Federal Law "On the Education of Persons with Disabilities". Organization of conditions for children with disabilities to receive education. The customer for the education of children with disabilities is

“Distance learning for children with disabilities” - The student gets the opportunity to hear foreign language speech. From the history of distance learning education. Components of training content. Teaching children with disabilities. School is one of the important factors of socialization. Distance learning technology. Distance learning via the Internet is in demand today.

“Educational needs of children with disabilities” - Planned results. Natural history. Requirements for the conditions of program implementation. Organization and mechanism for implementation of the PKR. Contents of the main directions. Features of the main stage of training. Spring is knocking on the window. Winter is angry for a reason. Tasks for mental calculation. General recommendations. Columbus. Requirements for conditions of implementation.

“Teaching blind children” - Gestures. Motor skills. Automation of sound pronunciation skills. Entrance door location. Orientation in space. Learning to move independently in space. Method of conjugate actions. Providing first medical care. Development of facial expressions and pantomime. Dance activity.

“Education of children with disabilities” - System of resource provision for inclusive education in Moscow. Monitoring the effectiveness of organizing the inclusive process. Additional education programs. Psychological, medical and pedagogical support. Logistics support. Inclusive culture. Organizing conditions for children with disabilities to receive education.

“Children with disabilities” - Particularly difficult conditions. Critical periods development. Group of pathological syndromes. Complex structure of SSN violation. Immunological incompatibility. Children with disabilities. Formation of hand readiness for writing. Impaired perception. Features of mental development. Specificity of the lesson. Conditions for the effectiveness of teaching children with mental retardation.

“Education of persons with disabilities” - SFES for primary education of school-age children with disabilities (project). Requirements for the OOP structure. Mandatory areas of correctional assistance. Integration. SFGOS (concept) goals. Russian legislation. Current problems in the development of special education. Selection of learning conditions for persons with disabilities. SFGOS option (qualification level).

There are a total of 14 presentations in the topic

IN last years Considerable attention is paid to the problems of children with special health conditions (CHD). What are these and how to solve them? Let's try to figure it out.

Disabilities of health (HD). What it is?

Scientific sources of literature describe that a person with disabilities has certain limitations in everyday life. We are talking about physical, mental or sensory defects. A person therefore cannot perform certain functions or duties.

This condition can be chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Typically, people with disabilities tend to isolate themselves and are characterized by low self-esteem, increased anxiety and lack of self-confidence.

Therefore, work must begin from childhood. Within the framework of inclusive education, significant attention should be paid to the social adaptation of people with disabilities.

Three-tier disability scale

This is the British version of it. The scale was adopted in the eighties of the last century by the World Health Organization. It includes the following steps.

The first is called “disease”. This refers to any loss or abnormality (psychological/physiological, anatomical structure or function).

The second stage involves patients with defects and loss of ability to perform activities that are considered normal for other people.

The third stage is incapacity (disability).

Types of oats

In the approved classification of disorders of the basic functions of the body, a number of types are identified. Let's look at them in more detail.

1. Disorders of mental processes. We are talking about perception, attention, memory, thinking, speech, emotions and will.

2. Impairments in sensory functions. These are vision, hearing, smell and touch.

3. Violations of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.

4. Changes in statodynamic function.

Disabled children who belong to the first, second and fourth categories make up the majority of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of training and education.

Psychological and pedagogical classification of children who belong to the special education system

Let's consider this issue in more detail. Since the choice of techniques and methods of training and education will depend on this.

• Children with developmental disorders. They lag behind in mental and physical development due to the fact that there is organic damage to the central nervous system and dysfunction of the analyzers (auditory, visual, motor, speech).
• Children who have developmental disabilities. They differ in the deviations listed above. But they limit their capabilities to a lesser extent.

Children with disabilities and disabled children have significant developmental disabilities. They enjoy social benefits and benefits.

There is also a pedagogical classification of disorders.

It consists of the following categories.

Children with disabilities:

• hearing (late-deafened, hard-of-hearing, deaf);
• vision (impaired vision, blind);
• speech (various degrees);
  intelligence;
• delayed psychospeech development (DSD);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of impairment

Depending on the degree of dysfunction and adaptation capabilities, the degree of health impairment can be determined.

Traditionally there are four degrees.

First degree. The development of a child with disabilities occurs against the background of mild to moderate dysfunction. These pathologies may be an indication for recognition of disability. However, as a rule, this does not always happen. Moreover, with proper training and upbringing, the child can fully restore all functions.

Second degree. This is the third group of disability in adults. The child has pronounced disturbances in the functions of systems and organs. Despite treatment, they continue to limit his social adaptation. Therefore, such children need special learning and living conditions.

Third degree of health impairment. It corresponds to the second disability group in an adult. There is a greater severity of disorders that significantly limit the child’s capabilities in his life.

Fourth degree of health impairment. It includes pronounced dysfunctions of systems and organs, due to which the child’s social maladjustment occurs. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Developmental problems of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental disabilities that contribute to the formation of general developmental disorders. This is a generally accepted position. But it is necessary to understand this issue in more detail.

If we talk about a child with minor disabilities, we have already defined what this is, then it should be noted that by creating favorable conditions, most developmental problems can be avoided. Many disorders do not act as barriers between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master the program material and study together with everyone else in a general education school and attend a regular kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, in special education, education and treatment.

State social policy in the field of inclusive education

In Russia, in recent years, certain areas of social policy have been developed that are associated with an increase in the number of children with disabilities. What this is and what problems are solved, we will consider a little later. For now, let's note the following.

The basic provisions of social policy are based on modern scientific approaches available materially technical means, a detailed legal mechanism, national and public programs, high level professional training of specialists, etc.

Despite the efforts made and the progressive development of medicine, the number of children with disabilities growing steadily. Therefore, the main directions of social policy are aimed at solving the problems of their education at school and stay in preschool institutions. Let's look at this in more detail.

Inclusive education

Education of children with disabilities should be aimed at creating favorable conditions for realizing equal opportunities with peers, obtaining an education and ensuring a decent life in modern society.

However, the implementation of these tasks must be carried out at all levels, starting from kindergarten and finishing school. Let's look at these stages below.

Creating a “barrier-free” educational environment

The basic problem of inclusive education is to create a “barrier-free” educational environment. The main rule is its accessibility for children with disabilities, solving problems and difficulties of socialization.

In educational institutions that provide their support, it is necessary to comply with general pedagogical requirements for technical equipment and equipment. This is especially true for fulfilling everyday needs, developing competence and social activity.

Besides, Special attention should be given to the upbringing and education of such children.

Problems and difficulties of inclusive education

Despite the work being done, when teaching and raising children with disabilities, not everything is so simple. The existing problems and difficulties of inclusive education boil down to the following positions.

Firstly, the group of children does not always accept a child with disabilities as “one of their own”.

Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in implementing teaching methods.

Thirdly, many parents do not want their normally developing children to go to the same class with a “special” child.

Fourthly, not all disabled people are able to adapt to the conditions of ordinary life without requiring additional attention and conditions.

Children with disabilities in a preschool institution

Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Because the process of mutual adaptation is very difficult for the child, parents and teachers.

The priority goal of the integrated group is the socialization of children with disabilities. For them preschool becomes the initial step. Children with different abilities and developmental disabilities must learn to interact and communicate in the same group and develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to push the existing boundaries of the world around them as much as possible.

Children with disabilities at school

The priority task of modern inclusive education is to increase attention to the socialization of children with disabilities. An approved adapted program for children with disabilities is required for training in a general education school. However, the currently available materials are scattered and not integrated into a system.

On the one hand, inclusive education in secondary schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.

This approach leads to the fact that the adaptation of both relatively healthy children and children with disabilities is significantly hampered. This leads to additional, often insurmountable difficulties when implementing the teacher’s individual approach.

Therefore, children with disabilities cannot simply study at school on an equal basis with others. For a favorable result, certain conditions must be created.

Main areas of work in the inclusive education system

For the full development of a child with disabilities at school, it is necessary to work in the following areas.

Firstly, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Its activities will include the following: to study the developmental features of children with disabilities and their special needs, to draw up individual educational programs, and to develop forms of support. These provisions must be recorded in a special document. This is an individual card of psychological and pedagogical support for the development of a child with disabilities.

Secondly, constant adjustment of techniques and methods of teaching and education is necessary.

Thirdly, the support group should initiate a revision of the curriculum, taking into account the assessment of the child’s condition and the dynamics of his development. As a result, an adapted version is being created for children with disabilities.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation and development cognitive activity, memory and thinking, knowledge of one’s personal characteristics.

Fifthly, one of the necessary forms of work is working with the family of a disabled child. Its main goal is to organize assistance to parents in the process of mastering practical knowledge and skills necessary in raising and teaching children with disabilities. In addition, it is recommended:

• actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
• provide parental counseling;
• teach the family the techniques and methods of assistance available to them;
• organize feedback parents with an educational institution, etc.

In general, it should be noted that inclusive education in Russia is just beginning to develop.

This Federal Law is adopted in order to create legislative framework to meet the needs of persons with disabilities in obtaining education, adaptation and integration of these persons into society.

CHAPTER I. GENERAL PROVISIONS

Article 1. Basic terms

For the purposes of this Federal Law, the main terms have the following meaning:

Special education - preschool, general and vocational education, for which special conditions are created for persons with disabilities to receive education;

A person with disabilities is a person who has physical and (or) mental disabilities that prevent the development of educational programs without creating special conditions for education;

Child - a person under the age of eighteen;

Adult - a person who has reached the age of eighteen;

Disadvantage - a physical or mental disability, confirmed by a psychological, medical and pedagogical commission in relation to a child and a medical and social expert commission in relation to an adult, as well as in cases established by this Federal Law by a repeated examination;

Physical disability - a temporary or permanent deficiency in the development and (or) functioning of a human organ(s), confirmed in the established manner, or a chronic somatic or infectious disease;

Mental disability is a duly confirmed temporary or permanent deficiency in a person’s mental development, including speech impairment, emotional-volitional disorders, including autism, a consequence of brain damage, as well as a mental development, including mental retardation, mental retardation, creating learning difficulties;

Complex disability is a combination of physical and (or) mental disabilities confirmed in the prescribed manner;

Severe disability is a physical or mental disability confirmed in the prescribed manner, expressed to such an extent that education in accordance with state educational standards (including special ones) is inaccessible and learning opportunities are limited to obtaining basic knowledge about the world around us, acquiring self-service skills and acquiring basic labor skills or receiving basic vocational training;

Special conditions for obtaining education - conditions of training (upbringing), including special educational programs and teaching methods, individual technical means of education and living environment, as well as pedagogical, medical, social and other services, without which it is impossible (difficult) to master general education and professional educational programs for persons with disabilities;

Integrated education - joint education of persons with disabilities and persons without such limitations, through the creation of special conditions for persons with disabilities to receive education;

Educational institution general purpose- an educational institution created to train people who do not have health restrictions to receive education;

Special educational institution - an educational institution created for the education of persons with disabilities; special educational unit - a structural unit of a general purpose educational institution created for the education of persons with disabilities;

An educational institution of integrated learning is a general-purpose educational institution in which special conditions have been created for persons with disabilities to receive education together with persons who do not have such limitations;

Studying at home - mastering general education and vocational educational programs by a person who, for health reasons, temporarily or permanently does not attend an educational institution, in which training is carried out at home by teaching staff of the relevant educational institutions, including using distance learning tools;

State registered educational obligation - a personal document establishing the responsibility of public authorities Russian Federation or government bodies of a constituent entity of the Russian Federation, in accordance with special standards, finance the education of persons with disabilities when training them in educational institutions of all types and types, regardless of the forms of development of educational programs;

Full state support - providing persons with disabilities studying in state, municipal special educational institutions - boarding schools and special educational units - boarding schools of state, municipal educational institutions of general purpose, with food, clothing, shoes, soft equipment, necessary equipment and individual technical means . Article 2. Participants in relations regulated by this Federal Law

This Federal Law regulates the relations of individuals and legal entities involved in the implementation of special education:

Persons with disabilities who are citizens of the Russian Federation;

Parents (other legal representatives) of children with disabilities, as well as legal representatives or duly authorized representatives of adults with disabilities;

Pedagogical, medical and other workers involved in the implementation of special education, as well as teaching workers from among persons with disabilities;

State bodies, bodies local government, state, municipal, non-governmental organizations, their officials, as well as persons involved in the implementation of special education. Article 3. Goals of special education

1. Special education ensures that persons with disabilities receive education in accordance with their abilities and capabilities in a learning environment adequate to their health in order to adapt and integrate (reintegrate) these persons into society, including acquiring self-service skills, preparing them for labor activity and family life.

2. If a person with disabilities is recognized as disabled, special education is included in the individual rehabilitation program for the disabled person in accordance with the legislation on social protection of disabled people. Article 4. Legislation of the Russian Federation in the field of education of persons with disabilities

1. The legislation of the Russian Federation in the field of education of persons with disabilities includes the Constitution of the Russian Federation, the Law of the Russian Federation "On Education", this Federal Law, other laws and other regulations adopted in accordance with them legal acts of the Russian Federation, as well as laws and other regulatory legal acts of the constituent entities of the Russian Federation in the field of education of persons with disabilities.

2. When regulating legal relations in the field of education of persons with disabilities, generally recognized principles and norms are applied international law and international treaties of the Russian Federation. If an international treaty of the Russian Federation establishes rules other than those provided for by the legislation of the Russian Federation in the field of education of persons with disabilities, the rules of the international treaty apply. Article 5. State policy in the field of special education

1. The state provides conditions for persons with disabilities to receive free education in accordance with their abilities and capabilities, including promoting the development of integrated education.

2. Implementation public policy in the field of special education is carried out on the basis of the federal target program for the development of special education, which is integral part Federal program for the development of education. The federal target program for the development of special education is being developed with the involvement of public associations of persons with disabilities, public associations of parents (other legal representatives) of these persons and other public associations.

3. The Russian Federation and the constituent entities of the Russian Federation provide, in accordance with the legislation, tax, customs and other benefits to organizations providing special education. Article 6. Issues of special education within the jurisdiction of the Russian Federation

1. In the field of special education, the jurisdiction of the Russian Federation is subject to:

1) establishment of federal components of special state educational standards for preschool education and general education;

2) definition legal status sign language, Braille system, other special means of communication, receiving and transmitting information;

3) determination of uniform principles and standards for creating special conditions for persons with disabilities to receive education and principles for the final certification of these persons;

4) approval of standard regulations on special educational institutions of relevant types and types; determining the specifics of the creation, reorganization and liquidation of special educational institutions, licensing of their educational activities, as well as the specifics of certification and state accreditation of special educational institutions;

5) establishing the specifics of financing and financing standards in accordance with the state registered educational obligation;

6) establishment of benefits provided for by federal law for persons working in the field of special education;

7) organization of research activities in the field of special education;

8) organization of state control over the quality of special education and state supervision and control over the implementation of the legislation of the Russian Federation in the field of special education of persons with disabilities; creating conditions for the participation of public associations in resolving issues in the field of special education.

CHAPTER II. RIGHTS IN THE FIELD OF SPECIAL EDUCATION OF PERSONS WITH DISABILITIES AND THEIR PARENTS (OTHER LEGAL REPRESENTATIVES)

Article 7. Rights of citizens in the field of special education

1. Citizens have the right to examination for the purpose of obtaining special education and state registered educational obligation.

2. Persons with disabilities have the right to:

1) free examination by a psychological, medical, pedagogical commission or a medical and social expert commission;

2) free medical, psychological and pedagogical correction of physical and (or) mental disabilities from the moment of their discovery, regardless of the degree of their severity in accordance with the conclusion of the psychological, medical and pedagogical commission;

3) free preschool education, primary general and basic general education from the age of six to eight years in accordance with the conclusion of the psychological, medical and pedagogical commission and the individual curriculum. the time frame for mastering basic general education programs of primary general and basic general education is determined by standard regulations on educational institutions of the relevant types and types and cannot be less than nine years;

4) obtaining free education in a special educational institution, educational institution of integrated learning, special educational unit or in a general educational institution in accordance with psychological, pedagogical and medical indications (contraindications);

5) free education in an educational institution, regardless of its organizational and legal form, in accordance with state educational standards (including special ones), regardless of the form of education, guaranteed by the state registered educational obligation;

6) provision in accordance with social or medical indications vehicles for delivery to the nearest appropriate educational institution. The procedure for providing vehicles is established by the Government of the Russian Federation. Article 8. Rights of parents (other legal representatives) of persons with disabilities

1. Parents (other legal representatives) of a child with disabilities have the right:

1) be present during the examination of the child

Psychological-medical-pedagogical commission, discuss the results of the examination, challenge the conclusion of this commission in the manner established by paragraph 5 of Article 23 of this Federal Law;

2) participate in the development and implementation of individual educational programs;

3) attend classes for free, with the permission of the head of the educational institution, in state and municipal educational institutions of secondary vocational and higher vocational education, in order to obtain special knowledge for more effective upbringing and development of the child;

4) for reimbursement of the costs of educating a child in a family according to an individual curriculum in the amount of costs of educating a child at the appropriate stage of education in a state or municipal special educational institution, determined by state funding standards, including funds allocated from the state personal educational obligation, provided implementation of an individual training program;

5) receive consultations on special education issues from the psychological, medical and pedagogical commission.

2. The rights specified in subparagraphs 1 and 2 of paragraph 1 of this article are also granted to other legal representatives of persons with disabilities. The provisions of subparagraph 1 of paragraph 1 of this article apply to legal representatives of adults with disabilities, taking into account the provisions of paragraph 7 of Article 23 of this Federal Law. Article 9. State support for persons with disabilities

Persons with disabilities are fully provided by the state in state, municipal special educational boarding institutions and special educational units - boarding schools of state, municipal educational institutions of general purpose:

Deaf and hard of hearing;

Blind and visually impaired;

With severe speech impairments;

With dysfunctions of the musculoskeletal system;

Mentally retarded;

With pronounced (deep) disturbances of the emotional-volitional sphere and behavior;

Having learning difficulties due to mental retardation;

With complex flaws.

CHAPTER III. ORGANIZATION OF SPECIAL EDUCATION

Article 10. Forms of receiving special education

Persons with disabilities can receive special education in special educational institutions, special educational units, educational institutions of integrated learning, general educational institutions in the forms provided for by the Law of the Russian Federation “On Education”.

Article 11. Homeschooling

1. For persons who, due to health reasons, do not temporarily or permanently attend educational institutions, the relevant educational authorities are obliged to organize home education.

The list of diseases, the presence of which gives the right to study at home, is established in the manner determined by the Government of the Russian Federation.

2. Education at home is carried out by an educational institution in which the persons specified in paragraph 1 of this article are constantly studying, or by the appropriate educational institution closest to their place of residence that has state accreditation, on the basis of the conclusion of a medical institution in relation to children suffering from somatic diseases, or on the basis of a psychological-medical-pedagogical commission or a medical-social expert commission in other cases. Studying at home is carried out on the basis of an agreement between the educational authority, the educational institution, the student and (or) his legal representatives.

The form of the home study agreement is approved by the federal government agency education management.

3. Home education is financed in accordance with Article 29 of this Federal Law. Article 12. Training in an inpatient medical institution

1. In order to realize the right of citizens to education, create conditions for receiving it, educational authorities and health authorities are obliged to organize the education of children with disabilities who are undergoing long-term (more than twenty-one days) treatment in inpatient medical institutions, in accordance with general educational standards programs.

2. The general educational institution at the location of the inpatient medical institution provides education to children in various forms. Organizational issues of training are regulated by an agreement between an inpatient medical institution and a general educational institution.

The form of the agreement on the organization of training in an inpatient medical institution is approved by the relevant federal executive authorities, whose competence includes issues of education and health care.

3. Training in an inpatient medical institution is financed in accordance with Article 29 of this Federal Law. Article 13. Training in a general educational institution

1. Persons with disabilities have the right to study in a general educational institution in accordance with the Law of the Russian Federation “On Education” if they have the appropriate conclusion of a psychological, medical, pedagogical commission or a medical and social expert commission.

2. Persons with disabilities studying in a general educational institution have the right to use the services of an assistant during classes if there is a corresponding recommendation in the conclusion of the commissions specified in paragraph one of this article.

The rights and responsibilities of an assistant may be established by local regulations of the educational institution. Article 14. Integrated learning

1. Integrated education is organized for persons with disabilities in accordance with psychological, pedagogical and medical indications (contraindications), if the educational institution of integrated education has the necessary special conditions for receiving education. An educational institution of integrated education does not have the right to refuse admission to such persons for training due to the presence of physical and (or) mental disabilities in the absence of contraindications to training and (or) vocational education and restrictions for work in the field. specific profession(specialties).

In an educational institution of integrated learning, the number of persons with disabilities should not be more than twenty percent total number students, pupils.

An educational institution of integrated education, from the day a person with disabilities is enrolled in it, has the right to be financed from the federal budget and (or) budget funds of the constituent entities of the Russian Federation in the amount established by the state registered educational obligation.

2. Joint training and education of persons with mental or complex disabilities and persons who do not have such disabilities should not adversely affect the educational results of persons who do not have such disabilities. persons with mental or complex disabilities who successfully master the educational program of an educational institution of integrated education may be expelled from this educational institution due to the impossibility of joint education based on a decision of the board of the educational institution in agreement with the psychological, medical and pedagogical commission. At the same time, the executive authorities, whose competence includes issues of education, take measures within a month to ensure that these individuals continue their education in a form adequate for them. Article 15. Special educational institutions

1. In the Russian Federation, special educational institutions are created and operate, the types and types of which are determined in accordance with the educational programs they implement, rehabilitation activities and the age of students.

2. In the Russian Federation, special educational institutions may be created and operate for persons:

1) with speech impairments - severe speech impairments, phonetic-phonemic underdevelopment of speech and impaired pronunciation of individual sounds;

2) with hearing impairment - deaf, hard of hearing and late-deafened;

3) with visual impairments - blind, visually impaired and late-blind people, with strabismus and amblyopia;

4) with mental disorders - delayed mental development, mentally retarded, with profound mental retardation;

5) with dysfunctions of the musculoskeletal system;

6) with complex disabilities, including deaf-blindness;

7) with disorders of the emotional-volitional sphere and behavior;

8) susceptible to chronic somatic or infectious diseases.

Special educational institutions may be created for the joint education of persons with various physical and (or) mental disabilities, if this does not interfere with the successful development of educational programs and there are no medical contraindications for such training. Article 16. Speech therapy service

1. To provide assistance to children with various speech disorders and studying in general educational institutions, a speech therapy service is organized.

Based on the number of children in need of speech therapy assistance, this assistance can be provided through:

Introduction of a speech therapist position into the staff of a general educational institution;

Creation of a speech therapy room within the structure of the education management body;

Creation of a speech therapy center - an institution with the rights of a legal entity.

2. The standard regulations on speech therapy services are approved by the federal executive body whose competence includes issues of education. Article 17. Rehabilitation centers

1. For the purpose of training and (or) education of persons with complex and (or) severe disabilities, rehabilitation centers of various profiles are created. State rehabilitation centers (at least one in each subject of the Russian Federation) are created by the federal executive body.

2. The objectives of rehabilitation centers are the formation of communication and self-service skills, basic work skills and the organization of classes according to individual educational programs.

Classes in rehabilitation centers are organized according to individual and (or) group training programs with the number of students in a group of no more than ten people, and with a complex defect - no more than six people.

3. The rehabilitation center is legal entity. The standard regulations on the rehabilitation center are approved in the manner established by the Government of the Russian Federation. Article 18. Peculiarities of admission to educational institutions of persons with disabilities

Admission to educational institutions of persons with disabilities is carried out in the manner established by the Law of the Russian Federation "On Education", and on the basis of the conclusion of a psychological, medical and pedagogical commission or a medical and social expert commission. Article 19. Transfer of persons with disabilities from special educational institutions to other educational institutions

1. The transfer of persons with disabilities from special educational institutions of one type or type to special educational institutions of another type or type, to educational institutions of integrated education or to educational institutions of general purpose is carried out on the basis of the conclusion of a psychological-medical-pedagogical commission or a medical-social expert commission and with the consent of parents (other legal representatives) of minor children.

The issue of transfer is considered, as a rule, after a year has passed from the date of admission to a special educational institution, if an earlier date for re-examination does not correspond to the interests of the student or pupil.

2. In the event of reorganization or liquidation of a special educational institution, the educational management body under which this institution is subordinate, ensures the transfer of students, pupils, with their consent or with the consent of parents (other legal representatives) to other special educational institutions or to relevant educational institutions of integrated education. Article 20. Closed special educational institutions. Special educational units of educational institutions created at institutions performing

Criminal penalties in the form of imprisonment

1. For children who have physical and (or) mental disabilities, who have committed socially dangerous acts, who have reached the age of eleven years and are recognized by the courts as socially dangerous, special closed educational institutions are created, the founders of which can only be federal executive authorities and executive authorities authorities of the constituent entities of the Russian Federation.

The referral of such children to special closed educational institutions is carried out by court decision, taking into account the conclusion of the psychological, medical and pedagogical commission in the manner established by federal law.

2. In educational institutions created at institutions executing criminal penalties in the form of imprisonment, special educational units are created for convicted persons with disabilities. Article 21. Special state educational standards

1. For persons with disabilities, whose education in accordance with state educational standards is impossible due to the characteristics of their physical and (or) mental disabilities, special state educational standards are established. Special state educational standards for vocational education are not established.

2. The procedure for the development, approval and introduction of special state educational standards is determined by the Government of the Russian Federation. Article 22. Features of the final certification of persons with disabilities.

1. The final certification of persons with physical disabilities and who have completed educational programs of the appropriate level is carried out in accordance with the Law of the Russian Federation “On Education”.

2. The final certification of persons with mental or complex disabilities and who have completed educational programs for special educational institutions is carried out in the manner established by the federal executive body whose competence includes issues of education. Article 23. Psychological, medical and pedagogical commissions, medical and social expert commissions

1. Diagnosis of physical and (or) mental disabilities of children, establishment of their rights to special education and the creation of special conditions for receiving education, as well as consultation of parents (other legal representatives) on all issues regarding physical and (or) mental disabilities of children are carried out by permanent interdepartmental psychological, medical and pedagogical commissions.

Psychological, medical and pedagogical commissions are created at the rate of an average of one commission per ten thousand children living in a given territory, but no less than one psychological, medical and pedagogical commission on the territory of each subject of the Russian Federation.

For the purpose of scientific and methodological service

Psychological-medical-pedagogical commission and resolution of conflicts between the commission and parents (other legal representatives) of children with disabilities, federal psychological-medical-pedagogical centers are created at the rate of one center for ten commissions, but no more than one psychological-medical-pedagogical center on the territory of each subject of the Russian Federation. If the number of commissions is less than ten in one constituent entity of the Russian Federation, one federal psychological, medical, and pedagogical center is created for several constituent entities of the Russian Federation. The creation of federal psychological, medical and pedagogical centers is carried out in agreement with the state authorities of the constituent entity of the Russian Federation on whose territory it is created.

The procedure for creating psychological-medical-pedagogical commissions and federal psychological-medical-pedagogical centers and standard regulations on them are established by the Government of the Russian Federation.

2. The main functions of the psychological, medical and pedagogical commission are:

1) conducting a free psychological, medical and pedagogical examination of children as early as possible, identifying the characteristics of their development in order to establish a diagnosis and determine adequate special conditions for receiving education;

2) certification of the rights of a child with disabilities to special education, drawing up an appropriate conclusion;

4) confirmation, clarification and change of a previously established diagnosis;

5) consulting parents (other legal representatives) of children with disabilities;

6) consulting pedagogical, medical and social workers on issues related to special conditions for children to receive education, their rights and the rights of parents (other legal representatives);

7) formation of a data bank about children with disabilities, childhood pathology (inadequacy) and provision of the collected information to the relevant educational authorities, health authorities and authorities social protection population.

3. The psychological, medical and pedagogical commission must include:

Psychologist;

Doctors - psychiatrist, neurologist, orthopedist, otolaryngologist, ophthalmologist, therapist (pediatrician), physiotherapist;

Specialists in the field of special education - speech therapist, oligophrenopedagogist, teacher of the deaf, typhlopedagogist, social teacher;

Representatives of the relevant educational authorities, health authorities and social protection authorities take part in the work of the psychological, medical and pedagogical commission.

4. Referral of children to a psychological, medical and pedagogical commission is carried out upon the application of parents (other legal representatives), a court decision, as well as with the consent of parents (other legal representatives) on the initiative of the relevant educational authorities, health authorities, social protection authorities, educational institutions, health care institutions, social protection of the population or public associations dealing, in accordance with their constituent documents, with issues of protecting the rights of persons with disabilities. When sending children for examination by court decision, the consent of parents (other legal representatives) is not required.

Health care institutions are required to refer the child to a psychological, medical, and pedagogical commission within ten days if he or she is diagnosed with obvious signs physical and (or) mental disabilities in order to determine special conditions for receiving education.

5. The results of the examination of the child are reflected in the conclusion of the psychological, medical and pedagogical commission, which is the basis for sending the child, with the consent of the parents (other legal representatives), to a special educational institution, for organizing home education or for sending him to educational institutions of integrated education. Members of the psychological-medical-pedagogical commission are obliged to maintain professional secrets, including maintaining the confidentiality of the conclusion.

If parents (other legal representatives) disagree with the conclusion of the psychological-medical-pedagogical commission, within a month from the date they submit the application, the relevant psychological-medical-pedagogical center conducts a second examination.

The conclusion of the re-examination may be appealed to the court. 6. Psychological-medical-pedagogical commission and

Psychological, medical and pedagogical center are legal entities.

7. The functions of the psychological, medical and pedagogical commission in relation to adults are performed by medical and social expert commissions.

Appeals against the conclusions of medical and social expert commissions are carried out in the manner established by the legislation of the Russian Federation. Article 24. Documents certifying the right to receive special education

1. The right to receive special education is certified by a document issued to the child (his legal representative) by the psychological-medical-pedagogical commission or to the adult (his legal representative) by the medical-social expert commission. The form of the document is established in the manner determined by the Government of the Russian Federation.

2. Special conditions for obtaining education are determined on the basis of the conclusion of a psychological, medical, pedagogical commission or a medical and social expert commission.

3. Based on the documents specified in paragraphs 1 and 2 of this article, the executive body whose competence includes issues of financing education issues a state registered educational obligation to a person with disabilities (his legal representative). A state registered educational obligation cannot be the subject of civil circulation, including purchase and sale and pledge, about which a corresponding entry is made in the state registered educational obligation.

The form of the state registered educational obligation, the procedure for calculating its price and the procedure for obtaining this obligation are established by the Government of the Russian Federation.

4. Officials Psychological, medical and pedagogical commissions and medical and social expert commissions, in accordance with the legislation of the Russian Federation, are responsible for the accuracy of the information contained in the documents specified in paragraphs 1 and 2 of this article. Persons guilty of issuing a deliberately incorrect conclusion by a psychological-medical-pedagogical commission or a medical-social expert commission, or illegally issuing documents specified in paragraphs 1, 2 and 3 of this article, bear disciplinary, administrative, property and criminal liability established by the legislation of the Russian Federation .

CHAPTER IV. SPECIAL EDUCATION SYSTEM MANAGEMENT

Article 25. Special education authorities

1. Management of special education in the Russian Federation is carried out by the federal executive body whose competence includes issues of education, and by the relevant executive bodies of the constituent entities of the Russian Federation.

2. Executive authorities, whose competence includes issues of education, adopt and implement joint programs and carry out joint activities aimed at protecting the health of citizens, preventing disability, social adaptation of persons with disabilities, crime prevention, medical and social rehabilitation of persons with disabilities health opportunities. To coordinate these activities, exchange information and experience on special education issues, interdepartmental commissions can be created.

The executive authorities, whose competence includes issues of education, inform the psychological, medical and pedagogical commissions, the psychological, medical and pedagogical center and medical and social expert commissions about their decisions in the field of special education. Article 26. Features of the reorganization and liquidation of special educational institutions. The reorganization and liquidation of state and municipal special educational institutions can be carried out if students and pupils are guaranteed continued education in adequate special conditions for obtaining an education. During the reorganization and liquidation of non-state special educational institutions, students and pupils are guaranteed the realization of their rights to education in state and municipal educational institutions of the relevant types and types. Article 27. Features of licensing educational activities of special educational institutions, their certification and state accreditation

1. Licensing of educational activities of special educational institutions is carried out in accordance with the Law of the Russian Federation “On Education”, taking into account the following conditions:

1) a license for the right to conduct educational activities is issued to educational institutions of vocational education, special educational institutions by the federal state educational authority, with the exception of special preschool educational institutions, special educational institutions for children with mental retardation and (or) mentally retarded children.

2) special subject examination is the availability of special conditions for obtaining education, for non-state special educational institutions also the possibility of their financing in accordance with established standards.

2. Certification and state accreditation of a special educational institution are carried out in the manner established by the Law of the Russian Federation “On Education”, subject to the following conditions:

1) certification of a special educational institution is carried out if the final certification result of at least half of the graduates in the past academic year is positive;

2) state accreditation of a special educational institution is carried out only by the federal state educational authority. Article 28. Control over activities in the field of special education

1. Control over activities in the field of special education is carried out by the relevant executive authorities and local government bodies within the limits of their competence in the forms provided for by laws and other regulatory legal acts.

Control over the activities of state and municipal educational institutions in which persons with disabilities study is carried out by their founders.

2. Public control over activities in the field of special education is carried out by public associations dealing, in accordance with their constituent documents, with issues of protecting the rights of persons with disabilities.

3. Supervision over the implementation of legislation on special education is carried out by the prosecutor's office.

CHAPTER V. PROVIDING CONDITIONS FOR RECEIVING SPECIAL EDUCATION

Article 29. Financing of special education

1. Financing of an educational institution in which a person with disabilities studies is carried out by the founder, as well as from the federal budget or the budget of the corresponding constituent entity of the Russian Federation in the amount established by the state registered educational obligation.

2. Financing of special education is carried out in the amount of the federal funding standard established for general purpose educational institutions of the relevant types and types in accordance with the Law of the Russian Federation “On Education”.

At the expense of state registered educational obligations, the costs of creating special conditions for obtaining education by persons with disabilities, providing these persons with textbooks, teaching aids, individual technical training aids and vehicles are paid.

3. Expenses are made at the expense of the federal budget to ensure state registered educational obligations of persons with disabilities studying in educational institutions of vocational education, as well as in special educational institutions, with the exception of special preschool educational institutions, special educational institutions for children with mental retardation development and (or) mentally retarded children.

4. The standards for financing state registered educational obligations from the federal budget are established in the manner determined by the law of the Russian Federation “On Education” for financing state and municipal educational institutions.

5. The state personal educational obligation is fulfilled when a person (his legal representative) transfers documents provided for in Article 24 of this Federal Law to the administration of the educational institution to which this person accepted for training.

6. Persons with disabilities studying in general educational institutions that do not have special educational units are not issued state registered educational obligations.

If, according to the conclusion of the psychological-medical-pedagogical commission or medical-social expert commission, the training of persons with disabilities is impossible without an assistant, then the costs of remunerating the student’s assistant and the cost of individual technical training aids are reimbursed in the manner determined for the state nominal educational obligation and in amounts not exceeding the size of the state nominal educational obligation.

7. Financing of the speech therapy service is provided by its founders.

8. The home education of persons with somatic diseases, carried out at the conclusion of the treatment institution, as well as their education during their stay in an inpatient medical institution, is financed by the educational institution in which these persons are constantly studying. Home education of persons with disabilities, carried out according to the conclusion of a psychological-medical-pedagogical commission or a medical-social expert commission, is financed by state registered educational obligations.

9. Creation necessary conditions for the teaching activities of a specialist with disabilities is carried out at the expense of the founder of the relevant educational institution. Article 30. Material and technical base of special educational institutions, educational institutions of integrated education and special educational units.

1. For a special educational institution, an educational institution of integrated learning and a special educational unit, in order to ensure the activities provided for by their charters, the founder (founders) or a body authorized by the owner assigns objects of ownership in accordance with the legislation of the Russian Federation.

2. The material and technical base of such educational institutions or educational units, depending on their types and types, includes premises, structures necessary for students, pupils, as well as equipment and individual technical means of training for persons with disabilities, including for organizing correctional and rehabilitation rooms, organizing sports and public events, catering, providing medical care, recreational and therapeutic measures, household and sanitary services, performing other functions provided for by the charter of the relevant educational institution or educational unit. Article 31. Scientific and methodological support for special educational institutions, educational institutions of integrated education and special educational units 1. Publication of textbooks and teaching aids for special educational institutions, educational institutions of integrated learning and special educational units is carried out at the expense of the federal budget.

2. The Government of the Russian Federation provides scientific and methodological support to special educational institutions, educational institutions of integrated learning and special educational units through bodies and institutions authorized by it.

3. When developing and approving the federal budget, expenses for Scientific research in Special Education.

CHAPTER VI. PROVIDING SPECIAL EDUCATION STAFF.

Article 32. Training of specialists in the field of special education.

1. Training of specialists in the field of special education is carried out in specialized educational institutions of secondary vocational and higher vocational education, in educational institutions of postgraduate vocational education, as well as in special faculties and courses of educational institutions of secondary vocational and higher vocational education.

2. Mandatory minimum content of basic educational programs of secondary pedagogical and higher pedagogical education, established by the federal component of the relevant state educational standard, includes the study of the basics of defectology and correctional pedagogy. Article 33. Social guarantees and benefits for employees involved in the implementation of special education.

1. Employees involved in the implementation of special education, in addition to the rights and benefits established by the legislation of the Russian Federation for employees of educational institutions, are given the right to be paid at tariff rates (salaries) increased by 15-30 percent, depending on the types and types of educational institutions, as well as the complexity of the work performed.

The list of relevant positions and works is approved in the manner determined by the Government of the Russian Federation.

2. In the event of an increase, by decision of the founder, in the number of students, pupils in classes (groups) in excess of the standard number established for an educational institution of the corresponding type or type, the tariff rates (salaries) of employees specified in paragraph 1 of this article are increased by one percent for each percentage of excess of the standard number of students, pupils.

3. A blind teaching employee of the relevant educational institution has the right to have a secretary, whose work is paid from the funds of the founder.

CHAPTER VII. INTERNATIONAL ACTIVITIES OF THE RUSSIAN FEDERATION IN THE FIELD OF SPECIAL EDUCATION.

Article 34. International activities of the Russian Federation in the field of special education.

1. The Russian Federation carries out international activities in the field of special education and promotes the development of the international community in the field of special education, including on the basis international treaties Russian Federation.

2. Bodies, institutions, state and non-state organizations related to special education, interested individuals have the right to participate in international programs and projects in the field of special education, including the training of specialists.

3. Bodies, institutions, state and non-state organizations related to special education have the right, in accordance with the legislation of the Russian Federation:

1) establish connections with foreign and international organizations special education, including conducting joint research, exchange of specialists, technologies, programs, students, and pupils;

2) create special educational institutions with the participation of foreigners, as well as organizations to support their activities;

3) independently carry out foreign economic activities. CHAPTER VIII. FINAL AND TRANSITIONAL PROVISIONS

Article 35. The procedure for enacting this Federal Law.

This Federal Law comes into force from the date of its official publication, with the exception of paragraph 2 of Article 37, paragraphs of the first and third paragraphs of Article 37, paragraph 2 of Article 38 of this Federal Law. Subclause 6 of clause 2 of Article 7 of this Federal Law comes into force on September 1, 2001. Article 36. Application of previously adopted laws and other regulatory legal acts in the field of special education.

Laws and other regulatory legal acts in the field of special education that were in force on the territory of the Russian Federation before the entry into force of this Federal Law are applied to the extent that does not contradict this Federal Law, other regulatory legal acts of the Russian Federation issued on its basis, laws and other regulatory legal acts acts of the constituent entities of the Russian Federation. Article 37. The procedure for implementing certain provisions of this Federal Law.

1. The costs of putting into effect the provisions of this Federal Law are financed from the federal budget, unless otherwise provided by this Federal Law or an agreement between the Russian Federation and the subject (subjects) of the Russian Federation.

2. The creation of special conditions for obtaining education in state educational institutions is carried out at the expense of the founders and must be completed before September 1, 2001.

3. The creation of psychological, medical and pedagogical commissions at the rate of one commission for no more than one hundred thousand children living in a given territory, but no less than one psychological, medical and pedagogical commission on the territory of each subject of the Russian Federation must be completed before January 1, 2000 year, in accordance with paragraph 1 of Article 23 of this Federal Law - until September 1, 2005.

The Russian Federation provides subsidies to constituent entities of the Russian Federation if they lack funds to finance psychological, medical and pedagogical commissions.

The creation of federal psychological, medical and pedagogical centers must be completed before January 1, 2000. Targeted admission of students to educational institutions of higher professional education is planned taking into account the provision of psychological, medical and pedagogical commissions, psychological, medical and pedagogical centers and medical and social expert commissions with relevant specialists. Article 38. On bringing regulatory legal acts of the Russian Federation into conformity with this Federal Law.

1. To propose to the President of the Russian Federation to instruct the Government of the Russian Federation to bring its legal acts into compliance with this Federal Law.

2. The normative legal acts provided for by this Federal Law must be issued before January 1, 2000.

Formation problem educational activities Children with disabilities (disabilities) face Russian teachers quite acutely. The number of such students increases every year. However, foreign and domestic pedagogy is constantly searching for new forms and methods of teaching such students. In this material we will look at them in more detail.

It is important that teachers of educational organizations undergo special training to work with such children. You will learn within

• Features of organizational and regulatory support of educational activities in conditions of inclusion;
• Mechanisms of psychological and pedagogical support for students with disabilities and disabled children;
• How to organize methodological support for students with disabilities.

Forms of organizing education for children with disabilities in secondary schools

To begin with, let's remember that in a modern school there are several forms of organizing the education of children with disabilities in a general education school, which have long been worked out in practice. There are only four of them:

1. Full-time. A form that applies to most students in modern schools. Students attend school daily, with school time divided into lessons. Learning occurs under the direct supervision of the teacher. The process of mastering new material is reinforced by doing homework. The level of knowledge acquisition is assessed using tests
2. Evening. It differs from the full-time form only in the time it takes to attend classes. This happens in the evening. This form is relevant for overcrowded schools due to a lack of classrooms. Evening education can also be received by adults and working people who for some reason were unable to complete their secondary education in adolescence.
3. Externship. A form of education for such students in school, which is not available in every educational institution. With this system of organizing school time, the child is not required to attend school every day, but appears only for individual lessons with teachers. This form is necessary for teenagers who are ready to master several years of study in one year, or for schoolchildren who attend specialized schools, for example, sports schools, and spend a lot of time competing and are unable to attend lessons every day. The teacher in this case works as a consultant complex issues and tells the student for exams. Exams in this case become a test showing the student's level of performance.
4. Home schooling. A form of teaching children with disabilities in a general education school, applicable in several cases: if the child is sick and this form of education is recommended by the doctor, due to the child’s inability to attend school every day, or the inability to master the educational program for teaching children with disabilities on a general basis. Then the student attends educational institution only in order to pass certification if the parents believe that they themselves, with the help of tutors and teacher consultations, can give their child an education.

Forms and methods of teaching children with disabilities

Until recently, the most common form of organizing education for children with disabilities was home schooling. The main advantage of individual learning is the ability of the teacher to adapt both the content of educational activities for children with disabilities and the methods of its delivery, focusing on the capabilities and needs of the student, as well as to identify and take into account the needs of his parents. The teacher is able to correct both the student’s actions and his own in the educational process. All this allows the student to work economically, constantly control the expenditure of his energy, and work at the optimal time for himself.

However, the annual increase in the number of children with disabilities leads to an increase in the burden on schools and teachers. At the same time, the improvement of medical diagnostics of students and the constant search by teachers and psychologists for forms and methods of teaching children with disabilities allow us to talk about success in the learning process and, most importantly, the socialization of children with health needs.

Let's look at the most common ones. These are inclusive forms of teaching special students and distance learning.

Inclusive forms of education for children with disabilities

Inclusive education of children with disabilities, that is, joint education of healthy schoolchildren and children with disabilities in a comprehensive school in full-time education, is becoming increasingly common. One cannot help but pay attention to the accumulated experience of teachers who note that the model of inclusive education of children with disabilities in an inclusive organization is fraught with the fact that the teacher may encounter several difficulties at once. In the classroom, a child with disabilities may react inadequately to difficulties and his or her failure in studies compared to other children. Because of this, his interest and desire to attend school may decrease. Therefore, the main task of the teacher is to initial stage learning to make the classroom a zone free from failure for such students. Assure the child of his well-being. Select methods for the child that can interest the child in new material and explain it in the most intelligible way. Another principle of variable forms of teaching children with disabilities at school is this. That is, the responsibility falls on the teacher to ensure that the child’s immersion in school society takes place in a gentle manner for him.

The best option is when the schedule for attending school is decided individually, based on the characteristics of each child.

One of the options for a child with disabilities to enter the school environment could be a system of short classes with different teachers in one day. Lessons or consultations last 15-20 minutes. The child gets to know the subjects, teachers, and even the classrooms and structure of the school individually. This is very important especially for boys and girls with varying degrees of mental retardation. At the same time, all teachers and specialists make decisions about the forms of further education for children with disabilities, based on how they learn the material and how they feel in the school environment.

Distance learning

In a secondary school, when the process of interaction between teacher and student occurs through information technology, video communication via the Internet, the provision of video lectures and remote certification. Remote technology Teaching children with disabilities can be considered the most successful for schoolchildren who, due to physical, psychological, and psychophysiological reasons, cannot receive an inclusive education. In part, distance learning can relieve some of the burden from teachers, who can present their subjects in the form of video blocks. At the same time, distance learning retains the individual approach to the student characteristic of home learning. Since the teacher is able to correct curriculum, based on the characteristics, including mental ones, of his student.

The most effective way to organize education for disabled children at home is through distance learning, which involves the use of advanced information and communication technologies.

As part of the educational process, which can be implemented remotely, a special one can be created for each student, adapted to his individual health and educational needs(plans for further education and obtaining the desired profession).

HIA?

It occurs quite often and means limited health options. Accordingly, children with disabilities are children who have various types of disabilities (mental and physical), causing disruptions in the natural course of their general development, and therefore they cannot always lead a full life.

Within the educational aspect, a narrower definition can be formulated. Children with disabilities are children who have impaired psychophysical development (speech, vision, hearing, musculoskeletal system, intelligence, etc.), and they most often require special corrective training and education.

Distance learning for disabled children

The right to education is a priority socio-cultural right for every person due to the fact that it is perceived as an area of ​​society’s life that most significantly influences the process of people’s development.

IN modern conditions It is precisely this category of citizens, such as children with disabilities, who face problems (legal, financial, organizational, technical and social) regarding the possibility of its implementation. In connection with this, the study of the constitutional and legal mechanism ensuring the right to education acquires relevance and urgency.

Education of children with disabilities through distance learning makes it possible to provide each child with high-quality education, regardless of the specific place of education. Acquiring knowledge with the help of a computer information environment provides a child with the opportunity to acquire the appropriate professional skills necessary for him in the future both for work and for a decent existence in general.

In practice, it has been repeatedly proven that distance learning makes it possible for children with disabilities to receive an appropriate education, as well as their full mastery of basic general education. educational program secondary general education.

Benefits of distance learning

Here, a network teacher and tutor (teacher-consultant) will be able to conduct lessons using a special one, which is used as a mechanism for individualizing the educational process through a variety of individually oriented models of organization and curriculum, and lesson (depending on the educational needs and capabilities of this category of students).

The primary task of education here is the preservation of the child’s individuality, as well as the creation suitable conditions for his self-expression. This can be achieved through differentiated instruction, taking into account the degree to which the student has acquired knowledge, the pace of his activity and the development of certain skills and abilities.

What conditions need to be created in educational institutions for children with disabilities?

They must guarantee capabilities such as:

1. Achievement of planned results in relation to the mastery by all students of the basic educational program of primary general education.

2. The use of both conventional and specific assessment scales for the academic achievements of children with disabilities that meet their educational needs.

3. Adequacy of assessment of the rate of change in the life competence of each child with disabilities, along with other students, as well as parents (or legal representatives) and school employees.

4. Personalization educational process regarding children with disabilities.

5. Purposeful development of the ability of this category of students to interact and communicate with peers.

6. Development and identification of the abilities of children with disabilities through sections, circles, clubs and studios, as well as the organization of socially useful activities, including social practice, using the capabilities of existing educational institutions of additional education.

7. Involving students with disabilities in creative and intellectual competitions and scientific and technical creativity that are acceptable to them.

8. Involvement of children with disabilities, parents and teaching staff in the process of developing the basic educational program of primary general education, as well as in the design of the internal social environment and the formation individual routes training.

9. The use of advanced, scientifically based correctional technologies within the educational process, which are focused on the special educational needs of students with disabilities.

10. Interaction in one educational space both general education and special schools, which will allow productive use of many years of teaching experience regarding the education of children with disabilities, as well as the use of resources created specifically for this.

So, it will be necessary to develop an individual program for children with disabilities, in which their parents must be involved. This is how they realize the degree of their responsibility regarding the quality of life of their child, not only in the family, but also at school.

Cerebral palsy in children: causes

There are about 50 of them. However, they are all rooted in the unfavorable course of pregnancy and subsequent childbirth.

The most significant (causing serious Negative consequences) relate:

1. Acute oxygen starvation during childbirth (for example, due to tight entanglement of the umbilical cord, premature placental abruption, etc.) or after birth less than 37 weeks of pregnancy or with a weight of less than 2 kg). Premature birth using cesarean section is considered especially dangerous.

2. The presence of intrauterine infections (cytomegalovirus, toxoplasmosis, rubella, etc.).

3. Severe degree of hemolytic disease of newborns (immunological incompatibility of the blood of mother and fetus).

4. A number of influences on the central nervous system mainly on early stages pregnancy (for example, taking illegal medications, including hormonal contraceptives, radiation exposure, etc.).

And these are just a few negative factors that can cause cerebral palsy in children and cause significant harm to the child’s health.

Characteristics of children with visual impairments

As has already been deciphered above, children with disabilities are a category of persons with a certain kind of impairment. In this case - visual function.

Based on the results of a study of this category of children, the following trends in the dynamics of specific visual diseases were identified:

1. The number of children with residual vision has increased significantly (up to 90%). Theirs:

• completely blind - 3-4%;
• with light perception - 7%;
• with a visa of more than 0.06 - 10%.

2. The percentage of complex complex visual diseases has increased. However, only a few cases are associated with visual impairment, which are characterized by a single lesion of its function. Numerous studies in this area have confirmed that most preschool children have 2-3 eye diseases.

3. An increase in the number of defects that accompany visual disease. As a rule, they are associated with disruption of the central nervous system.

Integration of disabled children into preschool educational institutions

This is the process of teaching children with disabilities within a general education institution general type. This issue is receiving very significant attention today.

Integrated education implies the fact that children with disabilities in preschool educational institutions must master the same skills, abilities and knowledge in the same period as normally developing children.

It is considered the most favorable for the integration of disabled children into the team of their peers with normal development.

Education of disabled children at school

They are accepted there after receiving the appropriate conclusion of the pedagogical and medical-psychological commission, which must indicate that this child can undergo training within a comprehensive school.

It also contains information regarding the psychological and pedagogical characteristics of the development of a particular personality, as well as diagnostic results in these areas. Relevant recommendations for accompanying work are then grouped into the student's portfolio.

A well-known fact is that the transition from a preschool educational institution to the walls primary school is quite a crisis, therefore the primary task of the support service is preventive work with children with disabilities regarding the prevention of problems during the adaptation period.

What might disabled children encounter during the transition from preschool to school?

Problems of the adaptation period include:

• personal (high degree of anxiety, lack of self-confidence, low level of educational motivation, inadequate self-esteem);
• socio-psychological (a number of problems of social maladaptation);
• cognitive (attention, thinking, memory, perception, etc.).

Main activities of the escort service

Children with disabilities at school should receive support in the following areas throughout their education:

1. Diagnostic measures regarding the emotional-volitional, motivational and cognitive spheres of the student’s personality.
2. Carrying out analytical work.
3. Organizational events (school psychological, medical and pedagogical councils, large and small teacher councils, training seminars, meetings with students’ parents, teachers and administration representatives).
4. Consultative work with students and their parents, as well as teachers.
5. Preventive measures (implementation of programs aimed at solving issues regarding interpersonal interaction).
6. Systematic implementation of correctional and developmental activities (individual and group seminars with students who have difficulty adapting).

Classification of the category of persons under consideration according to A. R. Maller

It is based on the specific nature of the disorder, that is, children with disabilities may be:

• deaf;
• hard of hearing;
• late-deafened;
• blind;
• visually impaired;
• with dysfunction of the musculoskeletal system;
• with a violation of the emotional-volitional sphere;
• with intellectual impairment;
• with mental retardation;
• with severe speech impairment;
• with complex developmental disabilities.

Six types of dysontogenesis by V. V. Lebedinsky

As mentioned earlier, children with disabilities are a category of persons with certain disabilities. Thus, the first type of such dysontogenesis is mental underdevelopment. Its typical pattern is mental retardation.

The second type is delayed development, represented by a multiform group, which has various variations (infantilism, impaired school skills, underdevelopment of higher cortical functions, etc.).

The third type includes damaged mental development (initially normal, and subsequently impaired due to injuries or diseases of the central nervous system).

The fourth is deficiency development, which represents various variations of the psychophysical, but subject to serious impairments of either vision, or the musculoskeletal system, or hearing.

The fifth type represents distorted development, characterized by a combination of the above types.

The sixth is a violation in the process of personality formation. In this case, various forms of psychopathy are a typical model.

The essence of activities to support disabled children in boarding homes

Correctional and developmental work with children with disabilities is assistance in their psychological and social development (formation of images of positive social behavior and familiarization with the culture of society, training in skills and abilities of everyday activities).

The structure of education and training of children with developmental disorders is formed so that in each age period both general educational and specific correctional tasks were provided.

What should be the emphasis in activities to support the category of persons in question?

Children with disabilities are unique in their own way, so correctional assistance should be individualized as much as possible. This requires painstaking, patient and focused work. Teachers must clearly understand which teaching method is best to apply to a particular student, how to help him cope with the difficulties that arise during his studies, mainly related to his illness.

Working with children with disabilities preschool age implies involving them in a specially designed educational and developmental environment, as well as organizing their properly qualified training, which should take into account their age and psychophysical characteristics.

So, finally, we should once again recall the decoding of the concept we have considered. Children with disabilities are a category of persons characterized by any impairments (mental or physical) that require a specially organized approach to the learning process.