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Psychological Science and Education
2018. Vol. 23, no. 2, 42–49
doi:10.17759/pse.2018230205
ISSN: 1814-2052 / 2311-7273 (online)

Choice of Professional and Educational Route in High School Students with Disabilities: University Education in the Context of Motivation and Needs

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V.Z. Kantor, A.P. Antropov, T.G. Gdalina

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Abstract

The article presents the results of a questionnaire survey in the context of the idea of continuity of school and university education of persons with disabilities. 90 senior students with visual, hearing and motor impairments were the respondents of the survey. The purpose of the survey was to study the motives, preferences and needs of school graduates among disabled people, which determine the choice of their vocational and educational route. The survey reveals features of motivation for professional choice of various categories of enrollees with disabilities and its informational support; assesses the level of these enrollees needs in helping by career counselors; identifies the preferred forms of higher education by persons with disabilities; characterizes the needs of people with disabilities in special equipment and services in obtaining higher education, as well as in adaptation of educational programs in the university. The resulting practical-oriented conclusions concern both purpose and content of the work with disabled enrollees from among school graduates as well as approaches to the organization of higher education for persons with disabilities.

General Information

Keywords: university education, disability, high school students, nosology, visual, hearing and moving impairment, career guidance, motivation of professional choice, educational differentiation and integration, special needs

Journal rubric: Perspectives of Inclusive Education

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2018230205

For citation: Kantor V.Z., Antropov A.P., Gdalina T.G. Choice of Professional and Educational Route in High School Students with Disabilities: University Education in the Context of Motivation and Needs. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 2, pp. 42–49. DOI: 10.17759/pse.2018230205. (In Russ., аbstr. in Engl.)

References

  1. Kantor V.Z. Integrirovannoye vuzovskoye obrazovaniye lits s ogranichennymi vozmozhnostyami zdorov’ya: tekhnologii sotsial’no-reabilitatsionnogo soprovozhdeniya [Integrated university education of persons with disabilities: technologies of social and rehabilitation support]. Mezhdunarodnyi zhurnal eksperimental’nogo obrazovaniya [ International Journal of Experimental Education], 2013, no. 7, pp. 132—135.
  2. Convention on the Rights of Persons with Disabilities http://www.un.org/ru/documents/decl_conv/ conventions/disability.shtml (Accessed: 16.03.2018).
  3. Federal’nyy zakon ot 03.05.2012 g. № 46- FZ «O ratifikatsii Konventsii o pravakh invalidov» [Elektronnyi resurs] [Federal Law of 03.05.2012 No. 46- FZ «On Ratification of the Convention on the Rights of Persons with Disabilities»]. URL: http://www.kremlin.ru/ acts/bank/35237 (Accessed: 16.03.2018).

Information About the Authors

Vitaliy Z. Kantor, Doctor of Education, Vice-rector, Professor, Chair of fundamentals of defectology and rehabilitation, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-9700-7887, e-mail: v.kantor@mail.ru

Alexander P. Antropov, PhD in Education, Associate Professor, Professor, Chair of oligophrenopedagogy, Head of the Institute of Defectological Education and Rehabilitation, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-5877-4437, e-mail: alexantropov@inbox.ru

Tatiana G. Gdalina, PhD in Education, Director of the Center for Work with Talented Youth and Entrants, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, e-mail: tgdalina@mail.ru

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