Problems and Perspectives of Professional Education of Young People with Disabilities in Russia

Abstract

In this paper, we present the results of an empirical study devoted to the professional education of disabled people in St. Petersburg. We analyze data from several questionnaires, including interviews with disabled individuals and experts on the following issues: the development of an accessible environment, state support for people with disabilities, professional education needs, and public opinions on inclusive education. The obtained data show a turn in social policy towards social integration. Positive changes in public opinion also took place, but various barriers in professional education for disabled people remain, including an undeveloped infrastructure, a limited range of professions, and a lack of adapted programs. Furthermore, among people with special needs, strong paternalistic attitudes persist. Thus, empowering people with disabilities stands as a key task for social work. In terms of theoretical approaches to disability, the capability approach may represent the most useful perspective for furthering social inclusion. This approach transfers the main focus from considering the specific disability situation to ensuring equal opportunities for people with special needs that demands freedom and choices.