THE ROLE OF SPECIALISTS OF INCLUSIVE RESOURCE CENTERS IN DESIGNING AN INDIVIDUAL EDUCATIONAL TRAJECTOR TAKING INTO ACCOUNT THE PROFESSIONAL ORIENTATION OF EDUCATION ACQUISITIONERS WITH INTELLECTUAL DISABILITIES

Abstract

The article describes ways of designing and optimizing the construction by specialists of inclusive resource centers of an individual educational trajectory for students with intellectual disabilities based on professional orientation to promote their professional selfdetermination taking into account inclinations, physical, mental and mental capabilities and aimed at mastering work skills to ensure further successful socialization in adulthood. The role of teachers of inclusive resource centers is described as experts who, taking into account the individual characteristics of the student's development, participate in the construction of an individual educational trajectory, are advisers to the family and child (person) regarding the content of the educational plan, help with professional orientation for further professional self-determination. Special attention is paid to the problem of combination and continuity of individual educational trajectory implementation in institutions of general secondary education, out-of-school education, vocational and technical education, training and rehabilitation centers, special schools and relevant institutions of social protection. The article is based on the main problems of building an individual educational trajectory for students with intellectual disabilities, which is used today in educational institutions, revealed the possibilities of involving specialists of inclusive resource centers in this process, proposed a detailed and extended algorithm for its construction, which is based on professional orientation and the main principle of inclusive education is the study of the needs of the specified category of persons. A special direction of work on the chosen topic was the study of the use of an individual educational trajectory in professional and vocational-technical education. The legislative framework regulating the issue of vocational and vocational education for persons with special educational needs, with disabilities caused by intellectual impairments is considered.