FORMATION OF THE SYSTEM OF VOCATIONAL GUIDANCE FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF THE DEVELOPMENT OF INCLUSIVE EDUCATION IN UKRAINE AND EU COUNTRIES
DOI:
https://doi.org/10.31110/2616-650X-vol14i7-020Keywords:
inclusive education, special educational needs, vocational guidance, professional self-determination, historical and pedagogical analysisAbstract
The article provides a historical and pedagogical analysis of the formation of the vocational guidance system for persons with special educational needs in the context of the development of inclusive education in Ukraine and the European Union. The article reveals changes in approaches to the professional future of this category of persons during the twentieth and early twenty-first centuries. It outlines the transition from a special education model focused on the correction of impairments to an inclusive paradigm grounded in the recognition of a person’s right to education, professional self-determination, social participation, and support for an individual's educational and professional trajectory. It is substantiated that vocational guidance for persons with special educational needs cannot be considered merely as the provision of information about professions or as the final stage of schooling. It functions as a systemic mechanism for transition from education to vocational training, higher education, employment, and independent adult life. The article compares Ukrainian and European experiences in the development of inclusive education and identifies common trends and differences determined by historical traditions of special education, regulatory and legal changes, the level of institutional support, and the nature of interaction between education and the labor market. As a result of summarizing Ukrainian and European experience, the key contradictions in the formation of this system are identified, including barriers to access, insufficient continuity between education and employment, stereotyping of professional choices, and the need for individualized career support. The practical significance of the study lies in substantiating the need to shift from a model of vocational selection based on limitations to one of professional self-determination that takes into account interests, abilities, functional capabilities, environmental accessibility, family support, the involvement of specialists, and real employment prospects. The article outlines directions for further improvement of the vocational guidance system in Ukraine, taking into account European experience.
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