Problems and prospects for the implementation of the continuity and succession of inclusive vocational education in the Ural federal district

The article is devoted to the study of the issues of continuity and succession of inclusive vocational education. Based on the analysis of quantitative indicators characterizing the development of inclusive education in the constituent entities of the Ural Federal District, it was found that, despite the annual growth in the number of persons with disabilities enrolled in universities and colleges, the coverage of young people with disabilities with vocational education is extremely low. At the same time, the coverage of school graduates with disabilities with vocational education is quite high. The author of the article formulates the main problems of continuity of inclusive secondary vocational and higher education, the main ones of which are: the lack of formation of individual educational trajectories of persons with disabilities, the lack of information in universities about students and graduates of colleges with disabilities planning to enroll in universities, lack of coordinated interaction of educational organizations and poor development interagency interaction. The results of the analysis led to the conclusion that the continuity of inclusive secondary vocational and higher education is poorly provided. The author highlighted the organizational and pedagogical conditions and principles for the implementation of continuity and succession, which should be guided in inclusive vocational education.