Social and Psychological Provisions for Actualization of the Professional Self-Identity of Teenagers with Disabilities in Conditions of the Inclusive Education

Tatyana Ivanovna Bonkalo¹, Anna Igorevna Rybakova¹, Sergey Vasilievich Bonkalo¹, Natalia Vladimirovna Belyakova¹ and Irina Venidiktovna Gorohova²

¹Russian State Social University, 4,1, V.Pika, Moscow, 129226, Russia ²Moscow State Regional Socio-Humanitarian Institute,Bld. 30, Green Str., Kolomna, 140410, Russia

DOI : http://dx.doi.org/10.13005/bbra/1932

ABSTRACT: This article is dedicated to one of the actual practice-significant challenges of the improvement of system of professional orientation work with the teenagers studying in the conditions of inclusive education. The authors substantiate the relevance of the problem under question, analyze the level of its development in the world science and practice, and determine the program of the research. The article presents the results of empirical studies of professional self-identity of the teenagers with disabilities in Russia. The authors define the psychological conditions for increasing of the efficiency of professional orientation activities of the school psychological service.

KEYWORDS: professional self-identity; professional orientation; teenagers with disabilities and invalidity; interpersonal relationship; inclusive education

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