Comprehensive program of psychological support of professional formation of students with disabilities in higher education institution

The article is devoted to the most fateful choice in human life – the choice of profession – because it provides not only the opportunity to find their place in social and professional social structure, but also the choice of lifestyle, ideas and image of their future through self-identification, self-development and self-realization. That is why the professional choice of the individual is determined by a large number of external and internal factors. Professional self-determination of young people with disabilities is the subject of research in theoretical and practical psychology, as this process is basic in terms of inclusion of this category of the population in the educational, professional and industrial spheres. Adequately chosen profession, effectively constructed educational-professional and career route expand rehabilitation, social-adaptive opportunities of students with disabilities and promote their personal self-realization. However, professional self-determination in the face of functional, sensory and somatic limitations is a complex process associated with a number of difficulties and risks. Among the external risks, researchers single out, first of all, the social stigma of people with disabilities as ineffective, unable to withstand the load of students and staff; environmental barriers that affect not only the accessibility of the educational institution and place of work, but also the motivation to obtain a profession, build a professional future. Internal difficulties include self-stigmatization – getting used to the image of an incapacitated, weak, inactive person. This forms a passive life strategy, low educational and professional motivation. Limited functional, sensory, and somatic capabilities often narrow the range of occupations available to young people with disabilities. The current state of the labor market does not guarantee them decent and necessary employment. As a result, the process of professional self-determination becomes spontaneous, there is a deviation in professional choice, which affects further educational and professional activities. In this regard, there is a need to use comprehensive career guidance work with high school students with disabilities, the forms and methods of which should take into account these difficulties and risks. Professional self-determination is closely related to professional orientation, as the preparation of the individual to define themselves in professional activities, and is part of the system of personal self-determination. Therefore, an important task of career guidance work with high school students with disabilities is to promote the formation of their own active life position as a necessary condition for their professional self-determination