INCLUSIVE VOCATIONAL EDUCATION FOR LEARNERS WITH PROFOUND VISUAL IMPAIRMENTS AMID CONTEMPORARY SOCIETAL CHALLENGES

Abstract

The article substantiates the organizational, methodological, and technological foundations for ensuring access to vocational education for learners with profound visual impairments. The relevance of the problem stems from the need to guarantee equal access to career self-determination, training, and employment amid wartime and post-war transformations in Ukrainian society. The study aims to identify the conditions under which vocational training becomes accessible, practice-oriented, and connected with actual labour-market needs. The methods include analysis of regulatory and scholarly sources, comparison, systematization, and theoretical generalization.

Results. The study identifies the principal components of an accessible learning environment: early career guidance; adaptation of content and assessment without lowering professional standards; the use of Braille, audio materials, tactile graphics, screen readers, and other assistive technologies; barrier-free spatial organization; individualized psychological and pedagogical support; and sustained cooperation with employers. The establishment of resource centres at vocational education institutions is substantiated as a means of coordinating methodological support, career counselling, practical training, accessibility audits, and employment assistance.

Conclusions. Profound visual impairment should not predetermine the boundaries of occupational choice. Vocational pathways should be based on the learner’s abilities, interests, educational needs, and accessible ways of mastering and performing professional activities, while institutions remain responsible for removing environmental and organizational barriers.