Pedagogical support of social adaptation of students with musculoskeletal disorders in the educational environment of the university

The purpose of the article is to present an analysis of the effectiveness of the content of the stages of pedagogical support for the social adaptation of students with musculoskeletal disorders in the educational environment of the university. Within each stage, the forms of pedagogical support for the social adaptation of students with musculoskeletal disorders, criteria and indicators are disclosed. The invariant of the organization of pedagogical support is presented: the organization of interaction between different subjects of the educational environment to achieve the goals and solve the problems of the student's educational activities. The basis of the experimental work was the acmeological approach, which identifies and substantiates the stages of personality formation, patterns of socio-psychological adaptation of the subject and its stages. Research methods: theoretical literature analysis, comparative analysis of pedagogical support and social adaptation processes, focus group method, observation, coping behavior research methodology, Psychological Autobiography methodology, Sociometry methodology, questionnaires, pedagogical experiment. The experimental research base is the Center for Educational Accessibility of Tomsk State University of Control Systems and Radio Electronics. The study was conducted from 2020 to 2024, and 193 students from the NODE participated in it. It is worth noting that the implementation of the pedagogical experiment took place during the COVID-19 pandemic, and therefore the study was divided into two periods. During the first period, from 2020-2022, the educational process and extracurricular activities were conducted online, the second period, from 2022-2024, was conducted in a full-time format. Based on the conducted research, it was proved that the stage and time characteristics of the social adaptation of students with musculoskeletal disorders is an important component of the university's educational space, since at each stage students undergo personal changes that affect changes in their self-esteem, ideas about studying at the university, and building communications with teachers and classmates. The use of group project training as an organizational form of pedagogical support, within which the development and implementation of a social project takes place, contributes to the development of the entire project group and each student individually, forms mutual assistance and support, removes internal barriers to communication. The joint activity of students of project groups (students from NODE and normotypic students) contributes to the formation of self-knowledge and self-development skills. The advantages of group work are: mutual assistance in solving interpersonal problems, support for other students with similar problems, and increased psychological stability. The authors declare no conflicts of interests.

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