Authors
- Manuylova Viktoria V. Doctor of Pedagogical Sciences
- Mironova Angelina V.
Annotation
The text of the article touches on a pressing issue of modern education — professional self-determination of students with hearing impairments. The professional self-determination of deaf children has a number of specific characteristics: low readiness for professional choice, insufficient motivation to choose professions; lack of a unified systemic organisation of career guidance work for specialists in educational institutions; the presence of contradictions between the objectively existing needs of society and the inadequate preferences of students with hearing impairments. The authors of the article present a retrospective analysis of psychological and pedagogical research on the above issues. Significant psychological and pedagogical works of domestic scientists and researchers were considered, which influenced the formation of a system of methodological organisation of labor training and vocational education for deaf students. Various aspects of professional self-determination and labor self-identity of persons with disabilities, including hearing impairment, remain relevant areas of «seamless» inclusive education at all levels. The presented retrospective analysis of psychological and pedagogical research and the views of scientists allows us to observe the path of formation of labor training and vocational education of deaf students from the first craft workshops of the deaf to the formation of an entire system of continuous vocational guidance and vocational education. The leading methods in the research of this work were the analysis of scientific sources, the study and generalization of the experience of domestic research on the above issues.
How to link insert
Manuylova, V. V. & Mironova, A. V. (2024). RETROSPECTIVE ANALYSIS OF PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH ON THE PROBLEM OF PROFESSIONAL SELF-DETERMINATION AND CAREER GUIDANCE WORK OF STUDENTS WITH HEARING IMPAIRMENTS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 18 (4), 155. https://doi.org/10.24412/2076-9121-2024-4-155-168
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