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Disability, Education and Psychology: Psychological Dynamics in Individual Development and Education Process

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Title: Disability, Education and Psychology: Psychological Dynamics in Individual Development and Education Process
Language: English
Authors: Kursat Sahin Yildirimer (ORCID 0000-0001-5896-2956)
Source: Dinamika Ilmu. 2025 25(2):165-180.
Availability: Faculty of Education and Teacher Training of IAIN Samarinda. JL. HAM Rifadin Samarinda Sebrang, Samarinda, Kalimantan Timur 75131, Indonesia. Tel: 62-541-7270222; Fax: 62-541-7270222; e-mail: journal.dinamika@gmail.com; Web site: https://journal.uinsi.ac.id/index.php/dinamika_ilmu
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Individual Development, Psychological Patterns, Educational Policy, Inclusion, Students with Disabilities, Student Experience, Educational Experience, Academic Achievement, Well Being, Access to Education, Social Integration, Barriers, Intervention, Cognitive Restructuring, Social Support Groups, Parent Student Relationship, Teacher Student Relationship
ISSN: 1411-3031
2442-9651
Abstract: The relationship between disability, education, and psychology plays a crucial role in the academic, social, and emotional development of individuals. Disabled individuals face various challenges in education, such as low self-confidence, social isolation, learning difficulties, and peer bullying. An inclusive and supportive education system can enhance their academic success and psychological well-being. This study explores the psychological and pedagogical challenges faced by disabled individuals in education, focusing on issues such as lack of self-confidence, fear of failure, and social adaptation difficulties. Additionally, it examines the impact of inclusive education policies and psychological support programs, including cognitive-behavioral therapy, group therapy, and social support mechanisms, on the academic and psychosocial development of disabled students. The research adopts a qualitative approach, utilizing literature review and case analysis to assess the effectiveness of psychological support mechanisms in inclusive education. Findings suggest that strengthening these mechanisms and promoting inclusive policies contribute to the better integration of disabled individuals into society. The study highlights the need for collaboration between teachers, families, and policymakers to ensure equal educational opportunities. The results provide insights for developing strategies to enhance the participation and success of disabled individuals in education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1491054
Database: ERIC
FullText Text:
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  Data: Disability, Education and Psychology: Psychological Dynamics in Individual Development and Education Process
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  Data: <searchLink fieldCode="AR" term="%22Kursat+Sahin+Yildirimer%22">Kursat Sahin Yildirimer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5896-2956">0000-0001-5896-2956</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Dinamika+Ilmu%22"><i>Dinamika Ilmu</i></searchLink>. 2025 25(2):165-180.
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  Data: Faculty of Education and Teacher Training of IAIN Samarinda. JL. HAM Rifadin Samarinda Sebrang, Samarinda, Kalimantan Timur 75131, Indonesia. Tel: 62-541-7270222; Fax: 62-541-7270222; e-mail: journal.dinamika@gmail.com; Web site: https://journal.uinsi.ac.id/index.php/dinamika_ilmu
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Restructuring%22">Cognitive Restructuring</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Student+Relationship%22">Parent Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
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  Data: The relationship between disability, education, and psychology plays a crucial role in the academic, social, and emotional development of individuals. Disabled individuals face various challenges in education, such as low self-confidence, social isolation, learning difficulties, and peer bullying. An inclusive and supportive education system can enhance their academic success and psychological well-being. This study explores the psychological and pedagogical challenges faced by disabled individuals in education, focusing on issues such as lack of self-confidence, fear of failure, and social adaptation difficulties. Additionally, it examines the impact of inclusive education policies and psychological support programs, including cognitive-behavioral therapy, group therapy, and social support mechanisms, on the academic and psychosocial development of disabled students. The research adopts a qualitative approach, utilizing literature review and case analysis to assess the effectiveness of psychological support mechanisms in inclusive education. Findings suggest that strengthening these mechanisms and promoting inclusive policies contribute to the better integration of disabled individuals into society. The study highlights the need for collaboration between teachers, families, and policymakers to ensure equal educational opportunities. The results provide insights for developing strategies to enhance the participation and success of disabled individuals in education.
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      – Text: English
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        PageCount: 16
        StartPage: 165
    Subjects:
      – SubjectFull: Individual Development
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Inclusion
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Student Experience
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      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Access to Education
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      – SubjectFull: Social Integration
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Cognitive Restructuring
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Parent Student Relationship
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      – SubjectFull: Teacher Student Relationship
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      – TitleFull: Disability, Education and Psychology: Psychological Dynamics in Individual Development and Education Process
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