Inclusion at school: children with disabilities in a comprehensive school

Inclusive education of children is a relatively new direction in the development of Russian education. It is designed to support people with disabilities by including them in society from childhood.

The word “inclusive” itself comes from the Latin word “inclusio”, which means “inclusion, inclusion”.

Inclusive education, accordingly, is different in that it includes both healthy children and children with disabilities in the learning process.

Inclusion involves the development of special programs for such mixed groups that would meet the needs and capabilities of each student.

Education and children with disabilities

According to Article 19 of Law No. 181-FZ of November 24, 1995, every child with disabilities has the right to receive free of charge any type of education available to all citizens of the country.

Previously, there was an opinion that it was better to educate children with disabilities in special schools, separately from healthy students. Inclusive education has opened the doors of ordinary kindergartens, schools, technical schools, colleges and universities for children with disabilities.

Of course, for this, appropriate conditions must be created in regular educational institutions that will make the learning process accessible to children with disabilities.

Such a concept as a “child with disabilities” appeared in Russia only in 2007, introduced by Law No. 120-FZ. It includes not only small disabled people, but a rather heterogeneous group, which includes children with impairments of auditory and visual functions, intelligence, behavioral disorders, cerebral palsy, etc. l. And the definition of inclusive education was given by legislative act No. 273-FZ.

Inclusiveness is characterized by ensuring equal access to knowledge for all children in the country, taking into account the individual capabilities of each. That is, an inclusive educational institution is an institution for all children: healthy and with disabilities or disabilities, orphans and children in difficult life situations.

History of inclusive education

The first notes on the inclusive teaching method appeared in the nineteenth century. The founder of the method is considered to be Johann Heinrich Pestalozzi, one of the greatest humanist teachers of his time, who spoke about the importance of the comprehensive development of children, despite disorders in their mental or physical development.

Pestalozzi’s ideas were picked up by humanists, and already in the second half of the twentieth century, the first inclusive classes appeared in Europe - prototypes of modern schools of a new type, which were organized only in the nineties of the last century.

In Russia, classes for children with minor pathologies of intellectual development began to be introduced in the sixties of the 20th century.

In 1992, schools began to organize compensatory education classes. In 2011, 3,892 inclusive schools were already organized. In 2014, a number of Orders of the Ministry of Education and Science of the Russian Federation were approved, approving the federal state standard for teaching children with disabilities (FSES). All of them came into force at the beginning of the 2016 academic year. The very next year, the number of inclusive schools reached 26,657.

Inclusive educational institutions and SanPiN

For inclusive schools, special sanitary and epidemiological requirements have been developed that determine the conditions for inclusive education. These requirements are specified in Resolution No. 26. Here are some of them:

• the distance from the institution to the stop should be up to 0.5 km;
• at night, on the territory of the establishment, artificial illumination at ground level should not be less than 10 lux, for children with low vision - 40 lux;
• there must be parking specifically for cars bringing children with disabilities;
• the educational institution itself must have enclosing structures, railings, elevators and ramps, specially equipped bathrooms and single-level floors;
• in the wardrobe for blind or visually impaired children, there should be signs on shelves for shoes and lockers for clothes, made in raised raised and raised dotted fonts;
• the arrangement of classroom furniture should take into account the nature of the students’ illnesses;
• for those who suffer from photophobia, there is a separate group of lamps that can be turned on separately;
• The area of ​​the dining room should be 2.3 meters per student with cerebral palsy, for the rest - 1.6 meters.

Tutors and teaching assistants play an important role in establishing an inclusive educational process. These are two different concepts that are often confused. Depending on the disease, the child needs either a tutor or an assistant. A tutor is a teacher who helps select individual means of child development and motivation. Assistant - an assistant to a teacher or teacher who helps a child in everyday life.

In addition, educational institutions must be equipped with:

• special programs and educational kits for children with visual, auditory and musculoskeletal disorders;
• necessary equipment for classes with a speech therapist and defectologist;
• the office of a teacher-psychologist;
• the office of a speech therapist or defectologist (if possible);
• digital modular systems for working with texts;
• sensory rooms (if possible);
• universal digital devices with speech synthesis for playing and recording audio information.

Features of blended learning

Today, there are a number of programs for inclusive educational institutions, developed on the basis of the adopted Federal State Educational Standards. Examples of them are posted on the official website of the Ministry of Education and Science of the Russian Federation. Based on published programs, educational institutions can formulate their training programs depending on the type of deviations in students with disabilities.

However, there are also general requirements for the organization of educational activities, prescribed in Section VIII of Resolution No. 26:

1. Training sessions must take place during the first shift and last 5 days a week.
2. The educational program should be implemented not only during lessons, but also after them.
3. Extracurricular activities should occupy at least ten hours a week, of which one half should be occupied with correctional activities, the other half with developmental activities.
4. Wednesday or Thursday should not be overloaded with lessons.
5. Classes should last no more than 40 minutes.
6. First graders should not be given homework assignments.
7. An additional week of vacation should be organized in the middle of the third quarter.
8. For visually impaired first-graders, the duration of continuous visual load should not be more than 10 minutes, for middle and high school students - 15 minutes, and for students with residual vision - 5 minutes.

The process of recruiting mixed classes in schools is regulated by Appendix No. 1 of Resolution No. 26:

• for every 25 students there should be no more than one late-deafened, hearing-impaired or visually impaired child;
• per 20 students - no more than one child with absolute blindness, deafness, cerebral palsy, autism, two late-deafened, hard of hearing, visually impaired children, four students with mental retardation or five students with severe speech impairments;
• for 15 students - no more than two people with complete hearing loss, vision impairment, cerebral palsy or autism.

Advantages and disadvantages

An inclusive education program undoubtedly has its undeniable advantages. Children with disabilities grow up in an ordinary environment, without feeling “special” and isolated from society. Such children, growing up, turn out to be more adapted to life, it is easier for them to find themselves and lead an active life.

And children, whose capabilities are not limited by health, learn acceptance and tolerant attitude towards people with disabilities. Mothers of children with disabilities were given the opportunity to send their children to schools located close to home.

They can also continue working, being calm about the child in kindergarten or school.

The program, which is still under development, has its drawbacks. They mainly concern the economic sphere and the issue of retraining teachers. Inclusive educational institutions cost the state much more than regular ones. Money is required not only for the supply of necessary equipment, but also for the training of teaching staff.

After all, teachers in such institutions must not only teach subjects, but also organize a special friendly atmosphere that helps establish trust among students. This transition takes some time. However, as well as the formation of the program itself, which, most likely, will continue to change, becoming better quality.

Conclusion

Inclusive education in Russia is becoming increasingly popular.

Educational institutions, which previously only accepted those whose capabilities were not limited by their health, have opened their doors to children with hearing impairments, intellect, vision impairments, students with autism, cerebral palsy, etc.

Mixed groups are formed in kindergartens, classes are formed in schools, and courses are formed in universities. True, the number of children with disabilities in such groups is strictly limited, since they require much more attention from mentors.

The educational institutions themselves are also undergoing changes so that the process of learning and moving around the institution is comfortable for all students, regardless of their health status.

Inclusive educational institutions require additional budgetary funds, but their advantages far outweigh their disadvantages.

The most important thing is that a child with disabilities gets a chance to grow up in a normal social environment, which will allow him to become an active member of society in the future.

Source: https://subsived.ru/lgoty/inklyuzivnoe-obrazovanie-detey-s-ovz

Report: “Inclusive education of children with disabilities in a comprehensive school”

Inclusive education of children with disabilities in  a general education school.

Dear Colleagues! In my speech, I will talk about the basic principles of inclusive education for children with disabilities and children with disabilities in an educational institution, as well as approaches and methods for its implementation.

Relevance of the problem. Today there is an increase in the number of children with disabilities.

What is inclusive education? (Slide 1)

This is a process of education and upbringing in which ALL children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system and are taught at their place of residence together with their peers.

Inclusion means opening up each student through an educational program that is challenging but appropriate to their abilities. Inclusion takes into account the needs , as well as the special accommodations and supports needed by students and teachers to achieve success.

special education system has been created and is successfully functioning for children with disabilities . These institutions have created special conditions for classes with such children, they employ doctors and special teachers.

But largely due to the isolation of special/correctional educational institutions, already in childhood, society is divided into healthy and disabled people .

As a result of the education of disabled children in special conditions, their competitiveness in the educational market is low and their desire to continue their education is low compared to graduates of regular secondary schools.

An alternative to such a system is (inclusive education) joint education of children with disabilities and children without disabilities in regular, comprehensive schools.

(Slide 3) The main task of this area of ​​activity was formulated by D. A. Medvedev, whose words are as follows: “We are simply obliged to create a normal education system for children with disabilities, disabled children. This means that recognition of the problem of educating children with disabilities and disabled children is carried out at the state level.

Legislative framework (Slide 4)

Today, inclusive education on the territory of the Russian Federation is regulated by the Constitution of the Russian Federation, the federal law “On Education”, the federal law “On Social Protection of Persons with Disabilities in the Russian Federation”, as well as the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms.

An event of unique significance took place in Moscow - the Law “On the Education of Persons with Disabilities” was adopted.  In 2008 , Russia signed the UN Convention on the Rights of Persons with Disabilities.

Article Twenty-four of the Convention states that in order to realize the right to education, States Parties must ensure inclusive education at all levels and lifelong learning.

The group of schoolchildren with disabilities is extremely heterogeneous. It includes children with various developmental disorders: hearing, vision, speech, musculoskeletal, and intellectual impairments, with severe emotional-volitional disorders, including autistic disorders, with mental retardation, and complex developmental disorders.

• How to identify them? (Slide 6)
• Children with disabilities studying in inclusive classes of schools and groups of preschool educational institutions undergo a psychological, medical and pedagogical commission (PMPC) to receive recommendations , on the basis of which the educational institution organizes the support of the child by specialists, develops an individual curriculum, creates subject-specific development and rehabilitation Wednesday.
• The staffing of inclusive classes is carried out on the basis of the conclusion of the regional PMPK with the obligatory consent of parents (legal representatives) and the presence in the institution of the necessary conditions, including staffing with specialists who have the right to conduct professional activities in the field of correctional education, support service, educational and methodological support and financially developed -technical base.
• Types of inclusive education (Slide 7)
• 1.Partial (fragmented) integration - in which children who are not yet able to master the educational standard on an equal basis with healthy peers are included in only a few lessons (technology lessons in a primary school, physical education lessons in a special group, classes in clubs);
• 2. Combined integration is attending classes all day long in the classroom together with ordinary children, in addition, receiving constant correctional assistance from a teacher, psychologist, speech therapist and other specialists;

3. Full integration means placing a child with disabilities in a regular class of a public school for the entire period of study.

(Slide 9)  Adaptive educational environment -  creation of appropriate material and technical conditions in a general educational institution . Access to the classroom is a critical prerequisite for learning in an inclusive educational environment: installation of ramps; it is necessary to widen the doorways.

The classroom in which a child with a movement disorder is studying must be spacious enough so that the child can move freely around it. In classrooms with visually impaired children, frequent rearrangement of furniture should be avoided. It is best to seat children with behavior problems in a part of the classroom where there are few distractions.

So, for them, a place by the window will not be the best place, one where they can concentrate on a particular educational task without interference. For children with visual impairments, issues of lighting and visibility in the classroom are very important. These children should sit in the brightest part of the classroom.

Children with hearing loss should sit where they can hear best and where they can best read the teacher's lips.

1. (Slide 10) Psychological-medical-pedagogical council of educational institution (PMPk OU)
2. is considered as a form of interaction between specialists The PMPK of an educational institution includes : a coordinator for inclusion (as a rule, his role is performed by the head teacher of the school), an educational psychologist, a speech therapist teacher, a speech pathologist, a social worker, a nurse, etc.
3. Contents of the activities of the OU council:
4. — development and clarification of an individual educational route;
5. -development of the content of the route;
6. - dynamic assessment of the effectiveness of measures for the social adaptation of a child with disabilities;

— change, with the consent of the parents, the educational trajectory of a child with disabilities (for example, a change in the ratio of individual and group forms of work, the time the child spends among peers, etc.);

• — if changes in psychophysical and somatic conditions are detected, parents are referred for consultation to medical specialists.
• Each consultation specialist assesses the state of the child’s psychophysical development and gives a forecast of his capabilities in terms of training, education and social adaptation, in accordance with his specialty and specialization.
• Principles of inclusive education

For students with disabilities, changes in the way information is presented or modifications to the curriculum are necessary in order to more successfully master the general education program. It is necessary to provide special conditions: changes in deadlines, the form of completing the task, its organization, methods of presenting the results.

Use various principles and activities in the educational process:

1. Mandatory use of visual aids.

-Clear and step-by-step explanation of tasks with their sequential implementation, as well as repeated repetition of instructions to students for completing the task; The task written on the board should be duplicated in the printout for the child

2.Reduce the amount of work performed.

— Providing an alternative to lengthy writing assignments (e.g., write a short essay; present an oral presentation on a given topic). Instead of essays and presentations, offer to write down answers to questions prescribed by the teacher.

1. - use worksheets with exercises that require minimal completion; Use exercises with missing words/sentences.
2. 3 . Demonstration of a task that has already been completed (for example, a solved math problem)
3. 4. Providing additional time to complete the task;
4. — provide additional time for completing homework;
5. — Ensuring a change in activities (you can even take the child to some quiet place); The child should be able to leave the classroom and go to a “calm zone” if he is under stress.
6. — Providing audio-visual technical means of training;
7. — Provide for completing the task on a computer.
8. — Teach how to use a calculator and use it in mathematics lessons.

— Replace written assignments with alternative ones. For example, a child dictates answers into a voice recorder.

— If it is difficult for a “special” child to answer in front of the whole class, then he is given the opportunity to present the completed task in a small group. Working in groups allows these students to open up and learn from their peers.

— A good result is also achieved by distributing students into pairs to complete projects, so that one of the students can set an example for the other. But it would be a mistake to help a “special” child all the time; in some cases, he should be allowed to make an independent decision, praised and, thus, taught to solve problems and cope with the situation.

• Parents
• To ensure the effective inclusion of children with disabilities in general education schools, it is important to carry out information, educational and explanatory work with all participants in the educational process (parents and children)
• Psychological characteristics of the family of a child with disabilities

Accepting the situation of a child with developmental disabilities coming into the family has its own stages. Parents may come to school at completely different stages of experience. Understanding this will help the teacher consider the current situation from the parents' point of view and communicate with them without judgment.

The main stages of experiencing a situation in the family:

1. Shock (misunderstanding of the situation, stupor, and then panic).

2. Denial (this is a defense mechanism, the parents’ hope that the child will fully recover).

3. Aggression or passivity (emotional reactions, anger will turn on. Parents ask themselves, relatives and specialists “Why did this happen to us?” Another option is passivity, inaction).

4. Bargaining (parents hope for a miracle, go through all possible methods of treatment, try to “bargain” for the child’s health in exchange for good deeds and donations).

5. Experience and recognition of the problem (the stage of grief. A feeling of emptiness and meaninglessness, a feeling of abandonment, a strong feeling of guilt and fear. This is the most difficult period).

6. Acceptance and revival (the child’s illness is perceived as part of life, the parents accept it. The parents’ position: “to admit it means to learn to live with it.” The feeling of internal support returns, the person begins to think about the future).

Children's group. Children must be prepared to accept a special child.

Exercise "Kitten".

Participants stand in a circle. The teacher asks to pass the newspaper around. Then he suggests that you imagine that a little kitten has fallen asleep on this newspaper, and now you need to pass the newspaper to each other very carefully so as not to wake up or frighten it.

1. At the end of the exercise, the teacher says that it is important to maintain exactly the same careful attitude when communicating with special children.
2. It is very important to understand:
3. When creating inclusive schools, schools of a new type, children get used to the fact that the world is diverse, that the people in it are different, that every person has the right to life, education, training, and development.
4. Teacher: Sklyarova Tatyana Viktorovna
5. 2019

Source: https://multiurok.ru/files/doklad-inkliuzivnoe-obrazovanie-detei-s-ogranichen.html

Inclusive education for children with disabilities

Inclusive learning

for children with disabilities

In all countries of the world and in any social group of society there are people with disabilities, those who in our country are usually called disabled people. Their number in the world is significant and continues to grow.

In the traditional Russian system of education for children with one form of disability or another, children with special needs receive education in special (correctional) educational institutions, at home or in special boarding schools.

Over the past decades in Russia, for objective and subjective reasons, there has been a significant change in the attitude of society towards persons with health problems and the assessment of the capabilities of children with special educational needs.

An attitude is formed: approach each child not from the position of what he cannot do due to his defect, but from the position of what he can do, despite the existing impairment.

Understanding the potential capabilities of people with disabilities (HLD) initiated the emergence of various concepts for their inclusion in the normal life of society.

Thus, we are talking about eliminating barriers between correctional and regular classes in a public school, as well as between special institutions and the same public school, where access to some categories of disabled children was previously denied.

In the recent history of educational policy in the United States and Europe, several approaches have been developed: school desegregation, widening participation, integration (from the Latin integratio - connection, restoration), mainstreaming, inclusion (from the English inclusion - inclusion). The same trends can be traced in the domestic educational system.

Inclusive education (inclusive education, co-education) is the process of educating children with special needs in regular secondary schools together with their peers. Deep immersion of the child in an adapted educational environment and provision of supporting services to him (E.A. Ekzhanova).

Inclusive education is a broader process of integration, implying equal access to education for all children and the development of general education in terms of adaptation to the different needs of all children.

This is the reform of schools, the redevelopment of classrooms so that they meet the needs and requirements of all children without exception. That is, the learning process is adjusted to the needs and developmental needs of the child.

• In global school practice, inclusion is considered exclusively as the education of children with developmental disabilities in regular secondary schools together with their peers.
• In international practice (UNESCO), the term “integrated education” (integration) was replaced by the term “inclusive education”.
• The inclusion of children with special needs in the educational process in public schools at their place of residence, that is, inclusive education, is a new approach for Russian education.
• The goal of inclusive education

•  fundamentally new educational and social achievements of all students based on mastering the mandatory minimum content of general education programs,
•  the possibility of their fullest social life, active participation in the team, the local community, and thereby the most complete interaction and care of children for each other as members of the community.

Basic principles of inclusion. Inclusive Communities:

• Being inclusive means looking for ways for all children to be together during learning (including children with disabilities).
• Inclusion is belonging to a community (a group of friends, a school, the place where we live)

Inclusion means the discovery of each student through an educational program that is quite complex, but matches his abilities. Inclusion takes into account both the needs and the special conditions and support necessary for the student and teachers to achieve success.

• In an inclusive school, everyone is accepted and considered an important member of the team.
• A student with special needs is supported by peers and other members of the school community to meet his or her special educational needs.

Inclusive school rules:

• All students are equal in the school community
• All students have equal access to learning throughout the day
• All students should have equal opportunities to make and develop meaningful social connections.
• Effective training is planned and delivered
• Workers involved in the education process are trained in strategies and procedures to facilitate the inclusion process, i.e. social integration among peers
• The program and learning process takes into account the needs of each student
• Families are actively involved in the life of the school.

Principles for creating an individual training program:

• Suitable for all students (not just students with disabilities)
• Serves as a means of adapting to a wide range of student capabilities
• Is a way of expressing, accepting and respecting individual learning differences
• Applicable to all components of the program and to normal classroom behavior
• Mandatory for all employees involved in the training process
• Compiled with the goal of increasing student success.

Possibilities for inclusion of children with disabilities

For children with disabilities, when receiving education in an educational organization, subject to joint learning with other normatively developing students, inclusion with varying degrees of involvement in the educational process is recommended. Indications for inclusive education of children with disabilities are the child’s capabilities and limitations: the severity of the defect, individual intellectual, emotional and personal characteristics.

Inclusion with a full degree of involvement in the educational process is recommended for full-time education:

• children with somatic diseases, if the level of their psychophysical and speech development corresponds to the age norm and allows them to study together with healthy peers according to the general education program;
• students studying in adapted educational programs;
• having hearing loss (in the speech area) of up to 60 dB without concomitant developmental disorders;
• having visual acuity of at least 0.1 without concomitant developmental disorders;
• with musculoskeletal disorders and potentially intact intellectual development capabilities;
• those with mental retardation and potentially intact intellectual development;
• students with minor intellectual disabilities to the degree of mild mental retardation without concomitant developmental disorders;
• students with severe speech impairments (OND, dysarthria, rhinolalia, motor alalia, aphasia).

Partial and episodic inclusion are recommended

• for full-time and part-time education. In these cases, individual training is provided at home. In case of partial inclusion, the recommendations must reflect the degree of inclusion of a child with disabilities in classroom, extracurricular and extracurricular activities; mode of classes and consultations, corrective measures, additional special equipment, need for support (tutor), deadline for re-application to PMPK specialists, additional assistance from specialists outside the educational organization.

Occasional involvement is recommended:

• children with severe behavioral disorders and indications for individual education at home;
• children with severe intellectual disabilities and behavioral disorders undergoing rehabilitation in institutions of the social service system.

Advantages of inclusive education:

• Creation of special learning conditions in a general education institution for children with special educational needs.
• Creation of a flexible adaptive educational environment that can meet the educational needs of all child students of a given educational institution.
• Training in general classes of a public school, with the provision of the student with the necessary psychological and pedagogical support by specialized specialists.
• Preparing student, teaching and parent teams to accept children with disabilities and creating learning conditions that would be comfortable for all children and children with hearing impairments in particular and would contribute to achieving the maximum level of development, as well as the social rehabilitation of the child and his integration into society .
• Formation of tolerance skills in the community (class, group, school), i.e. tolerance, mercy, mutual respect.

Disadvantages of inclusive education:

Ideally, there should be no disadvantages, since inclusive education helps improve the quality of life of children, especially children from socially vulnerable groups, and improves the health of society as a whole. But, given our socio-economic conditions and the level of public consciousness, inclusive education in Russia is still experimental in nature.

An ordinary teacher can be successful provided that:

• he is quite flexible
• he is interested in challenges and is willing to try different approaches
• he respects individual differences
• he knows how to listen and apply the recommendations of team members
• he feels confident in the presence of another adult in the class
• he agrees to work together with other teachers in one team.

Prospects

• Monitoring the state of education of children with disabilities and children with disabilities in each municipal district/urban district
• Analysis of the need of a municipal district (urban district) to create conditions for the education of children of different ages
• Roadmap development
• Creating an accessible environment
• Organization of joint training

Inclusion results:

• Students have the opportunity to actively and constantly participate in all activities of the general educational process
• Adaptation is as less intrusive as possible and does not contribute to the development of stereotypes
• The activities are aimed at involving the student, but are quite complex for him
• Individual assistance does not separate or isolate the student
• There are opportunities for generalization and transfer of skills
• General and special education teachers share responsibilities in planning, delivering, and evaluating lessons.
• There are procedures for evaluating performance

Inclusive education in Russia

According to the Minister of Health and Social Development Tatyana Golikova as of August 2009, the number of disabled children in Russia is 545 thousand people, 12.2% of them currently live in boarding institutions.

The number of children recognized as disabled for the first time is 67,121 people.

23.6% of disabled children suffer from diseases of various organs and metabolic disorders, 21.3% have mental disabilities and 23.1% of disabled children have motor disorders.

The situation with inclusive education in Russia

The first inclusive educational institutions appeared in our country at the turn of 1980 – 1990. In Moscow in 1991, on the initiative of the Moscow Center for Curative Pedagogy and the parent public organization, the inclusive education school “Kovcheg” (No. 1321) appeared.

On January 31, 2001, the participants of the International Scientific and Practical Conference on the Problems of Integrated Education adopted the Concept of Integrated Education for Persons with Disabilities, which was sent to the educational authorities of the constituent entities of the Russian Federation by the Ministry of Education of the Russian Federation on April 16, 2001.

In order to prepare teachers to work with children with disabilities, the board of the Ministry of Education of the Russian Federation decided to introduce into the curricula of pedagogical universities from September 1, 1996 the courses “Fundamentals of Special (Correctional) Pedagogy” and “Peculiarities of the Psychology of Children with Disabilities.”

Recommendations immediately appeared for institutions of additional professional education for teachers to introduce these courses into plans for advanced training of teachers in secondary schools.

Today, inclusive education in the Russian Federation is regulated by the following legal framework:

• Constitution of the Russian Federation
• Universal Declaration of Human Rights 1948
• Convention on the Rights of the Child 11/20/1989

Source: https://nsportal.ru/vuz/pedagogicheskie-nauki/library/2017/02/28/inklyuzivnoe-obuchenie-dlya-detey-s-ovz

How to organize inclusive education in a regular school

In the modern world, the number of children with disabilities (HH) is growing. According to the Law “On Education in the Russian Federation,” they can study at any school at their place of residence.

However, an educational organization cannot always provide adequate conditions, and in this case it is advisable to resort to networking in order to attract the resources and services of specialists from other institutions on a contractual basis.

 , Elena Drobysheva , talks about how best to do this .

– Your school has experience in networking with various organizations. Please tell us about this.

– In our school, out of 719 students, 150 children have disabilities, including 56 who have disabled status.

These are guys from different nosological groups: with intellectual disabilities, autism spectrum disorder, mental retardation and combined disorders (including severe multiple developmental disorders). Therefore, we rightfully consider ourselves an inclusive school.

Two years ago, we began to build a model of interconnection, began to carry out joint activities with various institutions on a contractual basis, not only in our municipal district, but also with organizations and institutions in Saratov and other regions.

Otarov city of Tyrnyauz, Elbrus region, Kabardino-Balkarian Republic.

– What is the purpose of such interaction? What function does each organization perform in the network?

– An institution that has embarked on the path of interconnection must analyze for what purposes this type of cooperation is needed, what results you want to achieve, what problems to solve, what specialists to attract on a contractual basis. I will give specific examples.

Your institution has not created conditions for the certification of children with mild mental retardation. They have a vocational training exam, the practical part of which takes place in workshops.

If your institution does not have equipped workshops, you can enter into an agreement with another organization that does have such workshops. In this case, students can attend practical classes at this institution and undergo the certification procedure there.

For example, our school entered into an agreement with a polytechnic and a correctional school to solve this problem.

Thanks to plans for joint work within the framework of interconnection, we provide advisory and methodological assistance to teachers, receive recommendations from medical workers and medical specialists, hold joint holidays, and attend extracurricular events in other institutions.

– Today, children come to school with a variety of diseases. How does networking help organize help for them?

– If your institution educates children with intellectual disabilities, then they need constant monitoring by a psychiatrist, visually impaired children need consultation with an ophthalmologist, and children with musculoskeletal disorders need an orthopedic consultation.

Such a variety of medical care can only be provided on a contractual basis with a clinic or other nearby medical institution, and then a specialist regularly monitors such children.

It is advisable to enter into an agreement with specialists from the central or territorial psychological-medical-pedagogical commission or centers of practical psychology in order to receive advisory assistance or invite specialists to council meetings at your institution.

Also among your partners may be public organizations and charitable foundations, correctional schools, institutions of additional education, secondary vocational education, and youth centers. If the required specialist is not in your city or region and territorial access is difficult, then you can get an online consultation upon request. Nowadays this form of remote collaboration is very common.

– How is the work of specialists and organizations financed within the framework of network interaction?

– The work of a specialist hired from a third-party organization is paid either from the incentive payment fund, or under a joint employment agreement, or is carried out free of charge by agreement of the parties. In this case, everything is decided by local heads of educational organizations.

– If we assume that all the necessary specialists are on staff of the institution, then how is work organized in this case to organize psychological and pedagogical support for inclusive education?

– In this case, it is important to organize teamwork: a team of specialists draws up a “road map” of events for the upcoming academic year. And then all these plans are coordinated at joint meetings.

For this purpose, a team of specialists from our institution developed cases of correctional and developmental support for students with disabilities, which reflected all the child’s data, collected photocopies of the necessary documents: the protocol of the psychological, medical and pedagogical commission, the conclusion of the medical and social examination and the individual rehabilitation and habilitation program (if presence of disability), as well as the results of an examination of psychological and pedagogical support specialists, the results of internal monitoring, etc.

– What regulatory and legal framework should institutions that have embarked on the path of inclusion have? What conditions should be created?

– Firstly, such an institution must have a license to carry out inclusive practices.

Secondly, managers and teachers of an educational organization must be able to study the protocol that a child receives after passing the procedure of a psychological, medical, pedagogical commission (PMPC) and the individual rehabilitation and habilitation program that is issued to each disabled child after passing a medical and social examination (MSE). ). These documents spell out all the necessary medical measures or psychological and pedagogical support for the child and special conditions for his education.

For example, for children with musculoskeletal disorders, it is necessary to provide for the architectural accessibility of the institution, the so-called barrier-free access.

In this case, it means either the absence of steps at the entrance to the school, or a ramp.

If the institution does not have elevators, then the schedule should be constructed in such a way that a child with musculoskeletal disorders moves only on the first floor or moves from floor to floor using special elevators.

Thirdly, Law No. 273 “On Education in the Russian Federation”, SanPiN, the Federal State Educational Standard for Students with Disabilities (FSES OVZ) and the Federal State Educational Standard for the Education of Children with Intellectual Disabilities are regulatory documents that need to be relied upon.

Source: https://rosuchebnik.ru/material/organizaciya-obucheniya-detey-s-ovz/

Organization of education at school for persons with disabilities

The organization of education for children with disabilities at school raises many questions among teachers and parents.

How to educate a child if he has health problems or mental development characteristics that do not allow him to fully study and complete the educational program without difficulties? Should a child with disabilities undergo a regular education program or should there be a special program? Many parents prefer not to send their special needs child to school, while others, on the contrary, believe that the child is better socialized in a mainstream school. Teachers can often be at a loss and face the situation of teaching a child with disabilities in a regular classroom for the first time.

The main provisions on the organization of training for persons with disabilities are contained in the following documents:

The law defines a student with disabilities:

1. A person with disabilities in physical/psychological development.
2. A person with limited health capabilities confirmed by PMPC.
3. A person needs to create special conditions during training.

Persons with disabilities may be disabled children, children with behavioral problems, children with mental retardation, etc.

Admission of persons with disabilities to school

Admission of persons with disabilities to school is carried out in accordance with the general procedure for the child’s admission to school. It is worth noting here that the results of a medical examination before entering school and the results of the PMPK examination should not contain in the conclusion any contraindications for entering a public school.

Therefore, if there are no contraindications, a child with disabilities cannot be denied admission to school. It is worth noting here that joint education and training of persons with disabilities and persons without such limitations should not negatively affect the educational results of the latter.

To ensure that students with disabilities can fully study in educational institutions, the principles of inclusive education . This means that special needs children must be provided with equal access to education, taking into account different needs and individual capabilities.

The adapted program should be developed taking into account the developmental characteristics of the child, the main goal should be the correction of developmental disorders and the correction of social adaptation disorders. The school is developing an adapted program independently. The basis for the development of an adapted program is the Federal State Educational Standard.

There are SanPiN recommendations that must be taken into account when drawing up an educational program for persons with disabilities.

The main educational program is implemented through the organization of classroom and extracurricular activities. Lesson activities consist of hours of a mandatory part and a part formed by the participants in the relationship.

Extracurricular activities are formed from the hours necessary to meet the individual needs of students with disabilities and in total amount to 10 hours per week for each class, of which at least 5 hours are provided for the implementation of mandatory remedial classes, the rest - in the developmental area, taking into account the age characteristics of students and their physiological needs (SanPiN).

Children with learning difficulties are not uncommon in modern schools. Adaptation to school for such children takes longer and is more difficult.

The pace of work in the classroom, a large number of students in the class, and, as a consequence, the lack of an individual approach - this is an incomplete list of difficulties that children with disabilities may encounter at school.

The task of parents is to listen to the recommendations of specialists in organizing the education of a special child. The task of the school in this case is to create special learning conditions.

What are special educational conditions?

Special learning conditions are the conditions of training and education, which include:

• use of special educational programs and teaching methods;
• use of special textbooks, teaching aids, technical means;
• provision of assistant/tutor services;
• conducting individual and group correctional classes;
• providing access to the building of an educational organization;
• use of distance learning technologies;
• providing students with disabilities with psychological, pedagogical, medical, and social services that provide an adaptive, barrier-free learning and living environment.

Education of children with disabilities can be organized together with other students, in separate classes, in separate organizations. In this case, much depends on what kind of health problems the child has. If a child has the opportunity to go to a public school and there are appropriate recommendations from the PMPC and the medical commission, then he will be able to study with all children.

There are children who need to attend special schools (deaf and mute children, children with serious vision problems, children with mental retardation, autism spectrum disorders, etc.) (Clause 5 of Article 79 of the Law).

District and city PMPKs are involved in determining the trajectory of development and learning in school for children with disabilities.

Organization of home education for persons with disabilities

Children with special needs can be educated at home and homeschooling can be arranged for them. The basis for studying at home is a medical report, and not a PMPK conclusion.

Teaching children with special needs in a public school is an opportunity to demonstrate an example of the tolerant attitude of the child and adult community towards students with disabilities.

Of course, for children with disabilities it is necessary to create special learning conditions with the involvement of related specialists.

• Author - Safiulina Nuria Romanovna
• 15.01.2016
•   All consultations by the author

Source: https://eduface.ru/consultation/ombudsmen/organizaciya_obucheniya_v_shkole_lic_s_ogranichennymi_vozmozhnostyami