| Abstract [eng] |
It is noted that disability has a negative impact on participation in the labour market; people with disabilities are the poorest, least educated and least employed part of people. Thus, people with mild intellectual disabilities (MID) belong to a particularly high-risk group, and even having acquired vocational preparation nevertheless they are in danger to experience social exclusion, become long-term unemployed persons and fall below the poverty line. Seeking results of successful integration of persons with MID into the labour market, pre-vocational education, encompassing all areas that are necessary for pupils’ professional integration, becomes relevant. In this dissertation relevant issues of professional integration and pre-vocational self-education of persons with mild intellectual disabilities were analysed; essential theoretical approaches that are important constructing the theoretical model of pre-vocational education were systematised. The dissertation research discloses 1) subjectively perceived positive and negative experiences of working life, 2) factors that have made impact on professional integration, and 3) specificity of structure of pre-vocational curriculum of persons with MID. The phenomenological research, constructed from the retrospective standpoint, allows to know in-depth professional integration problems of persons with MID, related to their existing pre-vocational self-education experiences, and to understand factors of these person’s successful and unsuccessful professional integration. Having systemized data collected employing theoretical and empirical methods, the pre-vocational education model of pupils with mild intellectual disabilities was created. This model 1) is based on the holistic conception about pre-vocational education as a stage of early career guidance; and 2) discloses the specificity of pre-vocational (self-)education of pupils with mild intellectual disabilities, based on knowledge of these persons’ strengths (possibilities) and meeting special educational needs. |
