The objective of the study is to determine the possibility and the right to choose the directions of self-education and self-development by forensic medical experts within the framework of personal and professional development program in the educational trajectory formation. The materials of special and encyclopaedic literature including pedagogical and sociological sciences, as well as legal framework regulating the processes of continuing medical education have been studied. The choice of educational trajectory of forensic physician depending on personal benchmarks, self-education building and participation in educational activities has been defined.
UNASSIGNED: Определить возможность и право выбора судебно-медицинскими экспертами направлений самообразования и саморазвития в рамках программы личностно-профессионального роста при формировании образовательной траектории. Изучены материалы специальной и энциклопедической литературы, в том числе по педагогическим, социологическим наукам, нормативной базы, регулирующей процессы непрерывного медицинского образования. Определен выбор образовательной траектории судебно-медицинского эксперта в зависимости от личностных ориентиров, построения самообразования и участия в образовательных мероприятиях.

This review article addresses the historical context of power dynamics in individualized education planning processes for exceptional students within Canada\'s K-12 (i.e., from kindergarten to grade 12) education system. It highlights how such dynamics have created conditions for educators\' internalized bias toward students with special needs. This article presents empirical evidence supporting the effectiveness of the strengths-based approach in individualized education planning and documentation to reshape the school-educator-student alliance and accomplish special education goals, emphasizing the importance of incorporating input from exceptional students and their families, advocating for students\' self-determination, and shifting away from the traditional pathological approach. This article calls for future research on strengths-based approaches, mental health literacy, and post-school transitions while addressing multiscalar barriers using an intersectional lens.