DYNAMICS OF PROFESSIONAL SELF-DETERMINATION OF COLLEGE STUDENTS IMPLEMENTING INCLUSIVE PRACTICE

The relevance of the article is due to the fact that in the modern world there is high competition among specialists in the labor market. In these conditions, proper professional self-determination of young people is important. Schoolchildren have not formed the skill of orientation among the specialties. They lack knowledge about the requirements for a particular profession, often they cannot competently assess their personal qualities and abilities, they are guided by the opinion of their parents or the prestige of their future profession. As a result, they go to study at those universities and technical schools that do not correspond to their orientation and interests. It is only during the course of training that students begin to understand that they do not have the necessary abilities that the profession they receive presents to them. However, both teachers and parents of these students insist on further education and obtaining a diploma, instead of helping them choose another specialty. An educational institution, as a rule, is not interested in students going to another educational institution, as this leads to a decrease in its financial security. Psychology, characterizing a mature personality, notes that one of the main criteria of maturity is professional competence in a particular field, not excluding changes in the trajectory of the choice of specialties throughout life. For this reason, researchers believe that professional activity is not a choice for the rest of life and may vary from the stages of personality formation. The research is devoted to the study of the dynamics of professional self-determination of college students implementing inclusive practice, as well as the study of differences in professional self-determination of conditionally healthy students and students with disabilities.