Psychological adjustment of students in the integrated educational environment

Abstract

The article aims at revealing problems of the socio-psychological adjustment of adolescents in the integrated educational environment in the perspective of successful inclusive education. Theoretical research assumptions were based on the provision of personal self-determination theory maintaining that fulfilment of personal life objectives and psychological well-being depend on the nature of individual perceived control of their own life events. In Lithuania, the process of integration of the disabled started in 1993 after the Ministry of Education and Science launched the first guide for integrated education in mainstream schools. Currently, in accordance with the legal documents aiming to provide access to the same conditions to live a well-balanced and dignified life for the disabled, we should note that Lithuania has not yet developed a model for the disabled to live in the society, which would depend on the political, economic and social interests and the quality of training and education of the disabled. During the study we gathered new data about the problems of socio-psychological adjustment of non-disabled and disabled adolescents in the integrated educational environment at a mainstream school arising in communication in the close educational environment in the aspect of equal opportunities.