Keywords
students with disabilities
normalization
inclusion
JD-R
higher education wypalenie akademickie
studenci z niepełnosprawnościami
normalizacja
inkluzja
JD-R
edukacja wyższa
How to Cite
Abstract
The article addresses the issue of academic burnout among students with disabilities in the context of implementing the principle of normalization in higher education. It discusses the foundational assumptions of the normalization concept and highlights their relevance for the organization of the academic environment. The text also presents key mechanisms and determinants of burnout in the student population. Diverse experiences of students with different types of disabilities are examined, including typical burdens, common difficulties, and their implications for the risk of academic burnout. The analysis further considers environmental barriers, the quality of social relationships, and the accessibility of support services, which are identified in the literature as crucial for the well-being and educational participation of this group. The findings synthesize the current state of knowledge and indicate areas requiring further research, particularly concerning students with intellectual disabilities and those with non-visible disabilities.
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NETOGRAFIA
Wiktorko, P., Czarnocka-Cieciura, M., Feldy, M., Łobodzińska, A., Pawlik, B., Witkowska, E. (2020). Drop-out w szkolnictwie wyższym: Raport z realizacji zadania zleconego przez Ministerstwo Nauki i Szkolnictwa Wyższego. Pobrane 5 grudnia 2025 z: https://irsw.pl/wp-content/uploads/2024/04/DROP-OUT_RAPORT-OPI-PIB.pdf
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