Evaluation of the effects of used in the university inclusive model (strengths). Opinions of students with and without disabilities or deficits

The study focuses on the features of strengths-based model in the form of psychological and social resources of the disabled student. The analysis takes into consideration the effects of interpersonal relations in the academic context as well as the outcomes of the disabled student support system implemented at Siedlce University. In line with the premises of positive psychology, the features which constitute the strengths of an individual were singled out. The respondents, who were Siedlce University students, were asked to assess the increase of their competences, the sense of development of potential as well as the feeling of fulfilment and control over their own lives. The sum of these elements was treated as the total assessment of psychological and social resources that students have at their disposal. It was found out that the students with disabilities obtained higher means with regard to the sense of increase of competences and the feeling of support than the ones without disabilities, where these differences were statistically significant. The able-bodied respondents si-gnificantly higher assessed the feeling of control over their own lives than the disabled students. As far as the sense of development of their own potential and the feeling of fulfilment are concerned, the means for both respondent groups did not differ statistically significantly. The evaluation of the inclusion model, i.e. psychological and social resources, was identified to be at the same level in both groups. The results of the present study point to the conclusion that the inclusive model integrating disabled students with their able peers, academic teachers and administration personnel, which has been applied at Siedlce University (Poland) for over 50 years, brings certain positive effects not only for the disabled student but also for the one without any deficits.