Nežymiai sutrikusio intelekto jaunuolių profesinio rengimo modeliai : tinkamiausio kelio paieška

LTStraipsnyje analizuojami praktiškai realizuotų nežymiai sutrikusio intelekto (toliau NSI) asmenų profesinio rengimo modelių ypatumai remiantis 15 konkrečių profesinio rengimo institucijų pavyzdžiu. Apibendrinant tyrimo rezultatus, galima teigti, kad vieno ar kito modelio pasirinkimas nėra esminis sėkmingo NSI asmenų profesinio pasirengimo ir profesinės adaptacijos kriterijus. Abejonių nekelia tai, kad kiekvienas modelis turi privalumų ir trūkumų. [Iš leidinio]Reikšminiai žodžiai: Modeliai; Nežymiai sutrikusio intelekto jauonuoliai; Nežymiai sutrikęs intelektas; Profesinio rengimo modeliai; Profesinis rengimas; Minor intellectual disorder; Models; People with mild learning difficulties; Vocational education and training; Vocational training models.

ENThe article analyses the peculiarities of practically realized vocational training models for persons with mild learning difficulties (MLD) based on the example of 15 concrete vocational training institutions. Generalizing the research results it can be stated that the selection of one or another model is not an essential criterion of successful vocational preparation and vocational adaptation of persons with MLD. No doubt, every model has its advantages and shortcomings that is why there are sufficient reserves for the improvement of every model: social-vocational inclusions (or market liberal) model is known for providing especially narrow vocational qualification, little attention is paid to general cultural education. Vocational competitiveness or dual model in spite of all its advantages in principal would be evaluated by us as an aspiration because the person with MLD finds it quite difficult to compete in the modem work market, that is why this model would approach the "ideal" model only if disabled young people are more actively taken care of at working places, providing actual assistance to them. Vocational segregation model (from work imitation to narrow specialization) is in general evaluated as isolating the disabled person (except for these cases when this type of vocational training is treated as the beginning of a certain start). School model out of all analyzed models corresponds to vocational rehabilitation criteria least; we would evaluate it as the most incomplete and requiring changing.However, apart from the mentioned shortcomings this model is not characterized by close relations with employers, work market situation in insufficiently realistically evaluated, and quite often the interests of the school as an organization wins, not the disabled person's interests, e.g. proposing professions (of course, not neglecting the influence of the economic situation). Though some examples show that this model has reserves to be improved: for example the achievements of Latvia RRC, employing former learners or the experience of Moscow special (corrective) school No. 102, model 8, establishing safe work workshops, where the weakest pupils are provided the conditions for improvement, "to enhance" their human capital. Not neglecting the possibilities of the changes of school model it is likely that vocational competitiveness or dual model is closest to the "ideal" model for persons with MLD. The replacement of vocational competitiveness idea by vocational assistance at the working place would result in what is being sought by the supporters of social paradigm of vocational training of persons with MLD. [Text from author]