Self-Realization of Disabled Children and Graduates of Vocational Education Institutions

Abstract

The self-realization of disabled children and graduates of professional education institutions is essential from the socio-psychological and moral-ethical perspectives. The lack of equal access to an active public life, primarily education and work, aggravates the multiple deprivations of physically challenged people. The social inclusion of disabled children and graduates in all life spheres contributes to their self-realization and self-affirmation, helps to feel life at its fullest capacity, increases vitality, develops and maintains social contacts by removing socio-psychological barriers with the outside world.

The research aims at assessing the accessibility of inclusive education for physically challenged children and identifying priority employment motives for disabled graduates of higher and secondary vocational education institutions to develop recommendations for expanding possibilities of their further self-realization and employment.

Methods. The authors of the article used economic and statistical methods of observing and analyzing social phenomena, as well as methods of selective research.

The justification of the novelty of this article, its main results and conclusions. The authors of the article have conducted a comprehensive study of the self-realization of disabled children and graduates of vocational institutions of higher and secondary education. Using statistical methods of observation and data analysis, the authors have obtained reliable results on the current situation, revealed a number of problems associated with the accessibility of education for physically challenged children and determined priority motives for employing disabled graduates of vocational institutions of higher and secondary education. The study results are valid due to the use of statistical research tools, including descriptive methods of data analysis. Based on these results, the authors have developed proposals and recommendations aimed at increasing the accessibility of education and work for physically challenged children and graduates of vocational institutions of higher and secondary education.