A COMPREHENSIVE APPROACH TO ADAPTING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION: DESCRIPTIVE STUDY BASED ON SURVEY OF FIRST-YEAR STUDENTS

Abstract

Ensuring the special educational needs of students presents a new challenge for universities, necessitating a comprehensive approach and defining the role of educational institutions in the personal development of students. The study utilized the "Diagnosis of Socio-Psychological Adaptation" (by K. Rogers and R. Diamond) and "Adaptability" (MLO-AM) (by A.G. Maklakov and S.V. Chermyanin) methodologies. The survey was conducted among first-year students of South Kazakhstan University named after M. Auezov and Abai Kazakh National Pedagogical University. A total of 469 freshmen participated in the study.

The diagnosis revealed that students with special educational needs experience difficulties in communication, including interaction with the opposite sex. They feel a lack of prospects despite being open to others. These needs foster fear of society and a sense of isolation, leading to self-doubt. Nonetheless, they strive to rely on their strengths but are unsure of their beliefs and do not exhibit a desire to compete, which may be linked to a lack of coping skills.

Respondents expressed hope for optimal social adaptation and do not consider themselves critical towards others. The absence of low self-esteem is supported by positive responses about their ability to work and negative ones regarding clumsiness.

According to the results of the adaptability questionnaire, it was found that students have a high level of anxiety. This anxiety is not linked to personal choice or family influence, but due to insufficient communication, they resort to negative methods of interaction.

The study showed that the academic community only considers part of the factors influencing the understanding of special educational needs. Communication problems and collaboration with teachers can be addressed through a reassessment of educators' motivation and the development of methodologies for student adaptation. The educational process requires the intervention of specialized professionals and the enhancement of the role of psychologists in universities. Universities should become centers for meeting special educational needs with an emphasis on the psychological factor in pedagogical activities.