Abstract
Introduction. The formation and improvement of the educational, professional and personal identity (self-attribution, self-definition) of students with disabilities is one of the important goals of educational processes in modernuniversities and an important area of scientific research and practical and applied development.Purpose setting. Purpose of the study is analysis of the problems of formation and development of educational, professional and personal identity of students with disabilities.Methodology and methods of the study. Research methods are theoretical analysis and synthesis of research results on problems of formation and development of educational, professional and personal identity of students with disabilities. The methodological basis of the study was a systematic approach to understanding the formation and development of educational, professional and personal identity of students with disabilities.Results. Currently, there are theoretical tasks to develop an integrative model of the formation and development of educational, professional and personal identity of students with disabilities. The leading role in this process is played by the value-semantic and activity aspects of the educational, professional and personal identity of students with disabilities, and their correlation. Conclusion. The author summarizes the results of a study of the formation and development of educational, professional and personal identity of students with disabilities. The theoretical significance and scientific novelty of developments in the field of formation and development of educational, professional and personal identity of students with disabilities are noted. The prospects for theoretical and empirical study of the problem of formation and development of educational, professional and personal identity of students with disabilities are related to the tasks of improving the quality and effectiveness of higher professional education.
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