Why are Children with Disabilities not Continuing Their Education in the System of Professional Training?

Abstract

This article deals with the problems of involvement of children with disabilities in the system of professional training. The authors identify and analyze a complex of socio-­economic and socio-­psychological problems that generate inequality in access to education for children with disabilities based on the regional survey on motivation to continue education. The survey was conducted by the authors amongst high school students with disabilities in Rostov and Krasnodar Regions. The paper analyzes the institutional factors contributing to the formation of such behavioral strategies for children with disabilities that reduce their competitiveness in the labor market and, thus, hinder the upward mobility of this social group against the background of inequality in economic, social, and educational opportunities. The article concludes that it is necessary to improve the Russian social policy to facilitate an inclusive education system and suggests options for solving this problem through both institutional transformations. It also recommends taking into account micro-­level factors, such as the individual demand for education and the need to acquire professional skills that are relevant to the labor market.