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The article considers aspects of socio-pedagogical strategies of professional self-determination of students with special needs. It is determined that the work of specialized socio-cultural centers in which young people could solve their social, psychological, medical and rehabilitation problems needs to be improved. The aim of the article is to analyze the process of professional self-determination of young people with special needs and the role of socio-cultural centers in it. Research methods used: analysis (interpretation of literary sources in order to identify their essence), comparison (allows to establish common and distinctive features between objects, processes, phenomena), generalization (allows to determine common properties in processes). It is established that the concepts of continuous and additional education influence the professional and personal self-determination of students with special needs. An analysis of the theoretical works of domestic and foreign scientists, which shows that the effective professional self-determination of students with special needs, contributes to the improved work of specialized socio-cultural centers. It is proved that the task of a teacher, a social worker is to help young students, including those with disabilities, in choosing a well-thought-out, self-selected profession. The most effective influence on professional self-determination can be exerted by socio-cultural activities − organized leisure, in leisure centers, which gives a true opportunity for self-determination. It is determined that the model of professional self-determination is formed on the basis of inclinations, interests of the subject which together with value orientations and level of interest lead to the initial professional intention and further choice of profession. It is established that professional self-determination is a dynamic process of formation of basic attitudes to professional activity, self-realization of spiritual and physical opportunities, formation of professional plans, self-presentation as a professional. It is generalized that in social and cultural centers forms of social and leisure activity in extracurricular time are used for the purpose of professional self-determination of student’s youth with special needs. |
