On the Need for Psychological and Pedagogical Support for the Development of Gender Identity Characteristics in High School Students with Intellectual Developmental Disorders
Author(s)
Anastasia O. Ulanova, Teacher-defectologist, https://orcid.org/0009-0002-6659-4625, Author ID в RSCI: 9069-0163, Tula Regional Education Center
56 Bundurin St, Tula, Russia, 300034, tel: +7 (4872) 318159, This email address is being protected from spambots. You need JavaScript enabled to view it.
Sergei K. Khaidov, Candidate of Sciences (Psychology), Associate Professor, https://orcid.org/0000-0002-1969-7376, Author ID в РИНЦ: 5542-2651 Researcher ID, Scopus ID: АДД-5905-2020, Tula State Lev Tolstoy Pedagogical University
125, Lenin Pr-kt, Tula, Russia, 300026, tel: +7 (4872) 657807, This email address is being protected from spambots. You need JavaScript enabled to view it.
Аbstract. Introduction. The process of development and formation of gender identity in high school students with intellectual development disorders requires special attention in the perspective of their social adaptation and integration into society. The need for our study is conditioned by the search for ways to help students understand and accept their gender characteristics, social role and minimize the influence of unfavorable factors.
This study aims to uncover the distinct characteristics of gender identity in high school students with intellectual development disorders and to outline the necessary psychological and educational support required for this process.
Materials and Methods. The study involved students with mild intellectual development disorders between the ages of 15 and 18. Empirical data were obtained on the basis of the department of adapted general education for students with intellectual disabilities in Tula. During the research and preparation of this article, methods of theoretical analysis of literary sources, experimental methods of studying gender identification, method of qualitative and quantitative analysis of research results were used.
The Results. As a result of the study, the components of the development of the studied process were described, the features of gender identity in high school students with intellectual disabilities, which consist in limited and distorted ideas about the characteristics of men and women and their social interaction, were revealed. The empirical study allowed not only to determine the qualitative characteristics of the personal development of this category of students, but also to identify the content of further work on psychological and pedagogical support.
Discussion and Conclusion. The conducted empirical research allowed us to formulate a conclusion about the importance of gender and sexual development of the personality of students, as well as to determine the need to organize the work of specialists of an educational institution for support. The experimental data obtained can be taken into account to determine the content of psychological, educational, and extracurricular work of an educational institution.
Keywords: high school students, intellectual development disorders, gender, gender identity, psychological and pedagogical support
For citation: Ulanova A.O., Khaidov S.K. On the Need for Psychological and Pedagogical Support for the Development of Gender Identity Characteristics in High School Students with Intellectual Developmental Disorders. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (4). Pp. 603-620. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2024-18-4-603-620
DOI: https://doi.org/10.32343/2409-5052-2024-18-4-603-620
UDС: 376.42
The article was submitted to the editorial office on 11.09.2024, approved after review on 24.11.2024, and accepted for publication on 30.11.2024.