| Summary: | Introduction. The article examines the socio-psychological features of personal self-determination of students with disabilities and disabilities. The subject of the study were the most significant factors influencing the adaptation of such students to the academic environment, as well as the mechanisms of its optimization. The increase in the number of applicants with disabilities predetermines in the context of social and educational inclusion the development of an accessible environment in the form of barrier-free architectural and academic space, the creation of a psychologically comfortable invision. The problem of personal self-determination of students with disabilities in the process of higher vocational education is updated with the specifics of their worldview, mastering of competences, interpersonal communication.Materials and methods. The paper conducted a theoretical analysis of a set of domestic and foreign scientific sources (monographs, articles and publications on the topic of research, results of dissertation studies on psychology, sociology, pedagogy) which allowed to generalize and systematize international and Russian experience both in relation to the general situation of students with disabilities in higher education, and the specifics of personal self-determination of students with disabilities; method of theoretical generalization, content analysis, secondary analysis of empirical data.Results. As a result of the author's analysis and interpretation of available scientific sources, the data of international and Russian socio-psychological studies are summarized and systematic. The data obtained during the secondary analysis made it possible to identify and substantiate the basic factors that affect the personal self-determination of students with disabilities: resilience, internality, self-sufficiency (personal, social, professional). A number of mechanisms to improve the level of socio-psychological adaptation have been proposed.Discussion and Conclusions. The article presents the author's interpretation of international and domestic experience of socio-psychological research aimed at identifying the actual factors of personal self-determination of students with disabilities. As a real mechanism for improving adaptive abilities, students with disabilities and motivations for personal self-determination proposed the development of local (university) integrated support centers.
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