Vocational Guidance and Pre-Profile Training of Schoolchildren with Disabilities: An Analysis of Pedagogical Attitudes and Practices

Movkebayeva  Zulfia; Duzelbayeva  Aitolkyn; Khamitova  Dana; Usenova  Malika; Zhigitov  Alibek; Aitolkyn Duzelbayeva

doi:10.48161/qaj.v6n3a2331

Authors

Movkebayeva Zulfia Department of Pedagogy, Faculty of Education, Zhetysu University named after Ilyas Zhansugurov, Taldykorgan 040000, Republic of Kazakhstan; https://orcid.org/0000-0003-2757-3389
Duzelbayeva Aitolkyn Department of Pedagogy, Faculty of Education, Pavlodar Pedagogical University named after Alkey Margulan, Pavlodar 140000, Republic of Kazakhstan; https://orcid.org/0000-0002-6743-1644
Khamitova Dana Department of Education, Faculty of Pedagogy, Eurasian National University named after L.N. Gumilyov, Astana 010000, Republic of Kazakhstan; https://orcid.org/0000-0003-2609-0887
Usenova Malika Department of Psychology, Faculty of pedagogy and psychology, Kazakh National Women's Pedagogical University, Almaty 050000, Republic of Kazakhstan; https://orcid.org/0000-0001-8485-0384
Zhigitov Alibek Department of psychology, Faculty of pedagogy and psychology, Abai Kazakh National Pedagogical University, Almaty 050000, Republic of Kazakhstan. https://orcid.org/0000-0001-8998-7064
Dyusenbayeva Bibigul Department of Education, Faculty of Pedagogy, Eurasian National University named after L.N. Gumilyov, Astana 010000, Republic of Kazakhstan; https://orcid.org/0000-0003-2895-1169

DOI:

https://doi.org/10.48161/qaj.v6n3a2331

Keywords:

Inclusive education, Students with disabilities, Vocational guidance, Teacher’s attitudes, Career self-determination.

Abstract

This article addresses the problem of preparing upper secondary school students with disabilities for subsequent professional and vocational activities, with a particular focus on teachers’ views and attitudes toward the necessity of career guidance and preparatory work aimed at developing initial professional competencies, including personal competencies, among students with disabilities already at the senior school level. Despite significant policy measures undertaken by the state in the field of vocational training and retraining of persons with disabilities—such as the introduction of career guidance teachers in schools, the gradual increase in quotas for specialized workplaces at Kazakhstani enterprises (ranging from 2% to 4% of total jobs), the implementation of subsidies for employers to cover costs associated with equipping specialized workplaces for employees with disabilities, the training of specialized staff in employment centers, and the organization of vocational training and retraining courses—a relatively low rate of permanent employment (39%) persists. Drawing on Bronfenbrenner’s ecological systems theory, the study examines the role of the mesosystem (schools and other educational institutions) and the exosystem (adult social organizations) in the process of pre-profile preparation of students with disabilities for future professional activity, as well as opportunities to enhance their impact. The aim of the study is to identify key practical challenges in creating conditions for the development of initial professional competencies among students with disabilities and to propose new approaches to improving pre-profile training in schools. The methodology includes a systematic review of recent academic and policy sources, as well as an analysis of survey results from teachers working in schools that provide education for students with disabilities. The study concludes with recommendations for policymakers, educators, and vocational institutions on implementing a system of career guidance and pre-profile training for students with disabilities, emphasizing the importance of initiating such activities as early as possible, as they contribute to future professional self-determination, effective employment, and financial self-sufficiency of this population.

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