Darbdavių požiūris į mokinių, turinčių specialiųjų ugdymosi poreikių, dalyvavimą ikiprofesinio rengimo procese

LTSpecialiųjų ugdymosi poreikių (SUP) turintys mokiniai priklauso didelės rizikos grupei, kuriai įgijus pagrindinį arba profesinį išsilavinimą gresia patirti socialinę atskirtį, tapti ilgalaikiais bedarbiais ir atsidurti žemiau skurdo ribos. Užtikrinti neįgaliųjų sėkmingą integraciją į darbo rinką ir platesnį socialinį dalyvavimą visuomeninėje veikloje galėtų padėti gerai apgalvota socialinė politika ir ikiprofesinis rengimas mokyklose, nukreiptas į SUP turinčių mokinių bendrųjų ir specialiųjų gebėjimų ugdymą. Remiantis šalies ir užsienio autorių darbais bei praktinės patirties refleksija, vienas iš pagrindinių ikiprofesinio rengimo principų – darbdavių įtraukimas į SUP turinčių mokinių ikiprofesinio rengimo procesą. Šiame straipsnyje analizuojamas darbdavių požiūris į SUP turinčių mokinių dalyvavimą ikiprofesinio rengimo procese. Tyrimo respondentų požiūriu, SUP turinčių mokinių ikiprofesinis rengimas mokyklose yra vykdomas, tačiau yra nepakankamas. Darbdavių įtraukimas į ikiprofesinio rengimo procesą yra naujas iššūkis tiek mokykloms, tiek patiems darbdaviams, todėl tyrimo metu išryškėjo nuostatų ir stereotipų vaidmuo sudarant galimybes SUP turinčių mokiniams atlikti praktinių gebėjimų išbandymą įmonėse. Darbdaviai, niekada neturėję neįgalių darbuotojų, nepasitiki žmonėmis su negalia dėl trūkstamos informacijos apie jų sugebėjimus. Darbdaviai, turėję bent vieną darbo patirtį su neįgaliais darbuotojais, daug palankiau vertina galimybę įdarbinti SUP turinčius mokinius ir sudaryti jiems sąlygas tobulinti specialiuosius gebėjimus įmonėse. [Iš leidinio]Reikšminiai žodžiai: Mokiniai, turintys specialiųjų ugdymosi poreikių; Darbdaviai; Ikiprofesinis rengimas; Pupils with special educational needs; Employers; Pre-vocational counselling.

ENPupils having special educational needs (SEN) belong to a high-risk group where individuals after obtaining basic or vocational education tend to become the long-term unemployed or occur below the poverty level. Well-considered social policy and prevocational training directed towards development of general and special abilities of SEN pupils in schools would benefit to successful integration of the disabled in the labour market ensuring wider social participation in the societal activities. On the ground of works as well as reflections on practical experience by national and foreign authors, involvement of employers into the process of pre-vocational training of SEN pupils is one of the major principles of prevocational training. The present article analyses the point of view of employers towards participation in the process of pre-vocational training of SEN pupils. The aim of the research is to reveal how employers of various size and profile enterprises having different experience of work with disabled staff evaluate possibilities to participate in the process of organisation of pre-vocational training for SEN individuals. The research has been carried out in 2011. The sample of 120 employers took part in the survey. The amount of 65 surveyed indicated that they had no experience of work with individuals having special needs, 17.5 per cent indicated that they had had such experience and 6.7 per cent experienced it for many times, 10.8 per cent had it little.From the point of view of research respondents, pre-vocational training of SEN pupils in schools is being carried out, but still insufficiently in the aspect of special “relevantly vocational” abilities. Involvement of employers into the process of prevocational training is a new challenge to both schools and employers; that is why the research revealed the role of attitudes and stereotypes in provision of conditions for SEN pupils to carry out testing of practical skills in enterprises.Those employers who have never had any experience of employing disabled staff do not trust disabled people due to lack of information on their abilities. Employers who have had at least one-time experience of work with the disabled much more positively evaluate employment of SEN pupils, the provision of conditions for the improvement of special abilities in enterprises. Two thirds of respondents would agree to collaborate with educational institutions at least sometimes. The point of view of the respondents towards possibilities of collaboration is related to both internal and external factors (profile of enterprises): most of all, agricultural subjects and enterprises which have already had some experience in work with disabled employees are ready to collaborate with schools. The bigger part of the respondents state that there are possibilities in enterprises for SEN pupils to get acquainted with the work process, and they would agree to allocate part of the production process and appoint a person for practical training of SEN pupils.Readiness of the respondents to organise testing of SEN pupils’ special abilities is related to internal (experience of work with disabled employees) and external (size and profile of enterprises) actions of organisations. Bigger enterprises and employers, enterprises that have had some experience of work with disabled employees, agricultural and construction enterprises tend more to get involved into the process of organisation of practical testing of SEN pupils as well as to appoint a person for practical training of SEN pupils. [From the publication]