Abstract:

Our research focuses on analyzing the correlation of characteristics of personal self–determination among students with disabilities (hereinafter – HIA). The toolkit is a methodology tested by the authors in 2021, containing 5 scales: "Subjectively experienced meaningfulness", "Emotional attitude to the future", "Activeness", "Identification and sustainability of career choice", "Notion of external and internal adaptation resources". The sample consisted of 150 respondents with limited health opportunities of various etiologies. The average age was 20.3 years.

The research revealed high indicators of subjectively experienced meaningfulness in 30% of respondents, emotional attitude to the future in 36%, activeness in business and leisure in 38%, stability of career choice in 32%, notion about adaptive resources in 30%.

Application of the H-Kruskal-Wallis criterion for all indicators of the methodology (first to fourth years of bachelor program)
- did not reveal statistically significant differences on the scales "Subjectively experienced meaningfulness", "Emotional attitude to the future", "Activiness";
- revealed significant differences on the scale "Identification and sustainability of career choice" (H = 29.138,p <0.01). The subsequent comparison (the U-Mann-Whitney criterion) demonstrated that the indicators were significantly higher in the second year compared to the third (U=86,p<0.01) and fourth (U=93,p<0.01), in the first year compared to the third (U=230,p≤0.01) and the fourth (U=198,p≤0.01). The analysis demonstrated differences on the scale "Notion of external and internal adaptation resources" (H = 24.604,p≤0.01). The subsequent comparison disclosed that the indicators were significantly higher in the second year compared to the first (U=77.5,p≤0.01) and the third (U=187, p≤0.01).

Conclusions:
- HIA students have different levels of awareness of life goals, adaptation resources and engagement in business.
- in years one and two, sustainability of career choice is more pronounced, while in years three and four it decreases. It can be assumed that in the third year rethinking of correctness and adequacy of the career choice and decrease in the level of its attractiveness is due, on the one hand, to inefficient pre-university career guidance, and on the other hand, to the revision of life goals, one's own mission, disappointment caused by the discrepancy between expectations and realities of future career. The fourth year brings along additional stress caused the final certification, planning further education and employment.
- notions about internal and external adaptation resources are most pronounced in the second year. The first year is associated with the beginning of training and an adaptation crisis, acquisition of a new social status and a change in the life rhythm. A decrease in the level of the measured indicator in the third year indicates a crisis stage of professional socialization.

Thus, special attention in supporting inclusive educational environment should be paid to guiding emotional and sensory spheres, to an adaptive potential and provision of a career guidance block with the purpose of increasing the sustainability of career choice.

Acknowledgement:
The research was conducted with the support of the RFBR, the project "Personal self-determination and adaptive readiness of students with disabilities in inclusive education" (No. 20013-00534 A).

Keywords:

Personal self-determination, adaptation resources, activity, professional choice, professional socialization.