Features of personal and professional self-determination of children with disabilities

Badashkeev Mikhail Valeryevich, Badashkeeva Marina Aleksandrovna, Klementyeva Natalia Nikolaevna, Sodnomova Nadezhda Badma-Tsyrenovna

In this study, we tried to raise an urgent problem today, every year in rural schools, the number of special children increases, who in the future, as well as everyone, must make a choice of life and professional path. The current reality of Russian villages is characterized by global crisis phenomena in the socio-economic sphere, this situation is directly related to the coronovirus pandemic and global adult unemployment. Purpose: Development of personal and professional self-determination of children with disabilities. Methods: The main diagnostic tools in the course of the ascertaining and control experiments were the author's package of diagnostics developed on the basis of scientific research by G. V. Rezapkina, the study was conducted in the framework of individual consultation conversations, the subjects were offered adapted questionnaires containing fifteen statements to identify the level of formation of personal and professional self-determination of students with disabilities. Results: A program of professional orientation and professional tests, as well as a system of traditional activities implemented jointly with parents and social partners of the school, has been developed. Conclusions: The empirical study identified the most effective ways to develop personal and professional self-determination of children with disabilities. In this paper, we consider the variety of different theoretical positions on the studied problems regarding the individual development of rural schoolchildren with disabilities. The authors ' attention is focused on the joint psychological and pedagogical interaction with parents within the framework of the school of parental support "Tuya". This pedagogical imperative allows us to largely neutralize the negative socio-economic factors that lead to a certain ambiguity among students with disabilities in choosing their future profession, as well as disinterest in working in rural areas.

Keywords:personal and professional self-determination; development; professional tests; parental support; children with disabilities; educational environment.