Inclusive education of children with disabilities is a fundamentally new approach to learning, which has been successfully introduced by Western countries for a long time. For a long time, the Soviet and Russian education systems divided students into ordinary and disabled students, applying various teaching methods to them. Moreover, the latter had practically no contact with their peers, passing the curriculum in correctional classes and specialized boarding schools.
As a result, the final level of knowledge was very different; moreover, children with disabilities experienced problems with social adaptation in a society where emphasis was placed on their developmental characteristics.
What education is considered inclusive
Currently in Russia there are about 2,000,000 with various deviations in psychophysical development. According to medical research, the number of such children will increase annually by an average of 4-5% of the total number of children.
If we adhere to the previous educational system, thousands of students will annually graduate from educational institutions of the country who will not be able to fully adapt in society. Therefore, the Ministry of Education decided to use the experience of Western colleagues and implement inclusive education programs.
The purpose of this technique is to create for each child the maximum opportunities for learning under normal conditions, introducing a special pedagogical approach.
Attention! The term "Inclusive Education" comes from the French word INCLUSIF, which can be translated as "including". In pedagogy, this word refers to the method of forming mixed classes, where children with disabilities will study together in a single form of education.
Experts believe that the introduction of this technique will help erase social differences between ordinary and special children. When it comes to preschool education institutions, mixed groups develop communicative communication skills, allow children to better adapt in society.
Based on the experience of Western colleagues, it can be noted that the level of knowledge gained in such groups is noticeably higher than in ordinary correctional classes.
How classes are formed
The training program is adjusted individually for a child with psychophysical disabilities, but it is not isolated and understandable to the rest of the students in the class. In addition, it is fully adapted to the general education system, differing little from the usual manner of conducting classes.
It is quite natural that a disabled child will not join the team without preparation, therefore, an inclusive education methodology requires the involvement of:
- educational psychologists;
- defectologists;
- tutors;
- social workers;
- pediatricians;
- speech therapists;
- teaching assistants.
In addition, all school staff (including security personnel) and children are involved in the process. Such programs are of great importance for ordinary students, who will be able to better understand and be more tolerant of people with disabilities.
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Legal and Legislative Regulations
- article No. 28 of the UN Convention protecting the rights of children;
- Article No. 43 of the Constitution of the Russian Federation;
- Federal Law No. 273 "On Education", adopted on December 29, 2012;
- article 19 of the Federal Law No. 181 "On the Social Protection of the Disabled in the Russian Federation", adopted on November 24, 1995.
Basic principles and methods
It should be noted that the introduction of inclusive education has many opponents who believe that students with psychophysical disabilities cannot study in regular classes, and it will be difficult for them to master the standard school curriculum. In addition, some parents believe that if the program is focused on students with disabilities, the level of knowledge gained will be noticeably lower.
This is not true. The practice of introducing inclusive education in Western schools shows that children with disabilities do an excellent job with the school curriculum; moreover, the general level of knowledge in mixed classes is higher than in correctional or general education groups.
This is achieved through the implementation of the following behavioral models:
- individual approach to each child;
- all direct participants are involved in the educational process: teaching staff, children, parents;
- organization of a variable development environment, where everyone is offered equal opportunities;
- trust is built within the team.
The main principles of inclusive education are as follows:
- all people are the same, regardless of mental and physical abilities, therefore, they need full communication;
- the personality of each person is priceless;
- It is common for every person to experience feelings and emotions;
- in society it is important to develop friendly and trusting relationships among peers;
- people feel the need to communicate;
- you can get a quality education only by interacting within the team;
- external differences develop personality in a person.
Advantages and disadvantages
The advantages of this form of education for a disabled child are expressed as follows:
- children go through a standard school curriculum, which provides equal opportunities for employment and full adaptation in society;
- mixed classes and groups make it possible to fully reveal the potential of a child with psychophysical developmental disabilities: they, along with classmates, participate in various competitions, competitions and festivals;
- the boundaries of inequality between healthy children and the disabled are being erased, forming a society with equal opportunities and rights for all.
Considering that this practice has not been previously used in Russia, there are a number of significant shortcomings here. In particular:
- there are no qualified specialists, namely, this form of education is based on the training of teaching staff;
- educational institutions are not designed for comfortable education of children with disabilities: there are no ramps and elevators, there is no medical equipment and devices for children with visual impairments;
- there are no teachers capable of working with children with disabilities;
- lack of the necessary material and technical base.
According to the sequence of introduction of the blended form of education, in 2017-2018. 1st and 2nd grades of primary school will be formed on this basis. In some regions, this practice works great, but, given the shortcomings listed, most areas were simply not ready for such innovations in the education system.
Problems of Russian schools
Changes in the education system are mandatory for all regions, so the formation of mixed classes began in many schools, although there were no material and technical opportunities for this.
Consequently, children with disabilities simply could not attend classes: the lack of ramps for the disabled limits the freedom of movement of wheelchair users within the walls of the institution. Moreover, students and teaching staff were not ready for the introduction of inclusive education. The lack of specialized specialists has led to the fact that children with disabilities have not been able to fully integrate into the team, even more abstracting from society.
The result turned out to be the opposite of what was expected: many parents transferred their disabled children to home schooling, which increases isolation and interferes with the normal communication of the child with others.
Attention! The Ministry of Education and the Ministry of Education of the Russian Federation state that in Russia in many regions there are centers / services for psychological, pedagogical, social and medical assistance. Including in order to provide early correctional assistance to children with developmental problems. Most often, such assistance is provided on the basis of inclusive schools and kindergartens. In addition, centers for psychological assistance to parents of children with disabilities will also be established in the near future. The existence of such assistance in a particular region should be found out in the local departments of the Ministry of Education.
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How it happens in world practice
In the United States and a number of European countries, work on the introduction of a blended learning program began in the mid-1970s. Here, three approaches were used aimed at the adaptation of disabled people in society:
- mainstreaming - partial inclusion of disabled children in social activities, where they communicate with their peers at various cultural events;
- integration - teaching children with psychophysical developmental disabilities in regular schools;
- inclusion - re-equipment of educational institutions and adaptation of the school curriculum to the needs of children with disabilities.
Subsequent research in this area has shown that the latter option is more efficient and cost-effective. Currently, European and American schools receive subsidies from the state budget for the implementation of inclusive education, therefore they are vitally interested in attracting more children with disabilities in order to increase the amount of subsidies.
In Russia, such programs are being implemented in 11 regions, based on the positive experience of the Kovcheg blended learning school, opened in 1991 in Moscow.
Watch a video about inclusive education
January 27, 2018, 00:19 Oct 19, 2019 23:22 
Regional Public Charitable Organization of the Disabled "Promoting the protection of the rights of people with disabilities with the consequences of cerebral palsy" informs that it has begun the procedure for the voluntary liquidation of the organization due to the lack of funds to rent premises to continue its activities.
The information was published in the State Registration Bulletin No. 48 (506) dated 09.12.2015
Disabled people with consequences of cerebral palsy and parents of children with disabilities can apply for advice by e-mail: [email protected]
You can see the materials
On the education of people with disabilities in a new way.
Comments.
The Federal Law “On Education in the Russian Federation” No. 273-FZ of December 29, 2012 for the first time contains provisions on inclusive, that is, joint, education and upbringing of children with disabilities. Please note that in accordance with this Federal Law, the names and charters of educational institutions must be renamed no later than January 1, 2016. In particular, "special (correctional) educational institutions for students, pupils with disabilities should be renamed into general educational organizations"
The law also enshrines the concept of a student with disabilities (HIA). This is "an individual who has deficiencies in physical and (or) psychological development, confirmed by the psychological-medical-pedagogical commission and preventing education without creating special conditions" .
Who exactly is meant? Students with disabilities include such citizens of the Russian Federation as deaf, hard of hearing, blind, visually impaired, with severe speech disorders, with special needs of psychophysical development, with disorders of the musculoskeletal system, including children with disabilities. Part 5 of Article 41 of the law clearly states that for students “in need of long-term treatment, educational organizations are created, including sanatoriums, in which the necessary medical, rehabilitation and recreational activities are carried out for such students. The education of such children, as well as children with disabilities who, for health reasons, cannot attend educational organizations, can also be organized by educational organizations at home or in medical organizations. The basis for organizing training at home or in a medical organization is the conclusion of a medical organization and a written request from parents (legal representatives). These norms are consistent with the federal laws "On the Social Protection of the Disabled in the Russian Federation" (Article 19 No. 181-FZ) and "On Social Services for Elderly Citizens and the Disabled" (Article 12 No. 122-FZ).
The new law "On Education in the Russian Federation" confirmed the possibility of training persons with disabilities both in educational programs adapted for them and in accordance with individual curricula.
In order to realize the right to education of citizens of the Russian Federation, authorities (at all levels) must create “the necessary conditions for obtaining without discrimination high-quality education by persons with disabilities, for the correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special pedagogical approaches and the most suitable languages, methods and methods of communication for these persons and conditions that are most conducive to obtaining education of a certain level and a certain orientation, as well as the social development of these persons, including through the organization of inclusive education for persons with disabilities", "taking into account the peculiarities of their psychophysical development and health status, including the receipt of socio-pedagogical and psychological assistance, free psychological and medical pedagogical correction".
Article 42 of the law “Psychological-pedagogical, medical and social assistance to students experiencing difficulties in mastering basic general education programs, development and social adaptation” is devoted to the education of persons with disabilities. We emphasize that psychological, pedagogical, medical and social assistance is provided to children on the basis of an application or written consent of their parents or legal representatives. In addition, parents have the right "to be present during the examination of children by the psychological-medical-pedagogical commission, discussing the results of the examination and recommendations received from the results of the examination, express their opinion on the proposed conditions for organizing the education and upbringing of children" .
The law details which institutions can be entrusted with the functions and development of the regulation on the PMPK.
You can talk a lot about the rules for admission to study in basic general education programs, about scholarships, about the conditions of paid and free education, payment and exemption from it for looking after children in preschool and school institutions, but the parents of such children are concerned about an equally important issue - about benefits when entering a university. If earlier children with disabilities, disabled people of groups I and II, orphans had the right to be admitted to higher educational institutions out of competition, subject to successful completion of entrance examinations (clause 3, article 16 of the Law of the Russian Federation of July 10, 1992 No. 3266-I "On education"), then in the new law higher education(according to undergraduate or specialist programs) subject to special admission rights for these programs. The right to admission without entrance examinations have: 1) winners and prize-winners of the final stage of the All-Russian Olympiad for schoolchildren; 2) champions and medalists of the Olympic Games, Paralympic Games and Deaflympics, world champions, European champions, persons who won first place at the world championship, European championship in sports included in the programs of the Olympic Games, Paralympic Games and Deaflympics, by specialty and (or) areas of training in the field of physical culture and sports. Disabled children, disabled people of groups I and II, disabled since childhood, disabled due to a military injury or illness received during military service, who, according to the conclusion of the federal institution of medical and social expertise, are not contraindicated in training in the relevant educational organizations., have the right to receive only within the established quota subject to successful completion of entrance examinations and also the right to admission to preparatory departments federal state educational organizations of higher education - for training at the expense of budgetary appropriations. And admission quota to receive ( free) higher education in the specified programs (bachelor's and specialist's degree) established annually educational organization "in the amount of not less than ten percent of the total volume of the target figures for the admission of citizens studying at the expense of budgetary appropriations" at all levels.
According to the new law, the right to admission to preparatory departments through budget allocations have 13 categories of citizens, which includes: orphans and children left without parental care, as well as persons from among orphans and children left without parental care; disabled children, disabled people of groups I and II, who, according to the conclusion of the federal institution of medical and social expertise, are not contraindicated in studying in the relevant educational organizations; citizens under the age of twenty who have only one parent - a disabled person of group I, if the average per capita income of the family is below the subsistence level established in the constituent entity of the Russian Federation at the place of residence of these citizens; citizens who were exposed to radiation due to the disaster at the Chernobyl nuclear power plant, children of dead military personnel, children of prosecutors, etc. To all these persons are given the priority right to enroll to an educational organization for training (for undergraduate and specialist programs) subject to successful completion of entrance examinations and all other things being equal .
As for the scholarship, “the state social scholarship is awarded to students who are orphans and children left without parental care, persons from among orphans and children left without parental care, disabled children, disabled groups I and II, disabled people with childhood, students exposed to radiation as a result of the Chernobyl disaster and other radiation disasters, as a result of nuclear tests at the Semipalatinsk test site, students who are disabled due to a military injury or illness received during military service, and combat veterans or who are eligible for state social assistance”, as well as other students who are listed in Article 36 of the new law on education.
From our point of view, the situation for the disabled and orphans has worsened not only because they lost such a benefit as enrollment out of competition in state educational institutions (subject to successful passing of entrance exams). The bad thing is that vote of acceptance to receive ( free) higher education is now established by the educational institution itself. In addition, the law does not mention persons with disabilities permanently residing in residential institutions of the Russian Federation. We again forget that disabled children become adults!
If we are talking about the general education of children (including those with deviant behavior), then the law also considers the conditions for living in a boarding school, for the supervision and care of children in after-school groups, and the problems of establishing fees for the maintenance of children or release from it; it is indicated that it is mandatory to organize training at home or in medical organizations for disabled children who, for health reasons, cannot attend educational organizations, or who need long-term treatment.
However, it is not discussed at all. the right of adult disabled persons permanently residing in stationary institutions to receive or continue education in boarding schools. This is - special problem, because boarding schools do not have a license to carry out this kind of activity, and education departments are reluctant to solve this problem. Clause 2 of Article 12 No. 122-FZ"On social services for the elderly and disabled" provides for children with disabilities"the right to receive education and vocational training in accordance with their physical capabilities and mental abilities ... by organizing special educational institutions (classes and groups) and labor training workshops in stationary social service institutions in the manner prescribed by current legislation", but disabled adults, living in nursing homes(most often - in nursing homes and disabled people), deprived of such a right. Although opportunities for education (including distance education) are currently available.
Federal Law No. 181-FZ “On the Social Protection of Disabled Persons in the Russian Federation” (Article 19) obliges the state “to ensure that disabled people receive basic general, secondary (complete) general education, primary vocational, secondary vocational and higher professional education in accordance with an individual rehabilitation program invalid." This obligation should also apply to adult disabled people living in stationary institutions, since “the Russian Federation guarantees the right of every person to education” (Part 1 of Article 5 of the Federal Law “On Education in the Russian Federation” No. 273-FZ of December 29, 2012.)
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On inclusive education of children with disabilities in the Moscow region since 2013.
Dear Parents!
More and more questions are coming from you: “But what about now those children who cannot study in schools of inclusive education? Some cannot physically go there, others are afraid of healthy children, and not all parents welcome co-education with disabled people. And correctional schools are closed almost everywhere. Is there a separate law on the education of such children? And how do such children study in Moscow and other regions?”
Let's try to briefly answer them (see also the journal "Life with cerebral palsy. Problems and solutions", No. 18, 2013)
In accordance with the new federal law No. 273-FZ "On Education in the Russian Federation", which has already entered into force, "special (correctional) educational institutions for students, pupils with disabilities should be renamed general educational organizations" (clause 1, Part 5, Article 108 of the Federal Law “On Education in the Russian Federation” No. 273-FZ of 12/29/12.). Those. the restructuring of such institutions begins, although the law provides that educational organizations should be created for students with disabilities and children with disabilities, where educational, rehabilitation and recreational activities will be carried out. The education of such children, as well as children with disabilities who, for health reasons, cannot attend such organizations, should be carried out at home or in medical organizations (part 5 of article 41 of the law). But this is in accordance with the law. And if the number of correctional schools is now rapidly decreasing (and at the same time the staff of experienced teachers and educators is being reduced), then who exactly will deal with this?
The transition to inclusive education in Russia is a very complex process. According to the Minister of Social Protection of the Population of the Moscow Region V. Lagunkina: “it needs to be developed, but in practice this system is being introduced slowly not only in Russia, but also in many European countries. What are the reasons for this? First, not all children with disabilities can objectively study in general education institutions. The decision must be made based on the degree of disability. Secondly, unfortunately, the parents of healthy children are not always positive. Some believe that the attention given by a teacher to a child with a disability will hinder the learning process for other children. However, in the Moscow region, a pilot project on inclusive education for 50 children with disabilities is already being implemented in two educational institutions in the urban districts of Zheleznodorozhny and Korolev. http://www.interfax-russia.ru/Center/exclusives.asp?id=430909 )
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The situation is so alarming that in connection with the restructuring of educational institutions for children with disabilities (HIA), the Ministry of Education and Science of the Russian Federation sent clarifications of its position regarding the correctional and inclusive education of children (Letter of the Ministry of Education and Science of the Russian Federation dated June 7, 2013 No. IR-535/07 "On Correctional and Inclusive Education of Children").
The Ministry of Education and Science is concerned that in most constituent entities of the Russian Federation, formally introducing inclusive (integrated) forms of education, there has been a tendency towards an unjustified reduction in the network of special (correctional) educational institutions (SKOU): “there was a reduction by 5 percent of the SKOU with a simultaneous increase of 2 percent in the number of students children brought up in them (as of the beginning of the 2009/2010 academic year, there were 1804 SCOUs in Russia, in which 207 thousand children with various disabilities in physical and (or) mental development studied, in the 2012/2013 academic year, respectively: 1708 - 211 thousand children)…. In most constituent entities of the Russian Federation, educational activities from 1 to 3 SCOUs have been discontinued, in the Khabarovsk Territory - 4, the Kaliningrad Region - 5, the Ivanovo Region - 6, the Krasnoyarsk Territory - 7, the Tver Region - 8, the Perm Territory - 9, the Sverdlovsk Region - 10, Krasnodar Territory - 14, Novgorod Region - 18.
The position of the Department of Education of the Ministry is clearly defined: the introduction of new (inclusive) forms of education is a lengthy process and depends on the implementation of a whole range of measures related to the organization of this activity, and “inclusive (integrated) education of children with disabilities should not become an end in itself, much less acquire a formal character - inclusion (integration) for the sake of inclusion (integration).
Considering that for some children it is more appropriate to study in a special (correctional) educational institution, regional administrations recommended maintain the existing networks of special (correctional) educational institutions. SCOU at this stage can perform the functions of educational and methodological (resource) centers that provide assistance to teachers, psychological and pedagogical assistance to children and their parents, coordinate the work in this direction of the education system of the subject of the Russian Federation.
It is strange that the Ministry of Education and Science is forced to remind the heads of the regions of the Russian Federation that the conditions for the education of children with disabilities and children with disabilities in the subject should be created in accordance with the recommendations that were sent to the heads of executive authorities of the subjects of the Russian Federation in April 2008 (letter of the Ministry of Education "On the creation of conditions for the education of children with disabilities and children with disabilities" dated April 18, 2008 No. AF-150/06). It emphasized that a formal approach to solving this issue, expressed in the mass closure of correctional educational institutions and, in fact, the uncontested transfer of children with disabilities to educational institutions of a general type without first creating the necessary conditions for organizing the education of children in this category is unacceptable.
As for the “separate” law on the education of children with disabilities, such a law has not been adopted at the federal level, but in Moscow it was developed and operates Law of the City of Moscow No. 16 dated April 28, 2010 "On the Education of Persons with Disabilities in the City of Moscow". There are 316 educational institutions in the system of inclusive education of the city: 143 for toddlers and 173 for children of school age. But in Moscow, the same trend towards the reduction of correctional schools is observed. This needs to be fought!
Currently, due to the entry into force of the new law “On Education in the Russian Federation” (and it applies to kindergartens, schools, colleges and universities), all constituent entities of the Russian Federation adopt laws on education, which specify provisions on the organization of education for certain categories of children, education for students with disabilities and inclusive education.
There is such a law in the Moscow Region: Law of the Moscow Region of July 27, 2013 N 94/2013-OZ
"On Education" (adopted by the resolution of the Moscow Regional Duma dated July 11, 2013 N 17 / 59-P)
Please read it carefully before contacting the Department of Education., especially articles related to the education of children with disabilities and children with disabilities. Thus, in Article 19 on the protection of the health of students in educational organizations, it is clearly defined (clause 6) that in the Moscow Region “disabled children are created conditions for staying in educational organizations in the Moscow Region that implement educational programs of general education.
Education for disabled children who, for health reasons, cannot attend educational organizations, can also be organized by educational organizations at home or in medical organizations, including using distance learning technologies.”
You should know that parents of children with disabilities(taking into account the medical opinion and (or) the conclusion (recommendations) of the psychological-medical-pedagogical commission for their child) they have a right:
1) choose an educational institution;
2) choose the forms of education;
3) be present during the examination of the child by the psychological, medical and pedagogical commission, discuss the results of the examination, get acquainted with the conclusion and challenge it in the central (city) psychological, medical and pedagogical commission and in court.
Ludmila Molchanova
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Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated September 20, 2013 N 1082 Moscow "On Approval of the Regulations on the Psychological, Medical and Pedagogical Commission"
Order on approval of the Regulations on the Psychological-Medical-Pedagogical Commission
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated September 20, 2013 N 1082 Moscow "On Approval of the Regulations on the Psychological, Medical and Pedagogical Commission"
Date of signing: 20.09.2013
Publication date: 01.11.2013 00:00
Registered with the Ministry of Justice of the Russian Federation on October 23, 2013.
Registration N 30242
In accordance with Part 5 of Article 42 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036) and subparagraph 5.2.67 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, art. 2923; N 33, article 4386), I order:
1. Approve, in agreement with the Ministry of Health of the Russian Federation, the attached Regulations on the Psychological, Medical and Pedagogical Commission.
2. Recognize invalid the order of the Ministry of Education and Science of the Russian Federation dated March 24, 2009 N 95 "On approval of the Regulations on the psychological, medical and pedagogical commission" (registered by the Ministry of Justice of the Russian Federation on June 29, 2009, registration N 14145).
Minister D. Livanov
Appendix
Regulations on the Psychological-Medical-Pedagogical Commission
I. General provisions
1. The regulation on the psychological, medical and pedagogical commission regulates the activities of the psychological, medical and pedagogical commission (hereinafter referred to as the commission), including the procedure for the commission to conduct a comprehensive psychological, medical and pedagogical examination of children.
2. The commission is created for the purpose of timely identification of children with special needs in physical and (or) mental development and (or) deviations in behavior, conducting their comprehensive psychological, medical and pedagogical examination (hereinafter referred to as the examination) and preparing, based on the results of the examination, recommendations for providing them psychological, medical and pedagogical assistance and the organization of their education and upbringing, as well as confirmation, clarification or change of previously given recommendations.
3. The commission may be central or territorial.
The Central Commission is created by the executive authority of the constituent entity of the Russian Federation, which carries out state administration in the field of education, and carries out its activities within the territory of the constituent entity of the Russian Federation.
The territorial commission is created by the executive authority of the constituent entity of the Russian Federation exercising state administration in the field of education, or by the local self-government authority exercising administration in the field of education, and operates within the territory of one or more municipalities of the constituent entity of the Russian Federation.
4. The commission is headed by a leader.
The commission includes: a teacher-psychologist, teachers-defectologists (according to the relevant profile: oligophrenopedagogue, typhlopedagogue, deaf teacher), speech therapist, pediatrician, neurologist, ophthalmologist, otorhinolaryngologist, orthopedist, child psychiatrist, social pedagogue. If necessary, other specialists are included in the commission.
The inclusion of doctors in the composition of the commission is carried out in agreement with the executive authority of the constituent entity of the Russian Federation in the field of healthcare or the local government that manages the healthcare sector.
5. The composition and procedure for the work of the commission are approved, respectively, by the executive authority of the subject of the Russian Federation, exercising state administration in the field of education, and by the local government, exercising management in the field of education.
6. The number of commissions is determined at the rate of 1 commission per 10,000 children living in the relevant territory, but not less than 1 commission in a constituent entity of the Russian Federation. The number of commissions created is also determined based on the prevailing socio-demographic, geographical and other characteristics of the relevant territory.
7. Executive authorities of the constituent entities of the Russian Federation exercising state administration in the field of education, local governments exercising management in the field of education, organizations engaged in educational activities (hereinafter referred to as educational organizations), commissions inform parents (legal representatives) of children about the main areas of activity , location, order and schedule of work of the commissions.
8. Information about the examination of children in the commission, the results of the examination, as well as other information related to the examination of children in the commission, is confidential. The provision of this information without the written consent of the parents (legal representatives) of children to third parties is not allowed, with the exception of cases provided for by the legislation of the Russian Federation.
9. Executive authorities of the constituent entities of the Russian Federation exercising state administration in the field of education, and local governments exercising administration in the field of education, provide the commission with the necessary premises, equipment, computer and office equipment, vehicles for organizing its activities.
II. Main activities and rights of the commission
10. The main activities of the commission are:
a) conducting a survey of children aged 0 to 18 years in order to timely identify features in the physical and (or) mental development and (or) deviations in the behavior of children;
b) preparation, based on the results of the survey, of recommendations on the provision of psychological, medical and pedagogical assistance to children and the organization of their education and upbringing, confirmation, clarification or change of recommendations previously given by the commission;
c) providing advice to parents (legal representatives) of children, employees of educational organizations, organizations providing social services, medical organizations, other organizations on the issues of upbringing, training and correction of developmental disorders of children with disabilities and (or) deviant (socially dangerous) behavior;
d) rendering assistance to federal institutions of medical and social expertise in the development of an individual program for the rehabilitation of a disabled child;
e) recording data on children with disabilities and (or) deviant (socially dangerous) behavior residing on the territory of the commission;
f) participation in the organization of information and educational work with the population in the field of prevention and correction of deficiencies in the physical and (or) mental development and (or) deviations in the behavior of children.
11. The Central Commission, in addition to the main areas of activity established by paragraph 10 of this provision, shall carry out:
a) coordination and organizational and methodological support of the activities of territorial commissions;
b) conducting an examination of children in the direction of the territorial commission, as well as in the case of an appeal by the parents (legal representatives) of the children of the conclusion of the territorial commission.
12. The Commission has the right:
request from executive authorities, law enforcement agencies, organizations and citizens the information necessary to carry out their activities;
monitor the consideration of the recommendations of the commission on creating the necessary conditions for the education and upbringing of children in educational institutions, as well as in the family (with the consent of the parents (legal representatives) of children);
submit proposals to the state authorities of the constituent entities of the Russian Federation exercising state administration in the field of education, and local governments exercising control in the field of education, on issues of improving the activities of commissions.
13. The Commission has a seal and forms with its name.
14. Examination of children, including students with disabilities, children with disabilities before they graduate from educational organizations that implement basic or adapted general education programs, is carried out by the commission upon a written application from parents (legal representatives) or at the direction of educational organizations, organizations implementing social services, medical organizations, other organizations with the written consent of their parents (legal representatives). Medical examination of children who have reached the age of 15 is carried out with their consent, unless otherwise provided by the legislation of the Russian Federation.
Examination of children, counseling of children and their parents (legal representatives) by the commission's specialists are carried out free of charge.
15. To conduct an examination of a child, his parents (legal representatives) present to the commission a document proving their identity, documents confirming the authority to represent the interests of the child, and also submit the following documents:
a) an application for conducting or consent to conduct an examination of the child in the commission;
b) a copy of the passport or birth certificate of the child (provided with the presentation of the original or a duly certified copy);
c) referral of an educational organization, an organization providing social services, a medical organization, another organization (if any);
d) conclusion (conclusions) of a psychological, medical and pedagogical council of an educational organization or a specialist (specialists) providing psychological, medical and pedagogical support for students in an educational organization (for students of educational organizations) (if any);
e) conclusion (conclusions) of the commission on the results of an earlier examination of the child (if any);
f) a detailed extract from the history of the development of the child with the conclusions of doctors who observe the child in a medical organization at the place of residence (registration);
g) characteristics of the student issued by the educational organization (for students of educational organizations);
h) written work in the Russian (native) language, mathematics, the results of the child's independent productive activity.
If necessary, the commission requests additional information about the child from the relevant authorities and organizations or from parents (legal representatives).
Registration for the examination of the child in the commission is carried out when submitting documents.
16. The Commission maintains the following documentation:
a) a log of recording children for examination;
b) register of children who have been examined;
c) a card of the child who passed the examination;
d) a protocol for examining a child (hereinafter referred to as the protocol).
17. Informing the parents (legal representatives) of the child about the date, time, place and procedure for the examination, as well as their rights and the rights of the child related to the examination, is carried out by the commission within 5 days from the date of submission of documents for the examination.
18. Examination of children is carried out in the premises where the commission is located. If necessary and if there are appropriate conditions, the examination of children can be carried out at the place of their residence and (or) education.
19. Examination of children is carried out by each specialist of the commission individually or by several specialists at the same time. The composition of the commission's specialists participating in the survey, the procedure and duration of the survey are determined based on the objectives of the survey, as well as age, psychophysical and other individual characteristics of children.
When the commission decides on an additional examination, it is carried out on another day.
The territorial commission, if necessary, sends the child for examination to the central commission.
20. During the examination of the child, the commission shall keep a record, which indicates information about the child, the specialists of the commission, the list of documents submitted for the examination, the results of the examination of the child by specialists, the conclusions of specialists, dissenting opinions of specialists (if any) and the conclusion of the commission.
21. In the conclusion of the commission, filled out on the form, indicate:
reasonable conclusions about the presence or absence of the child's physical and (or) mental development and (or) deviations in behavior and the presence or absence of the need to create conditions for the child to receive education, correct developmental disorders and social adaptation based on special pedagogical approaches;
recommendations on determining the form of education, the educational program that the child can master, the forms and methods of psychological, medical and pedagogical assistance, the creation of special conditions for education.
Discussion of the results of the examination and the issuance of the conclusion of the commission are carried out in the absence of children.
22. The protocol and conclusion of the commission are drawn up on the day of the survey, signed by the specialists of the commission who conducted the survey, and the head of the commission (the person acting in his capacity) and certified by the seal of the commission.
If necessary, the term for drawing up the protocol and the conclusion of the commission is extended, but not more than 5 working days from the date of the examination.
A copy of the conclusion of the commission and copies of special opinions of specialists (if any) in agreement with the parents (legal representatives) of the children are issued to them against signature or sent by mail with a return receipt.
23. The conclusion of the commission is advisory for the parents (legal representatives) of children.
The conclusion of the commission submitted by the parents (legal representatives) of the children is the basis for the creation by the executive authorities of the constituent entities of the Russian Federation exercising state management in the field of education, and local government bodies exercising management in the field of education, educational organizations, other bodies and organizations in accordance with their competence the conditions recommended in the conclusion for the education and upbringing of children.
The conclusion of the commission is valid for submission to the specified bodies, organizations within a calendar year from the date of its signing.
24. The Commission provides children who have applied to the Commission on their own with advisory assistance on the provision of psychological, medical and pedagogical assistance to children, including information on their rights.
25. Parents (legal representatives) of children have the right to: be present at the examination of children in the commission, discuss the results of the examination and issue a conclusion by the commission, express their opinion on recommendations for organizing the education and upbringing of children;
receive advice from the commission's specialists on the examination of children in the commission and the provision of psychological, medical and pedagogical assistance to them, including information about their rights and the rights of children;
in case of disagreement with the conclusion of the territorial commission, appeal it to the central commission.
Material published at: http://www.rg.ru/2013/11/01/medkomissia-dok.html
Letter of the Ministry of Education and Science of the Russian Federation No. NT-1139/08 dated November 15, 2013
Heads of executive authorities
subjects of the Russian Federation, carrying out
public administration in the field of education
The Ministry of Education and Science of the Russian Federation, in connection with emerging issues related to receiving education in a family form after the entry into force of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (hereinafter referred to as the Federal Law), informs.
In accordance with Part 4 of Article 43 of the Constitution of the Russian Federation, basic general education is compulsory. At the same time, the receipt of basic general education by children is provided by parents or persons replacing them. A similar provision is provided for in Article 63 of the Family Code of the Russian Federation.
The federal law provides for various forms of education and training, taking into account the needs and capabilities of the individual.
Part 2 of Article 63 of the Federal Law establishes that general education can be obtained both in organizations engaged in educational activities and outside them. Education in organizations engaged in educational activities is carried out in full-time, part-time or part-time form. Outside of organizations engaged in educational activities, education and training is provided in the form of a family and in the form of self-education. In order to receive education and training, a combination of various forms of education and training is allowed (Article 17 of the Federal Law). The form of obtaining general education and the form of education for a specific basic general education program are determined by the parents (legal representatives) of a minor student. When parents (legal representatives) of a minor student choose the form of general education and the form of education, the opinion of the child is taken into account (Part 4 of Article 63 of the Federal Law).
Considering that Article 43 of the Constitution of the Russian Federation guarantees the general availability and free of charge of basic general education in state or municipal educational institutions and enterprises, parents (legal representatives), choosing to receive education in the family form, refuse to receive education in educational organizations and take upon themselves in including obligations arising from the family form of education (outside educational institutions).
In particular, when choosing a family form of education, parents (legal representatives) have obligations to ensure education in the family form of education - the purposeful organization of the student's activities to acquire knowledge, skills, skills and competencies, gain experience in activities, develop abilities, gain experience in applying knowledge in everyday life. life and the formation of a student's motivation to receive education throughout his life.
At the same time, in accordance with part 4 of article 17 and paragraph 2 of part 3 of article 44 of the Federal Law, a child receiving education in a family form, by decision of his parents (legal representatives), taking into account his opinion at any stage of education, has the right to continue it in any other the form provided for by the Federal Law, or use the right to a combination of forms of education and training.
Local self-government bodies of municipal districts and urban districts keep records of children who have the right to receive general education at each level and live in the territories of the respective municipalities, as well as the forms of education and training determined by the parents (legal representatives) of children. When parents (legal representatives) of children choose to receive general education in the form of family education, parents (legal representatives) inform the local self-government body of the municipal district or city district in the territories of which they live (Part 5 of Article 63 of the Federal Law) of this choice.
In accordance with Part 3 of Article 34 of the Federal Law, students in the form of family education have the right to undergo intermediate and state final certification in organizations engaged in educational activities in accordance with the corresponding state-accredited educational program. These persons who do not have a basic general or secondary general education are entitled to pass externally an intermediate and state final certification in an organization that carries out educational activities according to the corresponding state-accredited basic general education program, free of charge. An educational organization must adopt an appropriate local act regulating the procedure for organizing and passing intermediate and state final certification, including external students. At the same time, the above local act must be available for unhindered familiarization, including on the website of the educational organization in the information and telecommunication network Internet.
According to Article 33 of the Federal Law, external students are persons enrolled in an organization carrying out educational activities according to state-accredited educational programs for passing intermediate and state final certification.
It should be noted that according to the Federal Law, external students are students (Part 1 of Article 33 of the Federal Law) and have all the academic rights granted to students in accordance with Article 34 of the Federal Law. In particular, external students, along with other students, have the right to develop their creative abilities and interests, including participation in competitions, olympiads, including the All-Russian Olympiad for schoolchildren, exhibitions, reviews, physical education events, sports events, including official sports competitions and other public events.
In addition, external students can count on receiving, if necessary, socio-pedagogical and psychological assistance, free psychological, medical and pedagogical correction (Article 42 of the Federal Law).
The grounds for the emergence of educational relations between an external student and an educational organization are the statement of parents (legal representatives) on passing an intermediate and (or) state final certification in an organization carrying out educational activities, and an administrative act of the specified organization on the admission of a person for passing an intermediate certification and (or) state final certification (Part 1 of Article 53 of the Federal Law).
It should be noted that, unlike the case when the student is enrolled in an educational organization, and in accordance with Article 28 of the Federal Law, it is responsible for the quality of education, when receiving general education in the form of family education, the organization carrying out educational activities is only responsible for organizing and conducting intermediate and final certification, as well as for ensuring the relevant academic rights of the student.
Students studying in educational programs of primary general, basic general and secondary general education in the form of family education, who have not liquidated academic debts within the established time limits, continue to receive education in an educational organization (Part 10 of Article 58 of the Federal Law) [ Enrollment in an educational organization of a person who is on a family form of education for continuing education in an educational organization is carried out in accordance with the Procedure for admission to general educational institutions, approved by order of the Ministry of Education and Science of Russia dated February 15, 2012 No. 107]. Unsatisfactory results of intermediate certification in one or more academic subjects, courses, disciplines (modules) of the educational program or failure to pass intermediate certification in the absence of good reasons are recognized as academic debt.
Parents (legal representatives) of a minor student and educational organizations that provide students with education in the form of family education are obliged to create conditions for the student to eliminate academic debt and ensure control over the timeliness of its liquidation (Part 4 of Article 58 of the Federal Law).
In connection with the above:
1. Registration of children receiving general education in a family form is maintained by local governments of municipal districts and urban districts (in cities of federal significance - by bodies determined by the laws of these constituent entities of the Russian Federation). In this regard, in order to organize the passage of appropriate attestation by children, parents (legal representatives), when informing the local government body (other authorized body) at the place of residence about the chosen form of family education, must simultaneously provide education in a family form and obtain information about educational organizations ( i), which provide for the possibility for children to pass the appropriate certification. It is advisable to determine the procedure for passing the certification of an educational organization taking into account the opinion of parents (legal representatives), including based on the pace and sequence of studying educational material.
It seems reasonable that, at the request of parents (legal representatives), such an educational organization can be determined for the entire period of general education, for the period of passing a specific certification, or for a period of one academic year, depending on objective circumstances and the most effective implementation of the rights and freedoms of the child.
The relationship between parents (legal representatives) and the educational organization is determined in the application of the parents (legal representatives) on passing the intermediate and (or) state final certification in the organization carrying out educational activities, and the administrative act of the specified organization on the admission of a person for passing the intermediate certification and (or ) state final certification.
It should be noted that not only general educational organizations, but also educational organizations of other types, for example, universities that have been granted the right to carry out educational activities in basic general education programs by the Federal Law, can be defined as an educational organization for passing intermediate or final certification. This will help to increase the objectivity of the assessment of education and training in the family form. It is especially important in conditions when a child who has not liquidated academic debts in a timely manner must continue to receive general education, as a rule, in a general education organization.
2. Taking into account the integrity of the educational process, the relationship of education and upbringing, for students in the form of family education, the education system must create conditions for their socialization, integration into the appropriate children's groups. These conditions can be ensured by providing such students with the opportunity to study additional educational programs, including in educational organizations in which they undergo appropriate certification.
3. Article 35 of the Federal Law guarantees the right of students in basic educational programs at the expense of budget allocations from budgets of various levels within the limits of federal state educational standards to free use during training of textbooks and teaching aids necessary in the educational process.
In this regard, students in educational programs in the form of family education should be provided with textbooks and teaching aids.
Moreover, it is possible to provide these students with textbooks and teaching aids not only from the funds of the library of the organization carrying out educational activities, in which the student passes intermediate and (or) state final certification, but also through the creation of a specialized library fund of the subject of the Russian Federation (municipal formation).
4. According to Article 9 of the Federal Law, for students experiencing difficulties in mastering basic general education programs, their development and social adaptation, the state authorities of the constituent entities of the Russian Federation organize the provision of psychological, pedagogical, medical and social assistance.
The indicated assistance, including assistance to students in drawing up an individual curriculum, if necessary, students in a family form can be provided by psychologists, educational psychologists of organizations engaged in educational activities in which such children are certified, or in centers of psychological, pedagogical, medical and social assistance.
5. In accordance with Part 2 of Article 99 of the Federal Law, the standard costs for the provision of state or municipal services in the field of education are determined for each level of education in accordance with federal state educational standards, for each type and focus (profile) of educational programs, taking into account the forms of education, as well as taking into account other features of the organization and implementation of educational activities provided for by the Federal Law (for various categories of students).
Thus, the founder of an educational organization can determine the standard costs for the provision of state (municipal) services for the implementation of a general educational program in the form of family education, covering the costs of conducting intermediate and state final certification, the costs of acquiring educational publications (textbooks, teaching aids and teaching materials). methodological materials), periodicals, publishing and printing services, access to electronic publications directly related to the implementation of the general education program, the cost of providing psychological, pedagogical, medical and social assistance.
In addition, when parents (legal representatives) choose a combination of various forms of education (family form) and forms of education (in an organization engaged in educational activities), standard costs, in addition to the above, should include costs that cover the possibility of mastering individual components of the educational program in the organization.
6. In terms of the possibility of providing support to parents (legal representatives) when minors receive general education in the form of family education.
In order to realize the right of every person to education, federal state bodies, state authorities of the constituent entities of the Russian Federation and local governments carry out full or partial financial support for the maintenance of persons in need of social support in accordance with the legislation of the Russian Federation, during the period of their education (Article 5 federal law).
Thus, given that the Russian Federation supports various forms of education and self-education, the subjects of the Russian Federation, within the framework of their powers, have the right to provide support to needy families when they choose to receive education in a family form. The subject of the Russian Federation may introduce compensation for such families as a measure of social support. The powers to grant it (including the grounds and procedure for granting them) by the state authorities of the constituent entities of the Russian Federation within the framework of joint jurisdiction are exercised independently at the expense of the constituent entity of the Russian Federation (Federal Law of October 6, 1999 No. 184-FZ "On the general principles of organizing legislative (representative) and executive bodies of state power of the constituent entities of the Russian Federation”) [ In accordance with Article 26.3.1 of Federal Law No. 184-FZ of October 6, 1999, public authorities of a constituent entity of the Russian Federation are entitled to establish at the expense of the budget of a constituent entity of the Russian Federation (with the exception of financial resources transferred from the federal budget to the budget of a constituent entity of the Russian Federation for the implementation targeted spending) additional measures of social support and social assistance for certain categories of citizens, regardless of the presence in federal laws of provisions establishing this right.]
LAW
MOSCOW CITIES
ON EDUCATION OF PERSONS WITH DISABILITIES IN THE CITY OF MOSCOW
This Law regulates relations related to the realization of the right of persons with disabilities to education of any level and orientation in accordance with their abilities and capabilities, for the purpose of social integration of these persons, including the acquisition of self-service skills, preparation for work, including professional, activities and family life.
Article 15
1. A person with disabilities is transferred to another educational institution or to another form of education on the basis of the conclusion of the psychological, medical and pedagogical commission and with the consent of the parents (legal representatives) of a minor child if he does not master the educational program in the chosen
educational institution and according to the chosen form. The issue of transfer is considered, as a rule, after the end of the academic year, if an earlier date does not meet the interests of the student or pupil.
2. Joint upbringing and education of people with disabilities and people without such disabilities should not adversely affect the learning outcomes of the latter. In the event that the psychological, medical and pedagogical commission establishes the impossibility of joint education of persons with disabilities who successfully master educational programs, and persons who do not have such restrictions, on the basis of a decision of the self-government body of the educational
institution, the state authority of the city of Moscow that manages education, in agreement with the parents (legal representatives) of minor children and taking into account the recommendations of the psychological, medical and pedagogical commission, takes measures to continue education by persons with disabilities in another educational institution or otherwise form of education.
Article 16. Final certification of persons with disabilities
1. The final certification of persons with disabilities is carried out in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow in an environment that excludes the influence of negative factors on the health status of such persons, and is organized taking into account the peculiarities of their psychophysical development and individual capabilities.
2. In order to realize the right of persons with disabilities to receive secondary vocational and higher vocational education, the state authorities of the city of Moscow, which manage in the field of education, provide students with disabilities, upon their written application, with the opportunity to participate in a unified state exam held in in the manner prescribed by federal legislation, and create organizational and technological conditions for them, taking into account their psychophysiological characteristics and recommendations of the federal executive body exercising the functions of control and supervision in the field of education.
3. Persons with disabilities who studied according to individual curricula and have not mastered the educational program of general education or educational programs for students, pupils with disabilities, including educational programs of special (correctional) educational institutions, are issued a certificate of graduation from an educational institution, in which indicates the subjects by year of study, the programs of which have been mastered. The categories of students, pupils who are issued a certificate of graduation from an educational institution, and the procedure for issuing a certificate are determined by the regulatory legal acts of the Russian Federation.
Article 17
The interaction of public authorities of the city of Moscow with organizations in the field of education of persons with disabilities is carried out on the basis of the following principles:
1) ensuring the full and equal participation of persons with disabilities in education, social development and employment in accordance with their abilities and capabilities;
2) involvement of public organizations of people with disabilities and organizations that use the labor of people with disabilities in decision-making in the field of education and training of people with disabilities, the development of program documentation, the use of reinforcing and alternative methods, methods and formats of communication, educational methods and materials to provide support to people with disabilities in the qualitative development of educational material;
3) creation of an effective system of education and training of teachers involved in the education (education) of persons with disabilities, in the field of correctional pedagogy, special psychology, features of the psychophysical development of persons with disabilities, methods and technologies for organizing the educational and rehabilitation process for such persons;
4) stimulating the participation of organizations, associations of legal entities, public and state-public associations in providing the material and technical conditions for the educational process of persons with disabilities, the production of specialized educational, rehabilitation, medical equipment, technical training aids for them, the creation of jobs and targeted employment of people with disabilities.
Chapter 3. Financial and logistical support for the education of persons with disabilities
Article 18. Financing the education of persons with disabilities
1. Financing of state educational institutions in which persons with disabilities study is carried out at the expense of the budget of the city of Moscow on the basis of an individual staffing table in accordance with the financial cost standards approved by the Government of Moscow for the next financial year. The financial standards of costs include the costs of creating special conditions for the education (education) of persons with disabilities.
2. The costs of providing disabled people, including disabled children, with transport services for the period of education to attend state educational institutions are reimbursed in the manner determined by the Moscow Government.
3. Compensation of expenses to parents (legal representatives) for independent education of a child with disabilities at home in accordance with an individual training program is carried out in the manner established by the regulatory legal acts of the city of Moscow, in the amount of the costs of training (educating) a child in a state educational institution for corresponding level of education.
4. Compensation of expenses to parents (legal representatives) for the education of a person with disabilities in a non-state educational institution (organization) is carried out in the amount of the costs of his education in a state educational institution in the manner determined by the regulatory legal acts of the city of Moscow.
REFERENT: Parts 2-4 of Article 18 come into force on 01.01.2011 (paragraph 3 of Article 22)
Article 19
1. The state authorities of the city of Moscow create conditions in state educational institutions that provide training for persons with disabilities, conditions that provide an opportunity for such persons to have unhindered access to the buildings and premises of an educational institution, organize their stay and study in this institution: visual, sound and tactile media, handrails, ramps, special elevators, specially equipped training places, specialized educational, rehabilitation, medical equipment, as well as equipment and technical means of training for individual and collective use, including for organizing correctional and rehabilitation rooms, organizing training using distance learning technologies, organization of sports and public events, nutrition, provision of medical care, health and treatment and preventive measures, household and sanitary and hygienic health care, performance of other functions necessary for the full-fledged education (education) of persons with disabilities and the implementation of the correction of health disabilities.
2. The publication of textbooks and teaching aids, including digital educational resources, didactic and visual materials necessary for the education (education) of people with disabilities, is carried out at the expense of the budget of the city of Moscow, regardless of circulation.
Article 20
1. The state authorities of the city of Moscow create conditions for the special training of pedagogical and other employees involved in the training (education) of persons with disabilities in the field of correctional pedagogy, special psychology, features of the psychophysical development of children with disabilities, methods and technologies of organization educational and rehabilitation process for such children.
2. Pedagogical and other employees of state educational institutions involved in the training (education) of persons with disabilities are set additional payments in the manner determined by the Moscow Government.
3. Pedagogical workers who train people with disabilities using distance learning technologies are provided with computer equipment, communications and software.
REFERENT: Part 3 of Article 20 enters into force 10 days after its official publication in relation to teachers who train people with disabilities using distance learning technologies for basic and additional general education programs, and from 01.01.2011 - in relation to teachers those who train persons with disabilities using distance learning technologies in basic and additional professional educational programs (paragraph 2 of article 22) .
4. A pedagogical worker with disabilities, in the presence of an appropriate conclusion of an institution of medical and social expertise, has the right to have an assistant.
5. The creation of the necessary conditions for the teaching activities of a teacher with disabilities is carried out in the manner established by federal legislation, laws and other regulatory legal acts of the city of Moscow.
Chapter 4. Final and transitional provisions
Article 21. Responsibility for violation of the requirements of this Law
Persons guilty of violating the requirements of this Law shall be liable in accordance with the legislation of the city of Moscow.
Article 22. Entry into force of this Law
1. This Law shall enter into force 10 days after its official publication, with the exception of part 3 of Article 10, parts 2-4 of Article 18, part 3 of Article 20 of this Law.
2. Part 3 of Article 20 of this Law shall enter into force 10 days after its official publication in relation to teachers who train persons with disabilities using distance learning technologies in basic and additional general education programs, and from January 1, 2011 - in in relation to teaching staff who train people with disabilities using distance learning technologies for basic and additional professional educational programs.
3. Part 3 of Article 10 and parts 2-4 of Article 18 of this Law shall enter into force on January 1, 2011.
Article 23. Transitional provisions
1. Prior to the creation in state educational institutions of the conditions provided for by Part 1 of Article 19 of this Law, in order to organize the system of inclusive education, the state authorities of the city of Moscow, which manage in the field of education, in accordance with the needs of the population in the provision of appropriate educational services, determine the state educational
an institution (institutions) on the territory of the administrative district (district) of the city of Moscow, the conditions for the implementation of the educational and rehabilitation process in which are closest to those defined by this Law.
2. In the implementation of inclusive education, before the creation in a public educational institution of the conditions provided for by paragraph 1 of Article 19 of this Law, in order to ensure a balance of interests of students with disabilities and students who do not have such restrictions, as well as conditions for the successful work of teachers in by decision of the authorized executive body of the city of Moscow in the field of education, taking into account the recommendations of the psychological, medical and pedagogical commission in the class (group), a smaller occupancy may be established, and the ratio in the class (group) of persons with disabilities and persons without such restrictions, full-time students is determined in such a way that co-education does not interfere with the successful development of educational programs by them.
3. The provision of subsidies provided for by Part 4 of Article 10 of this Law is carried out in the manner established by the regulatory legal acts of the city of Moscow in accordance with the law of the city of Moscow on the budget of the city of Moscow for the corresponding financial year and planning period.
4. Before the entry into force of Part 2 of Article 18 of this Law, the state authorities of the city of Moscow create conditions for transport services for persons with disabilities, including disabled children, for the period of education in order to ensure the possibility of their delivery to state educational institutions by the beginning of training sessions and by place of residence after graduation.
5. Providing students and teachers with disabilities with the services of assistants, sign language interpreters is carried out in accordance with the individual staffing tables of state educational institutions within the funds for ensuring the main activity.
P.p. Mayor of Moscow
Yu.M.LUZHKOV
Teaching children with disabilities
Children with varying degrees of delay in speech development, mental development and intelligence are recruited into groups.
The first enrollment of students in 1 class
TRAINING FOR THE 2018/19 ACADEMIC YEAR
Why do we teach?
In the online school "BIT" special children:
- be able to get an education
- find friends among "ordinary" peers
- have the opportunity to reach their fullest potential
What do we teach?
Education in the online school is conducted according to adapted educational programs for children with disabilities.
Experienced teachers, psychologists, defectologists, in close cooperation with parents, teach children in mini-groups (up to 5 people) and individually in the following subjects:
- ABC
- Russian language
- Literary reading
- Mathematics
- The world
How do we teach?
Children learn through online training courses containing tasks adapted to the different characteristics of children with disabilities. Lessons are conducted individually and in mini groups in an online environment using videoconferencing. Each student has an individual tutor who will help parents organize and coordinate the educational process. A psychologist, defectologist and speech therapist will give their recommendations and help develop an individual curriculum. Teaching children with disabilities in the online school "BIT" will not only help to master the school curriculum, but will also contribute to the correction of the developmental disorder of the child, as well as his social adaptation.
Cost of education
The cost of education for children with disabilities is indicated for 1 month. The duration of training varies depending on the characteristics of the child.
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Reviews about the online school "BIT"
Feedback from our users
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comment Pavlyuchenko
Family
We study in absentia at the school where we live. After writing a trial OGE in mathematics in March, they realized that there were big problems. We randomly chose distance courses to prepare for the OGE and were not mistaken. The result is 20 points. And my son began to like geometry, which he did not understand at all.
comment Alla and Matvey Radchenko
Family
Some want to score the highest possible score on the exam, but for our family the goal was to score the score that would allow us to get a certificate for grade 11. The son studied in the group "USE for the certificate" in Russian and mathematics. Classes were held in the evening via videoconference. There were 4 people in the group. Several times I watched the passage of classes. The teacher analyzed the task in great detail and explained the theory needed to solve it. After each lesson, the teacher gave homework, which had to be sent the day before the next lesson. Thanks to the preparation for the Unified State Examination in the online school, we passed mathematics and Russian with strong triples. Hooray!!!
comment Ermolai Vasiliev
Student
I like to study at the BIT school because I am interested in doing lessons in the BIT system, they are very interesting and accessible, and Anastasia Alexandrovna is very kind and understands our problems and helps to solve them. I like to study at home, because it's calm at home, I can concentrate, I don't get tired like I used to at school. I have more free time. I am learning to plan my classes for the day, plan my week.
comment Emil Mageramov
Student
"We chose this school because we wanted to switch to home schooling and complete 2 grades (8th and 9th) in the academic year. The service met all expectations. It's easy and interesting to study. The whole education system is very well built. I liked it, that the chapters on subjects are conveniently located, which facilitates self-study.The test system allows you to independently check your knowledge and find out what needs to be improved.In the video lessons with teachers, you can consult about questions.The average attendance of video lessons was 5 people, and almost personal training was obtained. trial lessons-tests in the building of the school for preparing for the OGE, you can come and test as much as you want.All the teachers are very responsive and always ready to help.I am very glad that I was able to catch up with my age according to the school curriculum, because I went to school for 8 years and was older than the rest.Now I study with my age.Studied in the 2017-2018 academic year.
comment Olga Hopryaninova
mother Danila Khopryaninov
Many people are interested in Danina's school. I will write an impression after 1 week of study. ✔ As many have already understood, we left to leave our school, for various reasons. First of all, this is a school program, 2-the number of hours that I had to spend there. ✔ Initially, we went to the Internet lesson, because they issued a certificate, according to which you can pick up documents from the school without any questions. ✔ Then my husband accidentally stumbled upon BIT online school sai. And we began to think. What was offered at the BIT school was very interesting: ❗ an individual program for the child, ❗ no textbooks ❗ an innovative education program, taking into account all the best traditions of the Soviet school and modern technologies, corresponding to the Federal State Educational Standard ❗ part-time education, not CO (although you can choose here) ❗ attaching to a Moscow school for maintaining all documentation, entering ready-made grades in a personal file (rather than putting a certificate with certification) ❗ the ability to write olympiads ❗ tutor and psychologist ❗ online lessons with real teachers, a class of 6 people, raising hands, answers in the lessons and all that (not only a chat in which you can write, but a contact) Stopped by the price (2 times more expensive than in int. lessons) and the fact that none of my friends knew about it. ✔for comparison, online lessons: ❗Everyone is registered for CO, and it seems to me that they pass it off as a slightly different form of education. ❗ they promise to put grades in the LD, in fact they put in a certificate with attestation (in principle, this probably does not affect anything, theoretically) ❗ the program for the School of Russia, textbooks can either be bought or downloaded from them for 700 rubles. It is probably possible without them, but they wrote to me what was needed. ❗Lessons with one-way communication and 2 times shorter. ✔ we thought and decided to take the money for the paid year from int lessons and entered BIT.
comment Angelica Fefilova
mother of Alina Fefilova
Alina has been in family education since grade 1. My husband and I deal with it ourselves, but from time to time we had questions about how to explain this or that topic to a child. There is no point in hiring a tutor. Therefore, we turned to BIT for help. Here we received not only a teacher, but also interesting educational materials with the help of which the child can learn independently. Our teacher Anastasia Alexandrovna, when checking assignments, not only marks, but also writes comments and recommendations for the child to study the material.
comment Svetlana Leontieva
mother of Maria Nikiforova
Thanks to distance learning, my daughter can practice figure skating and master the school curriculum in her free time from training. We prepared for certification on our own in accordance with the plan of the school to which we are attached. Once a month, we took individual lessons with teachers of the BIT online school in Russian language and mathematics. Lessons were held via videoconference. The teacher reviewed what we had learned and answered our questions. Passed certification for 4 and 5, than we are very satisfied!
comment Elena Savelyeva
Pupil
I want to say a big thank you to Evgenia Nikolaevna, who taught me individually in the Russian language. Thanks to the classes, I prepared for the exam and scored 98 points.
comment Anastasia Lapochkina
mother of Fedor, Sevastian and Ruslana Lapochkin
My children never went to a traditional school and I don't regret it at all! While the eldest son studied the 1st grade program, and the younger twins arrived at preschool age, there were no special problems. But as soon as the time came to organize the training of three at the same time, problems began. It's good that I found the BIT online school. Now my children study on their own, each at a convenient time for him. And I can combine classes in numerous circles and study for everyone at once.
WHO TEACHES?
Teachers, a defectologist, a psychologist with appropriate qualifications and experience in working with children with disabilities will create a comfortable and developing environment for the child's education. The team works under the guidance of the candidate of pedagogical sciences, director of the Institute of Childhood of the Moscow Pedagogical State University, head of the project "Inclusive Education" at MEO LLC Solovieva Tatyana Aleksandrovna.
Perhaps this information will be useful to teachers working in the system of remedial education. It contains information about the principles of teaching, methods and techniques of working with such children. I prepared for course preparation, certification, I took the material on various Internet sites.
INTRODUCTION
The problems of special education today are among the most urgent in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing. Currently, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. In addition to the growth in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child. The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.
Getting children with disabilities and children with disabilities education is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities.
In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.
The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education with everyone. The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, the systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as the creation of conditions for achieving a new modern quality of general education.
PECULIARITIES OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES.
Children with disabilities are children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing. The group of schoolchildren with disabilities is extremely heterogeneous. This is determined primarily by the fact that it includes children with various developmental disorders: impaired hearing, vision, speech, musculoskeletal system, intellect, with pronounced disorders of the emotional-volitional sphere, with delayed and complex developmental disorders. Thus, the most important priority in working with such children is an individual approach, taking into account the specifics of the psyche and health of each child.
Special educational needs differ in children of different categories, since they are set by the specifics of mental development disorders and determine the special logic of building the educational process, are reflected in the structure and content of education. Along with this, it is possible to single out needs that are special in nature, inherent in all children with disabilities:
- begin special education of the child immediately after the detection of a primary developmental disorder;
- to introduce special sections into the content of the child's education that are not present in the education programs of normally developing peers;
- use special methods, techniques and teaching aids (including specialized computer technologies) that ensure the implementation of "workarounds" of learning;
- individualize learning to a greater extent than is required for a normally developing child;
- provide a special spatial and temporal organization of the educational environment;
- maximize the educational space beyond the educational institution.
General principles and rules of corrective work:
1. Individual approach to each student.
2. Prevention of the onset of fatigue, using a variety of means for this (alternating mental and practical activities, presenting material in small doses, using interesting and colorful didactic material and visual aids).
3. The use of methods that activate the cognitive activity of students, develop their oral and written speech and form the necessary learning skills.
4. Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development of faith in his own strengths and capabilities.
Effective methods of corrective impact on the emotional and cognitive sphere of children with developmental disabilities are:
- game situations;
- didactic games that are associated with the search for specific and generic features of objects;
- game trainings that contribute to the development of the ability to communicate with others;
- psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands.
The majority of students with disabilities have an insufficient level of cognitive activity, immaturity of motivation for learning activities, a reduced level of efficiency and independence. Therefore, the search and use of active forms, methods and techniques of teaching is one of the necessary means of increasing the effectiveness of the correctional and developmental process in the work of a teacher.
The goals of school education, which are set before the school by the state, society and the family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child's potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, show initiative and independence, freely realize their abilities and educational needs, is optimal for achieving these goals. The inclusion of active teaching methods in the educational process allows you to create such an environment both in the classroom and in extracurricular activities, including for children with disabilities.
Rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity, not get lost in a situation of uncertainty, and be able to establish effective communications with different people.
The task of the school is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that allow him to feel confident in independent life.
Traditional reproductive education, the passive subordinate role of the student, cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organization of the educational process, active teaching methods are required.
Cognitive activity is the quality of the student's activity, which is manifested in his attitude to the content and process of learning, in the desire for effective mastery of knowledge and methods of activity in the optimal time.
One of the basic principles of teaching in general and special pedagogy is the principle of consciousness and activity of students. According to this principle, "learning is effective only when students show cognitive activity, are the subjects of learning." As Yu. K. Babansky pointed out, the activity of students should be aimed not just at memorizing the material, but at the process of independently obtaining knowledge, researching facts, identifying errors, and formulating conclusions. Of course, all this should be done at a level accessible to students and with the help of a teacher.
The level of students' own cognitive activity is insufficient, and in order to increase it, the teacher needs to use means that contribute to the activation of learning activities. One of the features of students with developmental problems is the insufficient level of activity of all mental processes. Thus, the use of means of activating educational activity in the course of training is a necessary condition for the success of the learning process for SOVZ schoolchildren.
Activity is one of the most important characteristics of all mental processes, which largely determines the success of their course. Increasing the level of activity of perception, memory, thinking contributes to greater efficiency of cognitive activity in general.
When selecting the content of classes for students with disabilities, it is necessary to take into account, on the one hand, the principle of accessibility, and on the other hand, not to oversimplify the material. The content becomes an effective means of activating educational activity if it corresponds to the mental, intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the task of the teacher is to select the content in each specific situation and methods and forms of organization of education that are adequate to this content and the abilities of students.
The next very important means of activating the teachings are the methods and techniques of teaching. It is through the use of certain methods that the content of training is realized.
The term "method" comes from the Greek word "metodos", which means a way, a way to move towards the truth, towards the expected result. In pedagogy, there are many definitions of the concept of "teaching method". These include the following: “teaching methods are methods of interconnected activity of a teacher and students aimed at solving a complex of tasks of the educational process” (Yu. K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving the problems of education” (IP Podlasy).
There are several classifications of methods that differ depending on the criterion that is the basis. The most interesting in this case are two classifications.
One of them, proposed by M. N. Skatkin and I. Ya. Lerner. According to this classification, methods are distinguished depending on the nature of cognitive activity, the level of activity of students.
It includes the following methods:
explanatory-illustrative (information-receptive);
reproductive;
partially search (heuristic);
problem statement;
research.
Another, the classification of methods for the organization and implementation of educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control, proposed by Yu. K. Babansky. This classification is represented by three groups of methods:
methods of organization and implementation of educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, labor activities, etc.); reproductive and problem-search (from particular to general, from general to particular), methods of independent work and work under the guidance of a teacher;
methods of stimulating and motivating educational and cognitive activity: methods of stimulating and motivating interest in learning (the whole arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, motivation for learning), methods of stimulating and motivating duty and responsibility in learning;
methods of control and self-control over the effectiveness of educational and cognitive activity: methods of oral control and self-control, methods of written control and self-control, methods of laboratory and practical control and self-control.
We consider the most acceptable methods in the practical work of a teacher with students with disabilities to be explanatory and illustrative, reproductive, partially search, communicative, information and communication; methods of control, self-control and mutual control.
The group of search and research methods provides the greatest opportunities for the formation of cognitive activity among students, but for the implementation of problem-based learning methods, a sufficiently high level of formation of the ability of students to use the information provided to them, the ability to independently look for ways to solve the problem is required. Not all younger students with disabilities have such skills, which means that they need additional help from a teacher and a speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and introduce tasks into training based on elements of creative or search activity only very gradually, when a certain basic level of their own cognitive activity has already been formed.
Active learning methods, game methods are very flexible methods, many of them can be used with different age groups and in different conditions.
If a game is a habitual and desirable form of activity for a child, then it is necessary to use this form of organization of activity for learning, combining the game and the educational process, more precisely, using the game form of organizing students' activities to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective mastering of the educational program by schoolchildren, which is important not only for schoolchildren with speech disorders, but also especially important for schoolchildren with disabilities.
The role of motivation in the successful education of children with disabilities cannot be overestimated. Conducted studies of students' motivation have revealed interesting patterns. It turned out that the value of motivation for successful study is higher than the value of the student's intellect. High positive motivation can play the role of a compensating factor in the case of insufficiently high student abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low severity and ensure significant academic success. The possibilities of various teaching methods in the sense of activating educational and educational-industrial activities are different, they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who uses it.
The concept of "training method" is closely related to the concept of method. Teaching methods are specific operations of interaction between a teacher and a student in the process of implementing teaching methods. Teaching methods are characterized by the subject content, the cognitive activity organized by them and are determined by the purpose of application. The real activity of learning consists of separate techniques.
In addition to methods, forms of organizing training can act as a means of activating learning activities. Speaking about various forms of education, we mean “special constructions of the learning process”, the nature of the interaction between the teacher and the class and the nature of the presentation of educational material in a certain period of time, which is determined by the content of the training, methods and activities of students.
The lesson is a form of organization of joint activities of the teacher and students. During the lesson, the teacher can use various teaching methods and techniques, selecting the most relevant to the content of the training and the cognitive abilities of students, thereby contributing to the activation of their cognitive activity.
To enhance the activities of students with disabilities, you can use the following active teaching methods and techniques:
1. The use of signal cards when performing tasks (on the one hand, it shows a plus, on the other, a minus; circles of different colors according to sounds, cards with letters). Children perform the task, or evaluate its correctness. Cards can be used when studying any topic in order to test students' knowledge, identify gaps in the material covered. Their convenience and efficiency lies in the fact that the work of each child is immediately visible.
2. Using inserts on the board (letters, words) when completing a task, solving a crossword puzzle, etc. Children really like the competitive moment during this type of task, because in order to attach their card to the board, they need to answer correctly to a question, or to perform the proposed task better than others.
3. Knots for memory (compilation, recording and hanging on the board of the main points of studying the topic, conclusions that need to be remembered).
This technique can be used at the end of the study of the topic - to consolidate, summarize; during the study of the material - to assist in the performance of tasks.
4. The perception of the material at a certain stage of the lesson with closed eyes is used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to set children up for a lesson after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.
5. Using the presentation and fragments of the presentation during the lesson.
The introduction of modern computer technologies in school practice makes it possible to make the work of the teacher more productive and efficient. The use of ICT organically complements the traditional forms of work, expanding the possibilities of organizing interaction between the teacher and other participants in the educational process.
Using a presentation creation program seems to be very convenient. On the slides you can place the necessary picture material, digital photographs, texts; you can add music and voice accompaniment to the demonstration of the presentation. With this organization of the material, three types of children's memory are included: visual, auditory, motor. This allows you to form stable visual-kinesthetic and visual-auditory conditioned reflex connections of the central nervous system. In the process of corrective work on their basis, children form the correct speech skills, and in the future, self-control over their speech. Multimedia presentations bring a visual effect to the lesson, increase motivational activity, and contribute to a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children are able to perform exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from a speech therapist, but also from the computer in the form of pictures-prizes, accompanied by sound design.
6. The use of picture material to change the type of activity during the lesson, the development of visual perception, attention and memory, the activation of vocabulary, the development of coherent speech.
7. Active methods of reflection.
The word reflection comes from the Latin "reflexior" - turning back. The Explanatory Dictionary of the Russian Language interprets reflection as reflection on one's inner state, introspection.
In modern pedagogical science, reflection is usually understood as introspection of activity and its results.
In pedagogical literature, there is the following classification of types of reflection:
1) reflection of mood and emotional state;
2) reflection of the content of the educational material (it can be used to find out how students realized the content of the material covered);
3) reflection of activity (the student must not only understand the content of the material, but also comprehend the methods and techniques of his work, be able to choose the most rational ones).
These types of reflection can be carried out both individually and collectively.
When choosing one or another type of reflection, one should take into account the purpose of the lesson, the content and difficulties of the educational material, the type of lesson, the methods and methods of teaching, the age and psychological characteristics of students.
In the classroom, when working with children with disabilities, reflection of mood and emotional state is most often used.
The technique with various color images is widely used.
Students have two cards of different colors. They show the card according to their mood at the beginning and end of the session. In this case, it is possible to trace how the emotional state of the student changes during the lesson. The teacher should definitely clarify the changes in the child's mood during the lesson. This is valuable information for reflection and adjustment of their activities.
"Tree of feelings" - students are invited to hang red apples on a tree if they feel good, comfortable, or green if they feel discomfort.
"Sea of joy" and "Sea of sadness" - let your boat into the sea according to your mood.
Reflection at the end of the lesson. The most successful at the moment is considered to be the designation of the types of tasks or stages of the lesson with pictures (symbols, various cards, etc.), which help children at the end of the lesson to update the material covered and choose the stage of the lesson they like, remember, the most successful for the child, attaching their own picture.
All of the above methods and techniques of organizing training to one degree or another stimulate the cognitive activity of students with disabilities.
Thus, the use of active teaching methods and techniques increases the cognitive activity of students, develops their creative abilities, actively involves students in the educational process, stimulates the independent activity of students, which equally applies to children with disabilities.
The variety of existing teaching methods allows the teacher to alternate between different types of work, which is also an effective means of activating learning. Switching from one type of activity to another prevents overwork, and at the same time does not allow you to be distracted from the material being studied, and also ensures its perception from different angles.
Activation tools must be used in a system that, by combining properly selected content, methods and forms of organization of education, will stimulate various components of educational and correctional development activities for students with disabilities.
Application of modern technologies and techniques.
Currently, an urgent problem is the preparation of schoolchildren for life and work in the new socio-economic conditions, in connection with which there is a need to change the goals and objectives of the correctional education of children with disabilities.
An important place in the educational process that I carry out is occupied by a correctional-developing model of education (Khudenko E.D.), which provides schoolchildren with comprehensive knowledge that performs a developing function.
In the author's method of remedial education, the emphasis is on the following aspects of the educational process:
- development of a compensation mechanism for a student with disabilities through the educational process, which is built in a special way;
- formation of a system of knowledge, skills and abilities, defined by the Program, in the context of the development of an active life position in a student, to professional career guidance, development of future prospects;
- development by the student of a set of models of educational / extra-curricular behavior, providing him with successful socialization corresponding to a certain age category.
As a result of correctional and developmental education, there is an overcoming, correction and compensation of violations of the physical and mental development of children with intellectual disabilities.
For the development of a child's personality as a whole, correctional and developmental lessons play a very important role. These are lessons during which training information is worked out from the standpoint of the maximum activity of the work of all analyzers (vision, hearing, touch) of each individual student. Correction-developing lessons contribute to the work of all higher mental functions (thinking, memory, speech, perception, attention) aimed at solving the goals and objectives of the lesson. The principles of technology are at the heart of correctional and developmental lessons:
The principle of developing the dynamism of perception involves the construction of training (lessons) in such a way that it is carried out at a sufficiently high level of difficulty. This is not about complicating the program, but about developing such tasks, in the performance of which the student encounters some obstacles, the overcoming of which will contribute to the development of the student, the disclosure of his capabilities and abilities, the development of a mechanism for compensating various mental functions in the process of processing this information. For example, in a lesson on the topic "Declination of nouns" I give the task "divide the given words into groups, add the word to the desired group."
Based on the constant active inclusion of inter-analyzer connections, an effectively responsive system for processing information that comes to the child develops. For example, in a reading lesson I give the task "Find a passage in the text that is shown in the illustrations." which contributes to the dynamism of perception and allows you to constantly exercise in information processing. Dynamism of perception is one of the main properties of this process. There is also "meaningfulness" and "constancy". These three characteristics are the essence of the process of perception.
The principle of productive information processing is as follows: I organize training in such a way that students develop the skill of transferring information processing methods and thereby developing a mechanism for independent search, choice and decision making. We are talking about how, in the course of training, to develop in the child the ability of an independent adequate response. For example, when studying the topic “Composition of a word”, I give the task - “Collect a word” (Take a prefix from the first word, a root from the second, a suffix from the third, an ending from the fourth).
The principle of development and correction of higher mental functions involves the organization of training in such a way that during each lesson various mental processes are exercised and developed. To do this, I include special corrective exercises in the content of the lesson: for the development of visual attention, verbal memory, motor memory, auditory perception, analytical and synthetic activity, thinking, etc. For example,
for concentration of attention I give the task “Do not miss the mistake”;
to a verbal-logical generalization - "What time of the year is described in the poem, how was it determined?" (animal, tree, etc.).
on auditory perception - "Correct the wrong statement."
The principle of motivation for learning is that tasks, exercises, etc. should be interesting to the student. The whole organization of training is focused on the voluntary inclusion of the student in the activity. To do this, I give creative and problematic tasks, but corresponding to the capabilities of the child.
Sustained interest in learning activities among mentally retarded students is formed through travel lessons, game lessons, quiz lessons, research lessons, meeting lessons, plot lessons, creative task defense lessons, through the involvement of fairy-tale characters, game activities, extracurricular activities. and the use of various methods. For example: let's help a fairy-tale hero count the number of objects, sounds, syllables, etc. I offer children to read words in half letters. Half of the word (upper or lower) closes. In the lessons in the form of a riddle, rebus, charade, crossword puzzle, the topic of the lesson can be given. encrypted topic. "- We are scouts today, we need to complete the task. - Decipher the word, for this, arrange the letters in accordance with the numbers in order."
On the example of a Russian language lesson
current
(as amended on December 14, 2016)
On the education of persons with disabilities in the city of Moscow
MOSCOW CITIES
On the education of persons with disabilities in the city of Moscow
Document as amended by:
(Official website of the Moscow City Duma www.duma.mos.ru, 07.07.2014);
(Official website of the Moscow City Duma www.duma.mos.ru, December 26, 2016).
____________________________________________________________________
This Law regulates relations related to the realization of the right of persons with disabilities to education of any level and orientation in accordance with their abilities and capabilities, for the purpose of social integration of these persons, including the acquisition of self-service skills, preparation for work, including professional, activities and family life.
Chapter 1. General Provisions
Article 1. Scope of this Law
This Law applies to:
1) children with disabilities, other persons who are not recognized in the established manner as children with disabilities, but who have temporary or permanent disabilities and who need to create special conditions for training (education), as well as people with disabilities and other persons with disabilities over the age of 18 years of age studying in the main professional educational programs of primary vocational, secondary vocational and higher vocational education;
2) parents (legal representatives) of the persons specified in paragraph 1 of this article;
3) pedagogical and other employees involved in the upbringing and education of persons with disabilities, as well as pedagogical employees from among persons with disabilities;
4) executive authorities of the city of Moscow, state educational institutions of the city of Moscow (hereinafter referred to as state educational institutions) and non-state educational organizations, relevant officials and managers, as well as associations of legal entities, public and state-public associations operating in the field of education.
(Paragraph as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 2. Basic concepts
For the purposes of this Law, the following basic concepts apply:
1) limitation of health capabilities - any loss of mental, physiological or anatomical structure or function or deviation from them, entailing a complete or partial restriction of the ability or ability to carry out household, social, professional or other activities in a way and to the extent that are considered normal for a person with other equal age, social and other factors. Depending on the degree of possibility of compensation or restoration, the disability may be temporary or permanent;
2) special conditions for training (education) - special educational programs and teaching methods, textbooks, teaching aids, didactic and visual materials, technical means of training for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation educational institutions and territories adjacent to them for free access to all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free environment of life, without which the development of educational programs by persons with disabilities health possibilities is impossible (difficult);
3) inclusive education - joint training (education), including the organization of joint training sessions, leisure, various types of additional education, for persons with disabilities and persons who do not have such restrictions;
4) early assistance - family-oriented comprehensive psychological, pedagogical and medical and social assistance to children of infancy and early childhood who have identified violations in the development of various functions or deviations from them, as well as the risks of their occurrence at an older age, and who are in crisis situations to families raising such children.
Article 3. Ensuring state guarantees of the right of persons with disabilities to receive education
1. Executive authorities of the city of Moscow create conditions for persons with disabilities to receive education at any level in state educational institutions in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow by:
Law of the city of Moscow dated June 25, 2014 N 37.
1) conducting a free examination by a psychological, medical and pedagogical commission;
2) implementation of free qualified psychological, medical and pedagogical correction of health limitations (hereinafter - correction of health disabilities) from the moment they are detected, regardless of the severity in accordance with the medical report and (or) the conclusion of the psychological, medical and pedagogical commission;
3) creation in state educational institutions of special conditions for training (education) for persons with disabilities in accordance with psychological, pedagogical and medical indications (contraindications), medical opinion and (or) the conclusion of the psychological, medical and pedagogical commission;
4) creating conditions for the rehabilitation and habilitation of persons with disabilities using the methods of physical culture and sports in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow on the basis of the recommendations of an individual rehabilitation or habilitation program or a medical opinion;
Law of the city of Moscow dated December 14, 2016 N 47.
5) providing an opportunity, taking into account medical recommendations and (or) recommendations of the psychological, medical and pedagogical commission, to receive education in state educational institutions of any type and type in the forms provided for by federal legislation, laws and other regulatory legal acts of the city of Moscow;
6) provision of disabled people, including disabled children, with computer equipment, communication facilities and software when receiving education at home using distance learning technologies;
7) providing disabled people, including disabled children, in accordance with medical and social indications with transport services for the period of education to visit state educational institutions;
8) providing the opportunity to use the services of sign language interpreters, assistants based on the recommendations of an individual rehabilitation or habilitation program or a medical opinion;
(Paragraph as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
9) providing an opportunity to study in additional educational programs and receive additional educational correctional services;
10) providing an opportunity to master basic and additional professional educational programs, taking into account individual psychophysical characteristics and opportunities based on the choice of labor profile;
11) ensuring employment after graduation in accordance with the education and (or) professional training received in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow;
12) ensuring other rights and guarantees in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.
2. Executive authorities of the city of Moscow ensure the organization of information and educational work with citizens in order to form positive ideas about persons with disabilities and prevent their discrimination in all spheres of life.
Law of the city of Moscow dated June 25, 2014 N 37.
3. Executive authorities of the city of Moscow implement joint programs and activities aimed at protecting the health of citizens, preventing disability, improving the education and training of people with disabilities, their social adaptation based on an individual rehabilitation or habilitation program or a medical opinion, ensuring unhindered access for people with disabilities to the objects of social, transport and engineering infrastructure of the city of Moscow. Interdepartmental commissions can be created to coordinate this activity, exchange information and experience.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow of June 25, 2014 N 37 by the Law of the City of Moscow of December 14, 2016 N 47.
4. The organizational basis of the policy of the city of Moscow to ensure state guarantees of the right of persons with disabilities to receive education are the state programs of the city of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 4. Participation of parents (legal representatives) in the upbringing and education of persons with disabilities
The executive authorities of the city of Moscow create conditions that provide the opportunity for parents (legal representatives) of persons with disabilities:
(Paragraph as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
1) choose an educational institution (taking into account the medical opinion and (or) the conclusion (recommendations) of the psychological-medical-pedagogical commission);
2) choose the forms of education (taking into account the medical opinion and (or) the conclusion (recommendations) of the psychological-medical-pedagogical commission);
3) be present during the examination of the child by the psychological, medical and pedagogical commission, discuss the results of the examination, get acquainted with the conclusion and challenge it in the central (city) psychological, medical and pedagogical commission and in court;
4) participate in the development and implementation of an individual curriculum, individual programs of education and training;
5) attend, in agreement with the administration of the educational institution, classes in the relevant educational institution in order to participate in the process of education and training of a person with disabilities;
6) receive advice on the upbringing and education of a child with disabilities at the place of his education, as well as in psychological, medical and pedagogical commissions and institutions providing psychological, pedagogical and medical and social assistance;
7) participate in the management of the educational institution;
8) receive reimbursement of expenses for the education of a child in a family in the amount determined by the standards of financial costs per student in a state educational institution of the appropriate type and type;
9) enjoy other rights and guarantees in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.
Chapter 2. Organization of education and training of persons with disabilities
Article 5
1. Executive authorities of the city of Moscow create conditions in state educational institutions for inclusive education of persons with disabilities.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. For persons with disabilities who do not have the opportunity to receive inclusive education, classes (groups) of compensatory education, special (correctional) classes (groups) are opened in state educational institutions.
3. For persons with disabilities who do not have the opportunity to study full-time, conditions are created for obtaining education in other forms, including using distance learning technologies.
4. Organization of the activities of classes (groups) for persons with disabilities in the implementation of educational programs, including the definition of admission rules, the maximum occupancy of classes (groups), requirements for the content of education and the organization of the educational process, the provision of rights, social guarantees and measures of social support for students and employees, is carried out in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.
5. In order to overcome the health limitations of students, such limitations are corrected.
6. Correction of health limitations is carried out directly by the state educational institution, if the number of people with disabilities studying full-time education is more than six people. If the number of such students is less than six people, the correction of health limitations is carried out on the basis of an agreement between a state educational institution in which persons with disabilities study with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution. The approximate form of the contract is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 6
1. The executive authorities of the city of Moscow create preschool educational institutions for persons with disabilities that correct health disabilities, as well as special (correctional) educational institutions.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. Preschool educational institutions that carry out the correction of health limitations are created for persons with:
1) hearing impairments - deaf, hard of hearing and late deaf;
2) visual impairment - blind, visually impaired and late-blind, with strabismus and amblyopia;
3) speech disorders - general underdevelopment of speech of various etiologies, underdevelopment of the phonetic and phonemic side of speech, stuttering and other speech disorders;
4) disorders of the musculoskeletal system;
5) mental retardation of various origins;
6) mental retardation, including severe mental retardation;
7) complex defects, including those with deaf-blindness;
8) disorders of the emotional-volitional sphere and behavior;
9) other developmental disorders.
3. Special (correctional) educational institutions are created for deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, disorders of the musculoskeletal system, mental retardation, for mentally retarded children and children with other disabilities .
4. Pre-school educational institutions that provide correction of health disabilities, as well as special (correctional) educational institutions can be created for the joint education of people with various health disabilities, if such training does not interfere with the successful development of educational programs and there are no relevant medical contraindications.
5. In preschool educational institutions that carry out the correction of health limitations, as well as in special (correctional) educational institutions, purposeful work is carried out to correct the health limitations of students, pupils and their social integration in the implementation of basic and additional general education programs, additional educational programs and programs pre-professional training.
6. In preschool educational institutions that carry out the correction of health limitations, as well as in special (correctional) educational institutions, groups of short-term stay may be opened or special educational units may be created for the correction of health disabilities and social integration of persons with disabilities according to the profile of the institution, studying in other educational institutions, in the conditions of a medical organization providing medical care in a hospital, at home, as well as receiving education in other forms (except full-time).
Law of the city of Moscow dated December 14, 2016 N 47.
7. Specialists of preschool educational institutions that correct health limitations and special (correctional) educational institutions provide advice to teachers of other educational institutions and parents (legal representatives) of persons with disabilities on their upbringing and education. The procedure for providing such assistance is determined by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 7. Education at home
1. For persons who, for health reasons, temporarily or permanently do not attend educational institutions, with the consent of their parents (legal representatives), the executive authorities of the city of Moscow create conditions for studying at home.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. Education at home is carried out by educational institutions on the basis of a medical report. The list of diseases, the presence of which gives the right to study at home, is determined in accordance with the regulatory legal acts of the Russian Federation.
3. Homeschooling is organized on the basis of an agreement between the executive authorities of the city of Moscow that manage education, the educational institution, the student and (or) his parents (legal representatives). The approximate form of the contract for homeschooling is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
4. Persons studying at home using distance learning technologies are provided with computer equipment, communications equipment and software at the expense of the budget of the city of Moscow for the period of education.
5. Correction of health limitations of persons studying at home is carried out on the basis of an agreement with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution. The approximate form of the contract is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 8
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
1. Executive authorities of the city of Moscow create conditions for training and education for persons with disabilities who are on long-term (more than 21 days) treatment in medical organizations that provide medical care in a hospital, in accordance with educational programs of the appropriate level.
(Part as amended by the Law of the City of Moscow of June 25, 2014 N 37; as amended by the Law of the City of Moscow of December 14, 2016 N 47.
2. Organizational issues of training and education provided for by this article are regulated by an agreement between a medical organization providing medical care in an inpatient setting and a state educational institution that implements educational programs of the appropriate level and is located, as a rule, in close proximity to this medical organization.
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
3. An approximate form of an agreement on the organization of training and education in a medical organization providing medical care in a hospital is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended by the Law of the City of Moscow of June 25, 2014 N 37; as amended by the Law of the City of Moscow of December 14, 2016 N 47.
4. Correction of health limitations of persons studying in a medical organization providing medical care in a hospital is carried out on the basis of an agreement with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution .
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
5. An approximate form of an agreement with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 9. Education of persons with disabilities living in stationary social service organizations
(Name as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
1. In order to carry out comprehensive medical, social and vocational rehabilitation of persons with disabilities living in inpatient social service organizations, structural subdivisions and (or) special classes (groups) are created in their structure by decision of the executive authority of the city of Moscow authorized by the Moscow Government that implement educational programs of the appropriate level, and labor training workshops in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow.
(Part as amended by the Law of the City of Moscow of June 25, 2014 N 37; as amended by the Law of the City of Moscow of December 14, 2016 N 47.
2. The organization of inpatient social services corrects the health limitations of the persons living in it, provides consultative, diagnostic and methodological assistance to their parents (legal representatives) on medical, social, legal and other issues, develops individually differentiated training programs implemented by them independently or with the involvement of state educational institutions that implement educational programs of the appropriate level.
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
3. An approximate form of an agreement on the organization of training in the conditions of the organization of stationary social services is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended by the Law of the City of Moscow of June 25, 2014 N 37; as amended by the Law of the City of Moscow of December 14, 2016 N 47.
4. Taking into account the needs of persons with disabilities in stationary social service organizations, permanent, five-day and daytime forms of stay are organized.
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
Article 10. Vocational education and employment of persons with disabilities
1. The executive authorities of the city of Moscow create conditions for persons with disabilities to receive primary vocational, secondary vocational, higher vocational, additional vocational education, vocational training in state educational institutions in accordance with the level of general education or vocational training they have by forming state assignments for training personnel and providing the educational process with adequate material and technical, didactic and methodological means of training, taking into account the specifics of the limitations of the health of these individuals and medical indications for training and work.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. State educational institutions of primary vocational, secondary vocational and higher vocational education carry out psychological, medical and pedagogical correction of health limitations of students, aimed at restoring or compensating impaired functions.
3. When mastering basic and additional professional educational programs using distance learning technologies, disabled people, including disabled children studying in basic professional educational programs of primary vocational, secondary vocational and higher professional education, are provided with computer equipment, communications equipment for the period of education and software at the expense of the budget of the city of Moscow.
4. The executive authorities of the city of Moscow take measures to employ persons with disabilities upon graduation in accordance with the education and (or) professional training received in the manner established by federal legislation, laws and other regulatory legal acts of the city of Moscow, by providing services for professional orientation and adaptation, creation of additional jobs for the disabled and specialized organizations employing the disabled, reserving and quoting jobs for the disabled, taking into account the options for the labor forecast of persons with disabilities, providing subsidies to enterprises and organizations employing the disabled.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 11. Psychological-medical-pedagogical commissions
1. In order to identify children with disabilities and (or) deviations in behavior, conduct a comprehensive examination of them and prepare recommendations for providing them with psychological, medical and pedagogical assistance and organizing their upbringing and education, a central executive body of the city of Moscow authorized by the Government of Moscow (city) and territorial (district) psychological-medical-pedagogical commissions.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. The procedure for organizing and the main areas of activity of psychological, medical and pedagogical commissions are determined in accordance with federal legislation.
3. Recommendations on the creation (change) of special conditions for training (education), contained in the conclusion of the psychological, medical and pedagogical commission, are binding on state educational institutions and non-state educational organizations in which persons with disabilities study.
Article 12
State educational institutions for children in need of psychological, pedagogical and medical and social assistance, special (correctional) educational institutions and preschool educational institutions that correct health disabilities provide persons with disabilities and their parents (legal representatives) with a comprehensive psychological pedagogical and medical and social assistance aimed at:
1) identification, psychological, medical and pedagogical diagnostics and correction of health limitations;
2) development of individual training programs and organization of individual and (or) group classes aimed at developing self-service skills, communication, elementary labor skills for people with complex and (or) severe health disabilities;
3) implementation of psychological and pedagogical support for persons with disabilities and their parents (legal representatives);
4) consultative, diagnostic and methodological assistance to parents (legal representatives) of persons with disabilities on medical, social, legal and other issues;
5) informational and methodological support of pedagogical and other employees of educational institutions in which persons with disabilities study;
6) implementation of a comprehensive system of measures for social adaptation and vocational guidance of persons with disabilities.
Article 13
1. In order to provide comprehensive psychological, pedagogical and medical and social assistance to persons with disabilities in infancy and early childhood from the moment they have developmental disorders of various functions or the risk of their occurrence at an older age in state educational institutions in which necessary conditions, an early intervention service can be set up.
2. The main activities of the early intervention service are:
1) conducting a psychological, medical and pedagogical examination of children in infancy and early childhood;
2) provision of comprehensive correctional and developmental assistance to children of infancy and early childhood;
3) providing advice to parents (legal representatives) on the upbringing and education of children and the organization of psychological and pedagogical support for the family of a child with disabilities in infancy and early childhood.
3. The executive authorities of the city of Moscow authorized by the Government of Moscow inform the population about early intervention services and the services they provide.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 14. Features of the admission of persons with disabilities to state educational institutions
1. Admission of persons with disabilities to state educational institutions is carried out in accordance with the general procedure established by federal legislation, laws and other regulatory legal acts of the city of Moscow for the admission of citizens to state educational institutions, taking into account the specifics established by this Law.
2. A state educational institution is not entitled to refuse to admit persons with disabilities to study due to the presence of such restrictions, except for cases established by federal legislation and the laws of the city of Moscow.
3. A refusal to admit a person with disabilities to a state educational institution may be appealed in accordance with the procedure established by federal legislation, laws and other regulatory legal acts of the city of Moscow.
Article 15
1. A person with disabilities is transferred to another educational institution or to another form of education on the basis of the conclusion of the psychological, medical and pedagogical commission and with the consent of the parents (legal representatives) of a minor child if he does not master the educational program in the chosen educational institution and according to the chosen form. The issue of transfer is considered, as a rule, after the end of the academic year, if an earlier date does not meet the interests of the student or pupil.
2. Joint upbringing and education of people with disabilities and people without such disabilities should not adversely affect the learning outcomes of the latter. In the event that the psychological, medical and pedagogical commission establishes the impossibility of joint education of persons with disabilities who successfully master educational programs, and persons who do not have such restrictions, on the basis of a decision of the self-government body of an educational institution, the executive authority of the city of Moscow, which manages in the field of education, in agreement with the parents (legal representatives) of minor children and taking into account the recommendations of the psychological, medical and pedagogical commission, takes measures to continue education for persons with disabilities in another educational institution or in another form of education.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 16. Final certification of persons with disabilities
1. The final certification of persons with disabilities is carried out in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow in an environment that excludes the influence of negative factors on the health status of such persons, and is organized taking into account the peculiarities of their psychophysical development and individual capabilities.
2. In order to realize the right of persons with disabilities to receive secondary vocational and higher vocational education, the executive authorities of the city of Moscow authorized by the Government of Moscow provide students with disabilities, upon their written application, with the opportunity to participate in a unified state exam conducted in the manner established by the federal legislation, and create organizational and technological conditions for them, taking into account their psychophysiological characteristics and recommendations of the federal executive body that exercises the functions of control and supervision in the field of education.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
3. Persons with disabilities who studied according to individual curricula and have not mastered the educational program of general education or educational programs for students, pupils with disabilities, including educational programs of special (correctional) educational institutions, are issued a certificate of graduation from an educational institution, in which indicates the subjects by year of study, the programs of which have been mastered. The categories of students, pupils who are issued a certificate of graduation from an educational institution, and the procedure for issuing a certificate are determined by the regulatory legal acts of the Russian Federation.
Article 17
(Name as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
The interaction of the executive authorities of the city of Moscow with organizations in the field of education of persons with disabilities is carried out on the basis of the following principles:
(Paragraph as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
1) ensuring the full and equal participation of persons with disabilities in education, social development and employment in accordance with their abilities and capabilities;
2) involvement of public organizations of people with disabilities and organizations that use the labor of people with disabilities in decision-making in the field of education and training of people with disabilities, the development of program documentation, the use of reinforcing and alternative methods, methods and formats of communication, educational methods and materials to provide support to people with disabilities in the qualitative development of educational material;
3) creation of an effective system of education and training of teachers involved in the education (education) of persons with disabilities, in the field of correctional pedagogy, special psychology, features of the psychophysical development of persons with disabilities, methods and technologies for organizing the educational and rehabilitation process for such persons;
4) stimulating the participation of organizations, associations of legal entities, public and state-public associations in providing the material and technical conditions for the educational process of persons with disabilities, the production of specialized educational, rehabilitation, medical equipment, technical training aids for them, the creation of jobs and targeted employment of people with disabilities.
Chapter 3. Financial and logistical support for the education of persons with disabilities
Article 18. Financing the education of persons with disabilities
1. Financing of state educational institutions in which persons with disabilities study is carried out at the expense of the budget of the city of Moscow on the basis of an individual staffing table in accordance with the financial cost standards approved by the Government of Moscow for the next financial year. The financial standards of costs include the costs of creating special conditions for the education (education) of persons with disabilities.
2. The costs of providing disabled people, including disabled children, with transport services for the period of education to attend state educational institutions are reimbursed in the manner determined by the Moscow Government.
3. Compensation of expenses to parents (legal representatives) for independent education of a child with disabilities at home in accordance with an individual training program is carried out in the manner established by the regulatory legal acts of the city of Moscow, in the amount of the costs of training (educating) a child in a state educational institution for corresponding level of education.
4. Compensation of expenses to parents (legal representatives) for the education of a person with disabilities in a non-state educational institution (organization) is carried out in the amount of the costs of his education in a state educational institution in the manner determined by the regulatory legal acts of the city of Moscow.
Article 19
1. The executive authorities of the city of Moscow create conditions in state educational institutions that provide training for persons with disabilities, conditions that provide an opportunity for such persons to have unhindered access to the buildings and premises of an educational institution, organize their stay and study in this institution: visual, sound and tactile media, handrails, ramps, special elevators, specially equipped training places, specialized educational, rehabilitation, medical equipment, as well as equipment and technical means of training for individual and collective use, including for organizing correctional and rehabilitation rooms, organizing training using distance learning technologies, organization of sports and mass events, nutrition, provision of medical care, recreational and therapeutic and preventive measures, household and sanitary and hygienic health care, performance of other functions necessary for the full-fledged education (education) of persons with disabilities and the implementation of the correction of health disabilities.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. The publication of textbooks and teaching aids, including digital educational resources, didactic and visual materials necessary for the education (education) of people with disabilities, is carried out at the expense of the budget of the city of Moscow, regardless of circulation.
Article 20
1. Executive authorities of the city of Moscow create conditions for special training of pedagogical and other employees involved in the training (education) of people with disabilities in the field of correctional pedagogy, special psychology, features of the psychophysical development of children with disabilities, methods and technologies of organization educational and rehabilitation process for such children.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. Pedagogical and other employees of state educational institutions involved in the training (education) of persons with disabilities are set additional payments in the manner determined by the Moscow Government.
3. Pedagogical workers who train people with disabilities using distance learning technologies are provided with computer equipment, communications and software.
4. A pedagogical worker with disabilities, in the presence of an appropriate conclusion of an institution of medical and social expertise, has the right to have an assistant.
5. The creation of the necessary conditions for the teaching activities of a teacher with disabilities is carried out in the manner established by federal legislation, laws and other regulatory legal acts of the city of Moscow.
Chapter 4. Final and transitional provisions
Article 21. Responsibility for violation of the requirements of this Law
Persons guilty of violating the requirements of this Law shall be liable in accordance with the legislation of the city of Moscow.
Article 22. Entry into force of this Law
1. This Law shall enter into force 10 days after its official publication, with the exception of part 3 of Article 10, parts 2-4 of Article 18, part 3 of Article 20 of this Law.
2. Part 3 of Article 20 of this Law shall enter into force 10 days after its official publication in relation to teachers who train persons with disabilities using distance learning technologies in basic and additional general education programs, and from January 1, 2011 - in in relation to teaching staff who train people with disabilities using distance learning technologies for basic and additional professional educational programs.
3. Part 3 of Article 10 and parts 2-4 of Article 18 of this Law shall enter into force on January 1, 2011.
Article 23. Transitional provisions
1. Prior to the creation in state educational institutions of the conditions provided for by Part 1 of Article 19 of this Law, in order to organize the system of inclusive education, the executive authorities of the city of Moscow, which manage in the field of education, in accordance with the needs of the population in the provision of relevant educational services, a state educational institution is determined (institutions) on the territory of the administrative district (district) of the city of Moscow, the conditions for the implementation of the educational and rehabilitation process in which are closest to those defined by this Law.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. In the implementation of inclusive education, before the creation in a public educational institution of the conditions provided for by paragraph 1 of Article 19 of this Law, in order to ensure a balance of interests of students with disabilities and students who do not have such restrictions, as well as conditions for the successful work of teachers in by decision of the executive authority of the city of Moscow authorized by the Government of Moscow, taking into account the recommendations of the psychological, medical and pedagogical commission in the class (group), a smaller occupancy may be established, and the ratio in the class (group) of persons with disabilities and persons without such disabilities, students for full-time education, is determined in such a way that co-education does not interfere with the successful development of educational programs.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
3. The provision of subsidies provided for by Part 4 of Article 10 of this Law is carried out in the manner established by the regulatory legal acts of the city of Moscow in accordance with the law of the city of Moscow on the budget of the city of Moscow for the corresponding financial year and planning period.
4. Prior to the entry into force of part 2 of article 18 of this Law, the executive authorities of the city of Moscow create conditions for transport services for persons with disabilities, including children with disabilities, for the period of education in order to ensure the possibility of their delivery to state educational institutions by the beginning of training sessions and by place of residence after graduation.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
5. Providing students and teachers with disabilities with the services of assistants, sign language interpreters is carried out in accordance with the individual staffing tables of state educational institutions within the funds for ensuring the main activity.
Mayor of Moscow
Yu.M. Luzhkov
Revision of the document, taking into account
changes and additions prepared
JSC "Kodeks"
