Abstract:
The aim of the article is to analyze the process of gender socialization of students with disabilities. We used a comparative analysis method and method of generalization in the research process. The logic of our study involved organizing and conducting a survey of students with disabilities. The state of gender socialization of students with disabilities in six institutions of higher education of Ukraine is investigated. The social and pedagogical conditions for the formation of gender socialization of students with disabilities are substantiated. The importance of creating a gender sensitive university environment based on the idea of gender equality has been proved. The basic elements that determine the level of gender sensitivity of a higher education institution are considered. The expediency of creating self-help centers for students with disabilities is substantiated. The essence of teachers and students motivation to cooperate in an inclusive environment in the context of gender socialization is highlighted. Positive impact of students with disabilities involvement in active forms of student and out-of-class student activity has been established. It is proved that the experience of students with special educational needs is not gender-neutral, because boys and girls deal with different realities that shape the understanding of disability.
