inclusive social practices of disabled children with disabilities at different stages of sociogenesis, and expanding possibilities for their self-realization, considering needs of socializing personality.

Factors that influence the university's inclusive educational processes: perceptions of university professors.

BACKGROUND: Training in attention to diversity is a key aspect for achieving the inclusion of students with special educational needs in higher education for these students to have access to the same rights as any other student. AIMS: To determine, through the perceptions of university professors, if the existence of barriers that arise in the teaching-learning process is determined by various factors of interest such as gender, training in attention to diversity, and, even, the attitudes that the professors present before the inclusion of these students. METHODS AND PROCEDURES: The research was carried out in eight universities in Andalusia (Spain), using as the main method of data collection a validated survey, the APTD Scale (Accessibility, Processes, Training, Demand), with the participating sample of 580 university professors. OUTCOMES AND RESULTS: The university professors generally agree to perform inclusive actions in their teaching-learning process, although a significant association between variables. CONCLUSIONS AND IMPLICATIONS: The study includes a series of perceptions that may help other university professors to make their practice more inclusive.

A percepção dos alunos com deficiência sobre a sua inclusão nas aulas de Educação Física escolar: um estudo de caso / Students with disability's perceptions about inclusion in Physical Education classes: a case study

O estudo tem como objetivo investigar a inclusão a partir da perspectiva do aluno com deficiência dentro do contexto das aulas de educação física escolar. Participaram do estudo três estudantes entre 12 e 21 anos com deficiência física ou visual do sexo feminino. Foram aplicadas entrevistas semi-estruturadas com roteiro pré-definido e anotações de campo como instrumentos de medida. A inclusão no contexto das aulas de educação física esteve vinculada a três fatores: adaptação, participação social e capacidade. Estes fatores agiram de forma dependente e complementar para a construção de um senso de pertencimento, aceitação e valor dentro do grupo.

The study aims to investigate the inclusion from the perspective of disabled students within the context of physical education classes. Participants were three female students between 12 and 21 years with physical disabilities or visual. The study used semi-structured interviews with pre-defined schedule and field records as measuring instruments. Inclusion in the context of physical education classes is linked to three key factors: adaptation, social participation and capacity. These factors act dependent and complementary to building a sense of belonging, acceptance and value within the group.