PSYCHOLOGICALFACTORS OF PROFESSIONAL SELF-DETERMINATIONOF STUDENTS WITH SPECIAL EDUCATIONAL NEEDSIN AN INCLUSIVE EDUCATIONAL PROCESS

The article covers a study within the framework of the project of the Ministry of Science and Higher Education of the Republic of Kazakhstan on thetopic "Formation of professional self-determination of students with special educational needs as a national strategy in the field of inclusive education in the Republic of Kazakhstan".The article discusses and analyzes some aspects of the experience of inclusion in the professional education system. Based on the study and generalization of foreign practice, a number of problems related to the implementation of an inclusive educational process in professional education organizations –universities and colleges -are highlighted.In the period from September 2022 to April 2023, an empirical study was conducted on a sample of 126 students with disabilities at two universities and two colleges in Almaty. The procedure of the methodology "Building a personal professional perspective" by N.S. Pryazhnikov has been adapted, criteria for assessing the maturity of the components of personal and professional perspectives for this category of students have been developed. The content analysis of the questionnaires revealed problem areas in the implementation of the idea of inclusion in vocational education and further employment of this category of students. The analytical and empirical results of this article provide a basis for highlighting the psychological factors of professional self-determination of students with special educational needs.