This article is devoted to highlighting theoretical and methodological foundations of the study of professional orientation of future special psychologists on correctional support of children with mental and physical disorders. On the basis of the structural components of professional orientation of special psychologists developed by us, the main determinants of professional orientation of future specialists on correctional support of children with psychophysical developmental disorders were determined, specifically: in the study of the motivational-target component of professional orientation of the future specialists in the field of special psychology, we focused on the study of the dominant motives for choosing a profession; on formation of a humanistic orientation; on the meaningful life orientations of the individual; exploring the emotional and gnostic component of the professional orientation of future psychologists for correctional support of children with mental and physical disorders, represented by sensory and informational structures, we paid attention to formation and objectivity of understanding future professional activities, its requirements for the personality of a specialist; on the attitude to the future profession and to the process of mastering it; identification with the subjects of future professional activity; to the level of development of empathy, altruism, attraction and congruence; the regulatory component of the professional orientation of future special psychologists on correctional support of children with psychophysical disorders was studied taking into account the level of maturity of professional self-esteem and professional prognosis.

The relevance of our research is due to the need to improve the system of training specialists in the field of special psychology, due to the fact that the applied tasks of special psychology is the training of highly qualified and competitive specialists to work with persons with psychophysical disorders. This will positively affect the quality of their future professional activities in correctional support in educational and rehabilitation institutions, especially in the conditions of the transition period to inclusive education. The leading place in the system of psychological assistance to children with psychophysical disabilities is occupied by psycho-correctional support, especially in the context of the transition of modern special education to social integration and inclusive education of persons with psychophysical disabilities. The effectiveness of psycho-correctional support will depend on the psychological readiness of future psychologists for professional interaction with this category of people. First of all, the immediate tasks of psychological correctional support for children with psychophysical disabilities are their psychosocial adaptation. At the stage of integration of a child with mental and physical disabilities through inclusion in the circle of peers with a normal level of development, the psychological support of families who upbringing such children is also especially important. The stimulating function of a professional orientation, which ensures professional and personal stability, is clearly actualized during corrective support for children with psychophysical disabilities, regardless of the negative impact of external factors.