Nežymiai sutrikusio intelekto jaunuolių (nuo 14 metų) profesinio apsisprendimo struktūra ugdymo procese

LTStraipsnyje analizuojami nežymiai sutrikusio intelekto jaunuolių (nuo 14 metų) profesinio apsisprendimo bruožai. Sprendimo savarankiškumo lygis priklauso nuo asmenybės psichinio, fizinio, socialinio išsivystymo, jos raidos psichologijos, priklausomybės dydžio nuo daugelio artimosios ir tolimesnės aplinkos faktorių. Profesinio apsisprendimo teorinis įvertinimas yra kiek mažiau komplikuotas nei praktinis šio proceso įgyvendinimas, tuo labiau jo valdymas ugdymo procese. Intelekto sutrikimasspecifinis veiksnys, savaip sąlygojantis profesinės psichologijos dėsningumus, t.y. profesijos pasirinkimą, interesų ir motyvų įsisąmoninimą, profesinį rengimąsi ir t.t. Pagrindinė problema ne vien veiksmingos, teoriškai pagrįstos sistemos paieška bei kūrimas, bet ir įvairių negalių struktūrų pažinimo sudėtingumas. Besikeičiantis, nuolat atsinaujinantis mokslinis bei socialinis požiūris į negalę skatina peržvelgti darbinio bei profesinio neįgaliųjų rengimo sąlygas. [Iš leidinio]Reikšminiai žodžiai: Jaunuoliai; Nežymiai sutrikusio intelekto jaunuoliai; Profesinis apsisprendimas; Sutrikęs intelektas; Ugdymo procesas; Educational process; Intellectual disabilities; Vocational self-determination; Youth; Youth with mild intelectual disabilities.

ENIn Lithuania the provision of professional/ occupational training for young people with mild intellectual disabilities is one of main tasks of special education. This job, if it is well organised, offers some hope for young person's successful integration into social life. Vocational schools with responsibility for training people with intellectual disabilities would improve on the present system whereby students are accepted into special professional schools in rather an ad hoc manner. Usually they are admitted when the school has not met their target number of students and often no one pays attention to their disabilities. It is not clear whether the pedagogues are informed about the needs of their future students, or whether they are prepared to give them all the necessary help. The role of the special pedagogue is also very important in assisting the students to identify their professional orientation as they are familiar with the students' problems and are experienced in working with them. In addition, they are involved in the diagnosis of disabilities, in the formulation of individual corrective programmes and in individual consulting. In this research we had to solve very important and very little examined problems about the professional diagnosis of the mild mentally retarded youth (15-20 years old), and the ascertainment of the professional suitability (suitability for some profession). The research having psychological-pedagogical and sociological character tries to touch the peculiarities of the process of social job adaptation and to go deep into the social needs of the pupils learning in the special schools.The aim of the research is to reveal the relations among the connected social factors. Though, having in mind, that the work will be main source of living for the mentally retarded people, the professional orientation and Professional suitability must be organised very deliberately and consistently. Now then I want to dedicate the largest part of my scientific activity to the preparation of this new system in Lithuania. [From the publication]