Assessing the interests of students with disabilities in vocational education

Abstract

In the current context of inclusive education, assessing the interests of students with disabilities is crucial for their effective professional integration. This study explores how personal autonomy influences the professional and personal interests of these students, providing a foundation for the development of tailored educational strategies. The study focuses on exploring the relationships between different types of autonomy – cognitive and value-based – and how they affect the interests of students with intellectual disabilities in specific sectors: investigative, artistic, and entrepreneurial. The study sample included 30 students from the "Albatros" School Center, all diagnosed with intellectual disabilities. Data were collected using two main tools: the Interest Assessment Questionnaire (CEI) and the Personal Autonomy Assessment (PA) questionnaire, which allowed for the accurate measurement of interest and autonomy variables in various contexts. The main objective of the research was to identify the links between cognitive and value-based autonomy and the professional and personal interests of students with intellectual disabilities, thereby supporting the development of personalized educational strategies. The research hypotheses assumed the existence of positive relationships between: 1) cognitive autonomy and investigative interests; 2) value-based autonomy and artistic interests; and 3) cognitive autonomy and entrepreneurial interests of students. Data analysis indicated a significant positive correlation between cognitive autonomy and students' investigative interests, confirming the hypothesis that students with higher cognitive autonomy tend to show an increased interest in investigative domains. A positive relationship between value-based autonomy and artistic interests was also found, demonstrating that students with a more developed value-based autonomy are more likely to engage in artistic activities. Additionally, the results showed that cognitive autonomy supports students' entrepreneurial interests, suggesting that they are better able to explore and engage in entrepreneurial initiatives. The results of the study emphasize the importance of autonomy in the professional and personal development of students with intellectual disabilities, suggesting that facilitating autonomy can play a crucial role in guiding and motivating them towards areas of specific interest. The conclusions provide valuable insights for educators and policymakers in creating inclusive educational environments that support the development of autonomy and the professional integration of students with disabilities.