1 .The first inclusive educational institutions appeared in Russia at the turn of 1980-1990. In Moscow in 1991, at the initiative of the Moscow Center for Curative Pedagogics and a parent public organization, the school of inclusive education "Ark" (No. 1321) appeared.

Since the autumn of 1992, Russia beganproject implementation "Integration of Persons with Disabilities". As a result, pilot sites for the integrated education of disabled children were created in 11 regions. Based on the results of the experiment, two international conferences were held (1995, 1998). On January 31, 2001, the participants of the International Scientific and Practical Conference on the Problems of Integrated Education adopted the Concept of Integrated Education for Persons with Disabilities, which was sent to the educational authorities of the subjects of the Russian Federation by the Ministry of Education of the Russian Federation on April 16, 2001. In order to prepare teachers to work with children with disabilities, the collegium of the Ministry of Education of the Russian Federation decided to introduce the courses “Fundamentals of special (correctional) pedagogy” and “Peculiarities of the psychology of children with disabilities” into the curricula of pedagogical universities from September 1, 1996. Immediately there were recommendations to institutions of additional vocational education of teachers to include these courses in the plans for advanced training of teachers in general education schools.

According to the Ministry of Education and Science of the Russian Federation, in 2008-2009. the model of inclusive education is being introduced as an experiment in educational institutions of various types in a number of subjects of the Federation: Arkhangelsk, Vladimir, Leningrad, Moscow, Nizhny Novgorod, Novgorod, Samara, Tomsk and other regions.

Work in Moscowmore than one and a half thousand secondary schools , of which only 47 are under the program of inclusive education.

Current Russian legislation in the field of inclusive education

To date Inclusive education on the territory of the Russian Federation is regulated by the Constitution of the Russian Federation, the Federal Law "On Education", the Federal Law "On the Social Protection of Disabled Persons in the Russian Federation", as well as the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms.

In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities. Article twenty-four of the Convention states that, in order to realize the right to education, States partiesshould provide inclusive education at all levels and lifelong learning.

Ratification of the Convention on the Rights of Persons with Disabilities .

Moscow City Duma plans until the end of 2009 “On the Education of Persons with Disabilities in Moscow”, despite the absence of a similar federal law.

Other education options for children with disabilities

In addition to inclusive education, there are other options for educating children with disabilities in Russia:

Special schools and boarding schools - educational institutions with round-the-clock stay of students, created in order to assist the family in the upbringing of children, the formation of independent living skills, social protection and the full disclosure of the creative abilities of children. Also on the territory of the Russian Federation there is a system of boarding schools for social protection, in which various educational programs are carried out by social educators. However, de jure, such boarding schools are not educational institutions and cannot issue a certificate of education. In 2009, a special educational standard began to be developed for boarding schools.

Correctional classes of secondary schools - a form of differentiation of education that allows solving the problems of timely active assistance to children with disabilities. A positive factor in this case is that children with disabilities have the opportunity to participate in many school activities on an equal basis with their peers from other classes, as well as the fact that children study closer to home and are brought up in a family.

Home schooling - an option for teaching children with disabilities, in which teachers of an educational institution and conduct classes with him directly at his place of residence. In this case, as a rule, education is carried out by teachers of the nearest educational institution, however, in Russia there are also specialized schools for home-based education of children with disabilities. Homeschooling can be a general or supportive program tailored to the student's abilities. Upon completion of training, the child is issued a school leaving certificate of a general form indicating the program in which he was trained.

Distance learning - provided to disabled children with the help of a specialized information and educational environment based on the means of exchanging educational information at a distance (satellite television, radio, computer communications, etc.). To implement distance learning, multimedia equipment (computer, printer, scanner, webcam, etc.) is required, with the help of which the child will be connected to the distance learning center. During the educational process, both the teacher and the child communicate online, and the student completes tasks sent to him in electronic form, followed by sending the results to the distance learning center.

Today in Russia, with the help of distance learning, you can get not only secondary, but also higher education - many domestic universities are actively involved in distance learning programs.

In addition to general education schools operating under the inclusive education program, in the capital for children with disabilities, which ensures the creation of an individual adaptive environment for them - compensatory (234) and combined (426) types of kindergartens, special (correctional) schools and boarding schools (54), primary schools - compensatory type kindergartens ( 29), secondary educational institutions "School of Home Education" (14), secondary educational institutions "School of Health" (81), sanatorium-forest schools (4), sanatorium boarding schools (3), educational centers (2), educational institutions for children in need of psychological, pedagogical and medical and social assistance (54), institutions of primary and secondary vocational education (45).

In the near future, the Moscow City Duma will consider in the first reading the draft law "On the education of persons with disabilities in Moscow."

According to the draft law, the number of disabled children in an inclusive school will be limited - no more than 10% for the entire school and no more than three people in one class.

As Moscow City Duma deputy Yevgeny Bunimovich explained, an inclusive school cannot have 50% of children with disabilities, because then it will not be an inclusive school, but a specialized one, 10% is .

According to Tatyana Potyaeva, deputy chairman of the Moscow State Duma commission on science and education, the admission of disabled children to a general education school should be , that is, it must be mandatory that he can study at a comprehensive school.

On September 1, 2009, teachers of school No. 518, working under the program of inclusive education, Dmitry Medvedev that the financing of inclusive schools is carried out, as well as mass, general education - per capita. According to teachers, the costs of the school, which has taken on the mission of educating special children, do not fit into this standard. Teachers spoke in favor of the need to finance children in inclusive education in the same way as in a specialized correctional school.

In 2009, the Moscow authorities planned 63.1 thousand rubles for the maintenance of one student, a pupil of state educational institutions. For comparison, in 2008, 48.8 thousand rubles were allocated from the budget for a student of a secondary school.

These funds are only available for . They are prohibited from buying computer equipment, carrying out current and major repairs, paying for utilities or school meals, and using them for holding socially significant events.

- a necessary component of inclusive education, opening the way for children with disabilities to learn together with their peers.

School entrance

For disabled children with a violation of the musculoskeletal system, a ramp must be installed at the entrance to the school. The ramp should be gentle enough (10-12o) so that a child in a wheelchair can independently climb and descend along it. The width of the ramp must be at least 90 cm. The necessary attributes of the ramp are the fencing (height - at least 5 cm) and handrails (height - 50-90 cm), the length of which must exceed the length of the ramp by 30 cm on each side. The guard rail prevents the stroller from slipping. Doors must open in the opposite direction from the ramp, otherwise the child in the stroller may slide down. The entrance to the school is recommended to be equipped with a bell to warn the guards.

For visually impaired children, the outermost steps of the stairs at the entrance to the school must be painted in contrasting colors. Stairs must be equipped with railings. The door also needs to be made in a bright contrasting color. Opening parts should be marked on glass doors with bright paint.

The interior of the school

Corridors around the perimeter of the school must be equipped with handrails. The width of the doorways must be at least 80-85 cm, otherwise a person in a wheelchair will not pass through it. In order for a person in a wheelchair to reach the upper floors, at least one elevator must be provided in the school building (it may be necessary to restrict access to it for other students), as well as stair lifts. If the school has a pay phone, it should be hung at a lower height so that a child in a wheelchair can use it.

For visually impaired children, it is necessary to provide for a variety of relief flooring: when the direction changes, the floor relief also changes. It can be both floor tiles and just carpets. The extreme steps inside the school, as well as at the entrance, need to be painted in bright contrasting colors and equipped with railings. The names of classrooms should be written on tablets in large print in contrasting colors. It is necessary to duplicate the names in Braille.

school locker room

Disabled children need to allocate a zone away from the aisles and equip it with handrails, benches, shelves and hooks for bags and clothes, etc. You can also allocate a separate small room for these purposes.

School canteen

In the dining room, an impassable area for students with disabilities should be provided. It is recommended to increase the width of the aisle between tables for free movement in a wheelchair to 1.1 m. It is desirable that these tables be in close proximity to the buffet in the dining room. At the same time, it is undesirable to put disabled children in the dining room separately from other classmates.

school toilet

In school toilets, it is necessary to provide one specialized toilet cubicle for people with disabilities with a violation of the musculoskeletal system (including wheelchair users) with dimensions of at least 1.65 m by 1.8 m. The width of the door in a specialized cabin should be at least 90 cm .In the cabin near one side of the toilet, there should be free space for placing a wheelchair to allow transfer from the chair to the toilet. The cabin must be equipped with handrails, rods, hanging trapezes, etc. All these elements must be firmly fixed. At least one sink in the toilet should be provided at a height of 80 cm from the floor. The bottom edge of the mirror and electric hand dryer, towel and toilet paper are placed at this height.

Gym

The locker room, shower room and toilet at the gym for disabled children with disorders of the musculoskeletal system must also be equipped with wide passages and doorways, the width of which must be at least 90 cm. The wheelchair must enter the shower cabin entirely.

School library

In the reading room of the school library, part of the lending department must be lowered to a level no higher than 70 cm. Several tables must also be made at this height.

Books that are in the public domain and a card file are recommended to be located within the reach (outstretched arm) of a person in a wheelchair, i.e. no higher than 1.2 m with a passage width at the racks or at the file cabinet of at least 1.1 m.

classrooms

In classrooms, a child with a disability needs extra space to move freely. The minimum size of the student seat for a child in a wheelchair (taking into account the turn of the wheelchair) is 1.5 x 1.5 m.

For disabled children with disorders of the musculoskeletal system, additional space should be provided near the desk for storing a wheelchair (if the child changes from it to a chair), crutches, canes, etc. The width of the passage between the rows of tables in the classroom should be at least 90 cm. The same width should be at the front door without a threshold. It is also desirable to leave a free passage near the board so that a child in a wheelchair or on crutches can move there safely. If classes are held in a classroom where the board or any equipment is on an elevation, this elevation must be equipped with a ramp.

Visually impaired children should be equipped with single student places, allocated from the total area of ​​​​the room with a relief texture or carpeted floor surface. It is necessary to pay attention to the lighting of the desktop at which a child with poor eyesight sits and remember that what is written on the board must be voiced so that he can receive information. The desk of a visually impaired child should be in the front rows from the teacher's table and next to the window. When a lecture form is used, a student who is visually impaired or blind should be allowed to use a voice recorder - this is his way of taking notes. The aids that are used in different lessons should be not only visual, but also embossed so that a blind student can touch them.

Children with hearing impairments must equip student places with electro-acoustic devices and individual headphones. In order for hearing-impaired children to better orient themselves, signal lights should be installed in the classroom to indicate the beginning and end of lessons.

school area

To ensure the safety and unhindered movement of children with disabilities on the school territory, a smooth, non-slip asphalt pavement of pedestrian paths should be provided. Small level differences on the way must be smoothed out. Lattice ribs on pedestrian paths should be located perpendicular to the direction of movement and at a distance of no more than 1.3 cm from each other. In several places, a ramp with a width of at least 90 cm should be arranged from the curb stone of the sidewalk. To do this, it is recommended to cover the surface of the path with guiding relief strips and bright contrasting colors. Bright yellow, bright orange and bright red are considered optimal for marking.

According to the Minister of Health and Social Development Tatiana Golikova as of August 2009, , 12.2% of them currently live in boarding schools. The number of children recognized as disabled for the first time is 67,121 people. 23.6% of disabled children suffer from diseases of various organs and metabolic disorders, 21.3% - mental disorders and .

According to Tatyana Golikova, if in 2006 , then in 2008 this indicator decreased and amounted to 191.8.

According to the Ministry of Education, in the 2008-2009 academic year , in the correctional classes of ordinary schools - 148.074 thousand children with disabilities. In correctional schools and boarding schools - 210.842 thousand children with disabilities and children with disabilities.

In Moscow, according to the mayor of the capital, Yuri Luzhkov, as of September 2009, , of which 1.2 thousand are hard of hearing or deaf children.

According to the head of the education department Olga Larionova, (data as of May 2009). Half of them are in secondary schools, 35% - in special correctional schools, 5% - in technical schools and universities, 11% - in kindergartens. At the same time, about one and a half thousand disabled children receive general secondary and additional education at home - remotely.

Topic: How long will inclusive education in Russia remain exclusive?

1. Who needs inclusive education today? 2. Is society ready for the introduction of inclusive education (perception stereotypes, legal framework, school infrastructure, methodological framework, teaching staff, etc.)? 3. What obstacles exist in this direction? Who can help fix them? 4. Will anything change after the G8 leaders get acquainted with the Civil G8 recommendations on the education of the disabled?

Vladimir Kolkov, Professor, Department of Social Policy and Social Work, Moscow University for the Humanities

1. Everyone, especially children with disabilities. A disabled child is a kind of stigma, a sentence… Inclusive education gives him the opportunity to exercise his rights. How to explain to a preschooler who was talking with peers in the yard that he will not go to the nearest school, but to a special one? This is the undoubted support of parents raising such a child. He has health problems, but when a child communicates with peers, his environment becomes an important factor in social integration. School inclusive education will make learning more accessible, taking into account the individual needs of children with disabilities. It will also provide an opportunity to use flexible educational technologies that allow to fully realize the abilities of both gifted children and children with developmental delays. Civil society - to realize the potential for the protection of human rights, which contributes to the establishment of humanism and tolerance in the system of public relations. Inclusive education for the state will contribute to the implementation of constitutional guarantees, compliance with international agreements.

In order to implement the Salamanca Declaration in Russia(Adopted at the World Conference on Education for Persons with Special Needs: Accessibility and Quality. Salamanca (Spain), 7-10 June 1994) on the principles, policies and practices in the field of education of persons with special needs, with the support of the UNESCO Moscow Office, the Ministry of Education of the Russian Federation and the Institute of Correctional Pedagogy of the Russian Academy of Education, the Concept of Integrated Education of Persons with Disabilities (with specific educational needs) was developed. The concept is an attempt to implement international standards, taking into account Russian specifics.

2. Society is split into pieces. One - as a rule, these are non-governmental (public) organizations and parent associations that actively support the idea of ​​inclusive education. The second is rather indifferent to this issue, and the administration, teachers and parents of children in general education schools often take a negative position. This is largely determined by their unwillingness to accept a child with special educational needs into school. Unlike the Agency for Social Information, which organized the discussion “How long will inclusive education remain exclusive?” (July 21, Independent Press Center), most of the media are experiencing a clear lack of interest in this issue. It is impossible to change attitudes towards persons with disabilities without addressing society itself. An illustrative example of the formation of public opinion by Western cinema. If this is not an action movie or science fiction, then the main character of the film is either a sick person, or a representative of some minority for whom the viewer feels sympathy. A number of films ("One Flew Over the Cuckoo's Nest", "Rain Man", "Mercury Rising") are directly addressed to the world of people living as if in another dimension due to their state of health. Today, general education schools have a lot of problems and only a few of them can introduce inclusive education. I had to work with students with disabilities in a regular group, I must admit, I experienced certain difficulties.

3. Objective obstacles - the unpreparedness of most of the pedagogical and parental community for the introduction of inclusive education. Subjective ones can be presented in the form of the thesis "it is necessary, but so far the society is not ready because of the contradiction of the current situation." However, there is no contradiction. Inclusive education is a world-class requirement. And this is fair. In our country, the discussion on inclusive education comes down to discussing the trend of closing special schools and transferring them to general education. This position seems dangerous to me. If we acknowledge the existence of children with special educational needs, then we must provide them with teachers and create conditions under which they will receive an education and prepare for independent living. The traditions of domestic special pedagogy are unique and recognized by specialists from all over the world. It's not about closing something and handing it over to someone else. The essence of the discussion around inclusive education lies, in my opinion, in the observance of the rights of the child, which are realized in the right to choose a special or inclusive education, and the readiness to accept him in a general education school.

4. The very appeal to inclusive education at this level means the recognition of this problem and the readiness to solve it.

Boris Belyavsky, Deputy Head of the Department of Social Protection of Childhood and Special Education of the Ministry of Education and Science of the Russian Federation

1. Ideally, inclusive education is ideally needed by the whole society, especially children with disabilities.

2. Unfortunately, society is not yet ready for the full-scale introduction of inclusive education. The lack of an accessible environment for disabled children in educational institutions (ramps, lifts, equipped toilets, light and sound signals, inscriptions in Braille), as well as technical means of rehabilitation (sound amplifying equipment for collective and individual use for the deaf and hard of hearing; reading complexes for blind) is not the most important thing in realizing the right of children with disabilities to inclusive education.

3. The most difficult thing on the way to the introduction of inclusive education is to overcome the stereotype of perception of a child with a disability by teachers of educational institutions. As practice shows, primary school teachers are more loyal to such children than subject teachers. This is evidenced by the following fact: in grades I-IV of general education schools, children with intellectual disabilities and mental retardation study together with healthy peers, and in grade V they are transferred to special (correctional) educational institutions of VII-VIII types or special (correctional) classes . Work on the inclusive education of disabled children in Russian schools began in the early 80s with the opening of classes for children with hearing impairments in general education schools (Nizhny Novgorod, Omsk, etc.) and groups in preschool educational institutions (Moscow, St. Petersburg and others) initiated by Emilia Leonhard(Russian specialist in the education and rehabilitation of children with hearing impairments, creator of his own methodology, head of the Leonhard Center for Education and Socio-Cultural Rehabilitation of Deaf and Hard of Hearing Children (Moscow), author of the books “I do not want to be silent”, “Always together”, “Development speech of children with hearing impairment in the family").

2. Since the autumn of 1992, within the framework of the Russian-Flemish agreement, the implementation of the project "Integration of Persons with Disabilities" began. As a result, pilot sites for the integrated education of disabled children have been created in 11 regions. Based on the results of the experiment, two international conferences were held (1995, 1998). Much attention is paid to this issue by researchers from the Institute of Correctional Pedagogy of the Russian Academy of Sciences. January 31, 2001 participants of the International Scientific and Practical Conference on the Problems of Integrated Education(Actual problems of integrated learning: adopted the Concept of Integrated Education of Persons with Disabilities, which was sent to the educational authorities of the constituent entities of the Russian Federation by the Ministry of Education of the Russian Federation on April 16, 2001 (letter No. 29/1524-6). In order to prepare teachers to work with children with disabilities, the collegium of the Ministry of Education of the Russian Federation decided to introduce the courses “Fundamentals of special (correctional) pedagogy” and “Peculiarities of the psychology of children with disabilities” into the curricula of pedagogical universities from September 1, 1996. Immediately there were recommendations to institutions of additional vocational education of teachers to include these courses in the plans for advanced training of teachers in general education schools. Unfortunately, not all institutions implement the Board's decision.

4. I have no hope for significant changes in the field of education of people with disabilities, in particular, their inclusion in general education programs, after the meeting of the G8 leaders. The mechanical transfer of children to inclusive education in the near future may lead to the massive closure of special (correctional) educational institutions. At the same time, conditions for the education of disabled children in mass schools will not be created: this will require large additional funding. The Ministry of Finance and the Ministry of Economic Development of the Russian Federation, as always, have no funds for the needs of the education of the disabled. Without the creation of a barrier-free environment and the training of teaching staff, the education of disabled children will turn into a formality. Thus, general education for them will be generally inaccessible. There is only one way out - the inclusion of inclusive education for people with disabilities as one of the directions in the national project "Education". This requires a desire to solve this problem, first of all, on the part of the leadership of the Ministry of Education and Science of the Russian Federation.

Andrei Babushkin, Chairman of the Committee for Civil Rights

1. In Russia, inclusive education is needed, first of all, by the authorities. People who do not have education due to limited health opportunities fall out of social, economic, political processes. The government should provide them with equal opportunities. Secondly, to the disabled themselves and their relatives. Third, entrepreneurs. There are many talented people among the disabled who, thanks to inclusive education, could become specialists. We can say that inclusive education is necessary for society as a whole. When we prevent people from getting an education, they feel inferior. Such people are pushed to the sidelines of life, including being criminalized.

3. The main obstacle, in my opinion, is that in Russian society everything is designed for a healthy person, the social sphere is destroyed. Although the social nature of our society is declared in the Constitution of the Russian Federation, it is not provided with either personnel or material resources, or the attention of the state to this problem. Talk about the need for equal opportunities for people with disabilities has been going on for a long time, but still remains just talk. There is neither an appropriate department in the relevant ministry, in this case the Ministry of Education and Science of the Russian Federation, nor specialists. This is one of the main obstacles.

4. The G8 Forum is an information-energetic and strong-willed impetus to solving this problem. But the fact that the leaders of the G8 countries simply got together and talked did not lead to any changes. To change something in the education system means to give people with disabilities buildings, money, benefits, to provide them with the opportunity to travel to the place of education, to create an appropriate database, dozens of organizational, methodological, administrative, legal measures. From the conversations themselves, it is unlikely that anything will change. I think that the Federal Target Program for Inclusive Education should be developed. There should be control over the implementation of the program at four levels (educational authorities, public organizations, the prosecutor's office, the control department of the presidential administration). In general, this is a very time-consuming process that will cause a lot of resistance.

Svetlana Suvorova, member of the Central Council of the public movement "Education for All!"

1. Everyone needs joint education - both disabled children and their peers: in the future they will live together. This will give children with disabilities the necessary experience of teamwork, defeats and victories, teach them to communicate, make friends. On the other hand, the presence in kindergartens and schools, children's groups of disabled people who need help can become a factor in the moral education of healthy children. Naturally, with appropriate pedagogical support. Perhaps the joint activities of children, the help and support that children and teachers can show in relation to disabled people will finally help to humanize our school. At the same time, for some children, it is precisely in special (correctional) education that they need - kindergartens and schools that work according to special programs and use special techniques, forms and teaching methods. In some cases, only they make it possible to correct those developmental pathologies that directly affect the educational opportunities of the child. Special (correctional) educational institutions exist in most developed countries. In Russia, there are a little more than 1,600 of them throughout the country - for the blind and visually impaired, and for the deaf and hearing impaired, and for children with severe intellectual disabilities. Moreover, these schools accept children living not only in cities, but also in remote villages. It is not very clear to me what caused the heated discussion around the expediency of the existence of special (correctional) educational institutions. I think even an amateur understands that in order to integrate a deaf-deaf child into society, years of work by psychologists, speech pathologists, and special teachers are needed. Just pushing a blind-deaf child into a kindergarten or a public school is not an inclusive education! This will deprive him of the opportunity to grow up as a person who speaks, who can read, interact with the world and others. Another thing is interesting. For some reason, discussions on the topic of inclusive education concern kindergartens and schools. All the time it is said about the need for the joint stay of children in these educational institutions. But in addition to kindergartens and schools, there are various forms of extracurricular work with children (circles, sections, clubs, art houses). There are practically no obstacles to the common activities of healthy children and children with disabilities. Why, say, they cannot study in a soft toy circle, in a choir or an art studio? Why is this type of integrated education practically not talked about? Why is it not promoted and developed? And why are we not discussing the need for additional funding for the stay of disabled children in these institutions? Another form of educational, developmental work with children is health camps (summer and winter). Why do most health institutions exist separately - some for the disabled, others for the healthy?

2. In the discussion of the prospects for inclusive education, we always talk about disabled children in general, about disabled people in principle. But disabled people are different. There is a significant proportion of children with disabilities who, from the point of view of education, are not disabled. For example, who can explain why even in such a seemingly prosperous city as Moscow, a child after cancer treatment does not study with his peers in a regular school? Yes, according to the documents, he is a disabled person who can be exempted, for example, from physical education lessons. But he can attend other classes. The same applies to children who have become disabled due to spinal injuries, kidney disease, diabetes and other diseases. From the point of view of medicine, they are disabled, and from the point of view of education, they are perfectly healthy children. Why are they not accepted into schools, why do they study at home, the quality of which is much worse than usual, if only because even the number of teaching hours here is much less. Not to mention the dubious quality of studying physics, chemistry and the foundations of other scientific disciplines at home. That is, some children with disabilities, strictly speaking, have nothing to do with inclusive education. In fact, they are ordinary school-age children with certain health problems. The fact that they do not study in mainstream schools along with the rest is the fault of education authorities and school principals who do not want to take responsibility for students who need at least minimal attention. So these children sit at home under the supervision of their mothers or grandmothers. The readiness of society for the introduction of inclusive education is largely determined by the policy of the state, the highest authorities. It can be characterized by two terms: "segregation" and "discrimination". This policy is especially evident in the sphere of education and labor. For example, if a citizen of Russia has issued a disability, and even, God forbid, I or II groups, the Constitution of the Russian Federation actually ceases to apply to him and is replaced by another document - the conclusion of a medical and social examination and an individual rehabilitation program (IPR). What I mean? According to the legislation, one of the instruments of social protection of disabled people is the design of an individual rehabilitation program for them, which indicates all the needs of a disabled person in terms of social protection. I emphasize - "the need for social protection measures." The IPR draws up a federal institution of medical and social expertise (ITU) simultaneously with the assignment to each disabled person of I, II or III disability groups. According to the law "On the social protection of persons with disabilities in the Russian Federation" (Article 8), "the decision of the institution of medical and social expertise is binding on the relevant state authorities, local governments, as well as organizations, regardless of organizational and legal forms and forms of ownership" . Everything is thought out in the legislation. The country has a special body that could become an effective tool for the social protection of the disabled. However, the Ministry of Health and Social Development of the Russian Federation, which is subordinate to the ITU, issues Order No. 535 dated August 22, 2005 "On approval of the classifications and criteria used in the implementation of medical and social examination of citizens by federal state institutions of medical and social examination." Section III of the document contains a clause regarding the restriction of a citizen’s ability to learn: “the ability to learn is the ability to perceive, memorize, assimilate and reproduce knowledge (general educational, professional, etc.), master skills and abilities (professional, social, cultural, everyday )". The paper identifies three reasons for learning disabilities. The first is the ability to learn, as well as to receive education of a certain level within the framework of state educational standards in general educational institutions using special teaching methods, a special training mode, using, if necessary, auxiliary technical means and technologies. The second is the ability to study only in special (correctional) educational institutions for students, pupils with developmental disabilities or at home according to special programs using, if necessary, auxiliary technical means and technologies. The third is learning disability. That is, the Constitution of the Russian Federation gives the right to education to all citizens without exception. But the opportunity to use this constitutional right for a certain category of citizens is regulated by a narrow group of people (ITU members) and a departmental order of the Ministry of Health. It is they who determine the ability of a disabled person to exercise his right to education without the need to comply with procedural procedures and lawyers, without determining the mechanisms for conducting an independent examination. Instead of an instrument of social protection of citizens, medical and social expertise actually becomes an instrument of restriction of rights, and this is discrimination. Of course, a significant share of the responsibility for a document that is deliberately discriminatory against persons with disabilities lies with the Ministry of Education that approved it. The Ministry of Education and Science of the Russian Federation, as the main state agency in the field of education, actually refused to participate in the formation of the state educational policy in relation to the disabled. Following the example of the federal ministry, the educational authorities of the constituent entities of the Russian Federation began to liquidate and reduce their departments and departments of special (correctional) education. Thus, in our country there is no management structure that is interested in the development of education for people with disabilities and, accordingly, ensures the quality of their education. The problems of education of disabled people are not reflected in the Federal Target Program for the Development of Education for 2006-2010 and the priority national project "Education". At present, the role and place of education of citizens with disabilities in the course of reforms has not been determined. The tasks of developing and implementing innovative technologies in this area - inclusive and distance education - have not been set. Measures established by law to create an accessible environment for disabled people in educational institutions are not planned and are not observed. The main directions of vocational education and training for work of young people with disabilities have not been formulated. Through the efforts of the federal authorities, the education of disabled people is excluded from the systemic process of the development of education. With each new legislative act or normative document, disabled people are forced out of equal subjects of education. The introduction of co-education is not just a mechanical transfer of disabled children to kindergartens and general education schools. This is a process that requires managerial, organizational, economic, regulatory, methodological and personnel support. For more than 20 years, the Institute of Correctional Pedagogy of the Russian Academy of Education, other scientific and educational institutions have been developing methodology and providing integrated education for children and adolescents with special educational needs. However, the fruits of their many years of work are not in demand by the bodies implementing the state policy in the field of education in the country. The intellectual products of Russian scientists and specialists in the field of modern forms of education for disabled people - integrated, remote - are bought by Germany, Great Britain, Finland, Lithuania. However, our government does not consider it necessary to spend money on the education of those citizens whom it considers obviously inferior. The Russian authorities do not want to see the future Academician Pontryagin in a small blind child!(Lev Semenovich Pontryagin (1908-1988), Soviet mathematician, academician of the USSR Academy of Sciences. At the age of 14, he lost his sight as a result of an accident) .

And in our country, the point of view of power structures largely determines the opinion of the public. The introduction of inclusive education is only one of the components of the general problem of discrimination against persons with disabilities in our country. Until we solve this big problem, we will not be able to successfully solve the private ones.

3. Russia is one of the few developed countries that does not have an anti-discrimination law that ensures the right of citizens with disabilities to special education. In the USA it was adopted in 1975, in Sweden in 1980, in the Netherlands in 1985, and in the UK the Education Acts of 1985-1991 were adopted. In our country, the draft law "On the education of persons with disabilities" has been developed for more than 10 years. The largest managers, lawyers, psychologists, defectologists took part in its creation. Back in January 2001, V. Putin instructed his administration to coordinate the text of the draft law with the drafters. However, it was not implemented, as a result of which the law protecting disabled people from discrimination in the field of education has not been adopted in Russia. We need this law! It is necessary to recreate at the federal level, in the Ministry of Education and Science of the Russian Federation, a unit responsible for the development of education for persons with disabilities and special correctional education. Include issues of development of education for disabled people in the priority areas for the development of the educational system of the Russian Federation, the Federal Target Program for the Development of Education for 2006-2010 and the priority national project "Education".

4. Maybe the Government of the Russian Federation, the Ministry of Education and Science, the Ministry of Health and Social Development, as well as other departments will familiarize themselves with international documents aimed at protecting the rights and dignity of people with disabilities and will gradually begin to introduce international standards of attitude towards people with disabilities and into the life of our country? Then, finally, their lives will begin to change in the direction of reducing suffering and injustice. And these changes will certainly affect not only the disabled. It would be great!

3. In Russian society, attempts have been repeatedly made to solve the problem of the socialization of children with disabilities, for example, through the creation of special rehabilitation centers. However, their main feature was that healthy teachers communicated with disabled children. In the case of inclusive education, healthy children communicate with children with disabilities. The article describes the experience of secondary school No. 11 in Novokuibyshevsk, Samara region, in creating an inclusive education system. It tells about the difficulties faced by the school, the first successes and failures, describes in sufficient detail the physical elements of a barrier-free environment. Particular attention is paid to the process of the entry of disabled children into the general educational process and extracurricular activities, their perception by ordinary children, their parents, and teachers. It tells about the activities to develop a tolerant attitude towards children with disabilities. The article may be useful in analyzing the experience of introducing inclusive education in Russia within a particular region.

Modern civil society is impossible without the active involvement of all its members in various activities, respect for the rights and freedoms of each individual, providing the necessary guarantees of security, freedom and equality.

This issue is especially relevant in the activities to involve people with certain physical disabilities (we would even say - rather features) in our social environment. The concept of a disabled person is inherently flawed, we attribute to these people an inferiority complex, in which they themselves begin to believe. Many opportunities in study, development, and sports are closed to them. The attitude of ordinary people towards the disabled is characterized by prejudice and prejudice. Moreover, in our society, this attitude is cultivated from childhood.

Our society faces the most acute problem of involving our fellow citizens who have some features of physical development in society, the problem of their active adaptation, socialization and development within society and for the benefit of society.

One of the options for solving this problem is the development of an institution of inclusive education in Russia, aimed at:

involvement of children with disabilities in the educational process;

socialization of children with disabilities in modern society;

creation of an active behavioral attitude in children with disabilities to confidently position themselves in modern society;

the ability to turn your shortcomings into virtues;

changing the attitude of modern society towards people with disabilities through the above-mentioned involvement of children with disabilities in our society.

The system of inclusive education includes educational institutions of secondary, vocational and higher education. Its goal is to create a barrier-free environment in the education and training of people with disabilities. This set of measures implies both the technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at their work and the development of interaction with people with disabilities, the development of tolerance and changing attitudes. In addition, special programs are needed to facilitate the process of adaptation of children with disabilities in a general education institution.

The system of inclusive education is just beginning its development in our country, but we can already give some examples of its successful implementation.

Secondary school No. 11 of the city of Novokuybyshevsk was founded in 1962. It is one of the oldest in the city, with its own traditions, a well-formed teaching staff. For the last 12 years, the school has been actively cooperating with the Svetlyachok Children's Rehabilitation Center, which trains children with special needs, disorders of the musculoskeletal system, cerebral palsy, and intellectual retardation.

With the development of the city, the increase in the population, the children's rehabilitation center could no longer cope with the increased workload. As a result, it was decided to launch an integrated education system for children with disabilities on the basis of the eleventh school, since its teachers had some experience working with such children.

The Committee on Family Affairs, Motherhood and Childhood, the city administration analyzed the achievements of the 11th school in the field of work with children with disabilities, assessed the school's personnel potential and invited the school director to participate in this program. This entailed the allocation of significant funds for the equipment of the physical environment in the school, as well as the training of teaching and service personnel.

Money for the program was allocated from the regional and city budgets. And most of it is from the city. The words of the deputy director for educational work: “But the fact that the city allocated huge funds, I think ... and the region allocated some funds so that we could create a barrier-free environment ". Various commercial organizations provided some assistance in the process of preparing the school within the framework of this project. In particular, this was expressed by the supply of funds and materials for the repair and refurbishment of premises. The merit in attracting sponsors in the main belongs to the director of the school, who personally visited the heads of various organizations with a request to provide all possible assistance.

Integrated education in the eleventh school is regulated by special legal documents, for which the “Regulations on the organization of integrated education” were created. It contains the following points:

Teacher Functions

Conditions for integrated learning and creating a barrier-free environment at school

Rights and obligations of parents

Rights and obligations of children.

In addition, a regulation on the psychological, medical and pedagogical council was developed, which separately prescribes the functions of a school psychologist and narrow specialists.

The functions of class teachers and subject teachers have undergone a change. This provision prescribes a differentiated approach to different children within the framework of a single general educational process.

Samples of regulatory and legal documents were provided by the Samara Center for Special Education, which oversees this area. The city resource center also made its contribution, which prepared regulations on the “Organization of integrated education for children with developmental disabilities” and “Analysis of the performance of diagnostic test tasks in mathematics”, as well as a number of other methods.

Nevertheless, many documents had to be finalized at the school on their own, taking into account the specifics of the school, as well as the characteristics of the children's illness.

School enrollment of children with disabilities is carried out at all stages of the educational process. A child can be enrolled from the first to the eleventh grade. This requires a written application by the child and his parents addressed to the principal of the school, as well as a certificate from the psychological, medical and pedagogical commission (PMPC), stating that such a student is not contraindicated for health reasons to attend a regular school. To date, the school has not rejected any applications.

An important role in the development of inclusive education in the region is played by the information support of this process, and, so to speak, a PR company. School enrollment of children with disabilities is carried out both by the school and by various city organizations. Information is placed in city newspapers, on radio and television. The set is made in all classes, from the first to the eleventh. The only condition is the approval of the PMPK. Teachers participate in various educational conferences, where heads of other educational institutions of the city, teachers participate. Special presentations of the school are held in various neighborhoods of the city, aimed at attracting the attention of disabled children and their parents.

An important role in the development of the system of inclusive education is played by the training of the personnel of an educational institution. When selecting school teachers who were entrusted with working with children with disabilities, their already existing experience in this area, communication skills, stress resistance, learning ability and other personal characteristics necessary for such work were taken into account.

The introduction of an inclusive education system in a particular school began with the training of teaching staff at special courses and seminars, where participants were exposed to certain aspects of joint learning, as well as general legal issues.

The system of inclusive education includes the creation of a physical barrier-free environment, which includes special mechanisms and devices for providing joint learning. Accordingly, the school staff had to undergo training in working with these devices both through Rostekhnadzor and in the organization supplying this equipment.

The educational process at school No. 11 is built on the principle of full involvement of all children in the educational process. The only exception, if I may say so, are homeworkers. Those who are not currently attending school.

When organizing the educational process, it was necessary to take into account the specifics of such children and, on this basis, already develop a strategy for synchronizing learning with ordinary children. Education starts from the first grade. At the same time, enrollment was also carried out in the senior (5th) grades. According to sanitary requirements, there should be no more than 23 children in the classes. At the same time, the number of children with disabilities should not exceed 4 people in a class.

The schedule of classes in an inclusive school complies with general educational regulatory legal acts. Teachers who lead classes in inclusive classes are engaged in calendar-thematic planning, within the framework of which work with children with disabilities is planned separately as part of the general educational process and vary the time spent on certain students in accordance with their academic performance and abilities. At the same time, children with developmental disabilities are given a little more attention, since their assimilation of the material is a little slower. The pace of the lesson is reduced, they are given only those tasks that allow them to work out some basic knowledge. However, this does not affect the general educational process, as well as the performance of other children.

The school is attended mainly by children with disabilities diagnosed with cerebral palsy. They are characterized by poor coordination of movements. In this regard, the form of performing various tasks and answering questions for such children is slightly different. They are trying to give them a smaller amount of written assignments, and if necessary, either cards are provided for them, with the answers they choose, or forms where such children put crosses (something like testing).

During the examination period, such children are given the opportunity to rehearse the examination process itself and assess their capabilities. How ready are they to take it and what kind of help do they need in the process of preparing and passing the exam. For this, separate audiences are allocated and teachers, like parents, are next to such children.

The system for passing the exam for such children also differs from the usual one. For them, the school provides a gentle form of passing the exam. At the same time, the child himself chooses whether he will take the exam or not.

At the same time, it is worth noting the slightly skeptical attitude of some teachers towards the participation of children with disabilities in the USE. They justify this by their rather quick fatigue, instability of attention, physical difficulties that prevent, for example, writing an essay. Preparation for the USE is currently carried out on a general basis, however, the issue of passing the USE by such children remains open.

The organization of joint learning provides not only the involvement of children with disabilities in the educational process, but also their active participation in the life of the school. An example of this can be matinees, school and city competitions, entertainment events within the framework of the school curriculum. At the same time, children with special needs in physical development are not only spectators of such events, but also take an active part in them. Living school life together enhances the joint socialization of children and makes it possible to overcome the stereotypes that have developed in society in relation to people with disabilities.

Like any new undertaking, the introduction of an inclusive education system in the city of Novokuibyshevsk was accompanied by certain difficulties. In addition to those described above, and this is the training of personnel and the selection of new employees who are ready to work within the framework of this program, the main difficulty was to break the wary, sometimes even negative attitude of all participants in this process towards joint learning.

First, it manifested itself in the attitude of parents of healthy children to this idea. Many did not support her, fearing that this would negatively affect the performance of ordinary students, but practice has proven otherwise.

Secondly, among the teachers, even despite the many years of cooperation between the school and the rehabilitation center "Svetlyachok", a wary attitude towards such children was manifested. The situation was corrected by a series of trainings and seminars held together with parents and teachers on the problems of joint learning.

However, the main participants in the inclusive education project - children - oddly enough, practically did not notice that new students appeared in their classes, differing from them both in appearance and in behavior. During the entire period of this program, not a single significant conflict between children was noted. Apparently, the earlier children with disabilities are included in the general group, the more successfully we manage to change the usual stereotype about the inferiority of people with disabilities in our society.

Let us say a few words about the features of the barrier-free environment created at the school as part of the inclusive education program. As part of the program, an automatic lift was purchased for the school, capable of lifting children with disabilities from the first to the top floor of the educational institution. The lift is aimed both at weakened children and for wheelchair users. The entrances to the building were equipped with special ramps, allowing wheelchair users to get inside without any problems.

Inside, the building was equipped with handrails along the entire length of school corridors and recreation areas to ensure the movement of children with disabilities inside the building. School toilets and classrooms were also refurbished.

For children with disabilities, special desks with supporting elements for books and notebooks were purchased. Lighting of school premises was modernized in accordance with the requirements of SES and PMPK. The school introduced elements of safety for children with disabilities, purchased equipment for the gym and a relaxation room.

In addition, as part of the inclusive education program, a minibus equipped with a hydraulic wheelchair lift was purchased for the needs of the educational institution, which makes it possible to include in the educational process even those children who cannot move independently and live at a considerable distance from the school.

The program of inclusive education has been working in Russia not so long ago. Accordingly, it is still too early for us to draw global conclusions about how successful it is and whether it justified the tasks assigned to it. However, the first results are quite encouraging. The experience of secondary school No. 11 shows that this system can be quite successful with the right approach and appropriate funding.

We see that there are no significant difficulties in the entry of children with disabilities into the school environment. They perceive themselves as equal in relation to other students, respectively, and the opposite attitude is also equal.

The technical equipment of the school makes it possible to join the educational process and extracurricular activities without much difficulty.

The training of the teaching staff allows such children to acquire the full amount of knowledge necessary in the future for admission to higher educational institutions and building a future career.

And most importantly, the assessment of children with disabilities of their place in this world, in our society, in our country is changing.

State budgetary preschool educational institution kindergarten No. 70 of the combined type of the Kirovsky district

Petersburg

Article

Subject: "Inclusive Education:

the real problem of modern education in Russia”.

Completed by: Vasilyeva Natalia Valerievna

senior educator

GBDOU kindergarten No. 70

Kirovsky district

Petersburg

St. Petersburg

2016

Now that we've learned to fly
through the air, like birds, swim underwater,
like fish, we lack only one thing:
learn to live on earth like people.
B.Show

“We live as we can, and THEY live as we will help.”

Behind this rhyme is the whole meaning of inclusion.

Inclusive education is, if I may say so, a whole philosophy of views and it is impossible to fit it into one speech. But we, modern educators, must know about this, have an idea about this and our own opinion.

Inclusion in translation is inclusion. Inclusive education is a specially organized educational process that provides a child with disabilities with education among peers in a general education institution according to standard programs, taking into account his special educational needs. The main thing in the inclusive education of a child with disabilities is the acquisition of educational and social experience together with peers. The main criterion for the effectiveness of inclusive education is the success of socialization, introduction to culture, development of the social experience of a special child along with the development of academic knowledge. Before talking about the problem, the mandatory solution of which life itself requires, I will read a short story.

In one city there lived a little girl, mobile, like all children, spontaneous and inquisitive. But trouble struck: the child fell ill, the doctors made a serious diagnosis - a fatal disease of the spine. Only a successful operation could save the baby's life. The doctors did their best, the danger passed, but one misfortune was replaced by another: after the operation, the girl's legs completely failed and she was forever chained to a wheelchair. It's time to go to school, peers heard the first school bell for them, and this girl was forced to sit in the apartment. True, teachers came to her and conducted lessons, she studied well, but the child's soul yearned for communication with her peers. Mom taught her daughter to knit and embroider. The girl was very hardworking and knew how to fantasize. She began to weave whole pictures. The brightest product of hers - a picture depicting a field of wheat, wildly earing against the backdrop of the rising sun, the baby gave to the mayor of the city in which she lived. The touched mayor told her that he would fulfill any of her desires and fulfill her most secret dream. The girl's family was considered poor, and the mayor thought that they would ask him for a computer or a mobile phone, or maybe an expensive imported wheelchair, he was ready to donate everything. But the desire did not concern any material goods. The girl admitted that more than anything else she would like to go to school with healthy children. The mayor must keep his word. The girl finished the 4th grade. By the beginning of the school year, a door was cut through the outer wall of the 5th grade school and a ramp was built so that the new student could go up and down it herself in a wheelchair. At the celebration of her real first call, the fifth grader enthusiastically said that she was the happiest in the world, that she would have many friends and she was the same as everyone else. The following year, the city financed the construction of an elevator to the 2nd floor of the school, where the physics, chemistry, and biology classrooms are located. The girl got the opportunity to visually and fully assimilate the secondary school curriculum. At first, peers shunned a classmate in a wheelchair, someone openly mocked her. The class teacher held constant conversations about kindness, sensitivity and philanthropy. It is difficult to get to children's souls, they are all different, but a real wise teacher can do everything. Gradually, the girl became a full member of the class, the children fell in love with her, and she had loved them for a long time. This story is by no means fiction, but a real story that happened in one of the schools. And it would be wonderful if all stories about special children ended so optimistically. Unfortunately, there are others: “My child is an idiot. He does not write or speak, he will never be able to study at school. Yes, we tried inclusion, and the teacher and students were not against us, but with obvious mental retardation and very problematic behavior, with wonderful children and educators, they did not pull it off. And most importantly, in such inclusion, my special child HIMSELF suffered the most…”

The idea of ​​inclusion implies the adjustment of the entire educational environment for a specific (and each) child with a disability. The main principle of inclusive education is “it is not the child who is adjusted to the conditions and norms existing in an educational institution, but, on the contrary, the entire education system is adjusted to the needs and opportunities of a particular child” ... In a word, a utopia. A great idea that brings disappointment to all participants in the educational process. And the question is not how real the introduction of inclusive education is, but how realistic it is to do it qualitatively... In our country, people started talking about inclusive education in earnest at the end of the first decade of this century. In 2009, the Institute for Problems of Inclusive Education was established at the Moscow City Psychological and Pedagogical University. In 2010, the concept of inclusive education was reflected in the National Educational Initiative "Our New School" by Dmitry Medvedev; in 2012 - in the National Strategy for Action in the Interests of Children for 2012-2017, approved by Vladimir Putin, and, finally, in the new law "On Education". The first steps of inclusive education in Russia turned out to be leaps and bounds at once - without a deep public and professional discussion, without providing educational institutions with tutors (accompanying), without reducing the class size to 6-8 students, etc. etc. Thus, in practice, a lofty idea began to turn into a profanation… The main problem of introducing inclusive education is not in “stereotypes and prejudices”, not in the “low culture of teachers” and not in the “unwillingness” of teachers to “accept” children with disabilities. And not even that teachers were not provided with specific methodological developments and technologies for teaching different categories of disabled children, offering only general philosophical postulates. The problem is that the very process of including a child with severe developmental disabilities in the curriculum of a mass school is very difficult, the very possibility of organizing the educational process and certification is extremely difficult, especially at the second stage of education, when difficulties associated with subject education are added. Nevertheless, officials responding to the appeal of the parents of a disabled child with a request (or demand) to place the child in a certain school need to “resolve the issue”, because there are the above (federal level) documents. Officials are not interested in how. Decide, period. And teachers are interested in precisely this “how”: how, within the framework of inclusiveness, to take into account the specifics of teaching children with various disabilities. For example, in correctional educational institutions of the VIII type (for children with mental retardation), mathematics is taught only in a subject-practical direction, that is, for use in everyday life. There is no chemistry or physics as such - they are studied within the framework of natural science. Students are not taught algebra - they simply cannot learn it. At the same time, special classes in rhythm, speech development, social orientation, etc. are obligatory in correctional institutions of the VIII type. And what would you order a mass school teacher to do? He has to go to class today. Yes, if he were seven spans in the forehead, he would not provide high-quality inclusion. The official will put pressure, the child will be placed in a class, and a fictitious inclusion will happen. ... The introduction of inclusion began with ensuring the “physical” accessibility of educational institutions - the installation of ramps, handrails, etc. Ramps, elevators, lifts are all fine, but wheelchair users are only a small part of children with disabilities. A wheelchair user is just the easiest case in terms of inclusion in the educational process in a “regular” school. Quite another matter is children with severe mental disabilities who are unable to master a standard educational program. Imagine you have a child with autism in your class, who sits under the desk, because he is more comfortable there, and hums the whole lesson. Another child is mentally retarded: he doesn’t understand the teacher’s explanation, and he can’t study on his own on an individual card, so he laughs, grimace, shouts obscene words, disrupting the entire educational process ... And while the Institute for Inclusive Education Problems is discussing the possibility of introducing tutors , such “inclusion” is ALREADY practiced in schools. All participants in the educational process suffer. And officials from education, requesting numerous reports and monitoring, demand that the percentage of educational institutions implementing inclusive education steadily increase. This is how formal inclusion flourishes across the country. And this is worse than the absence of inclusion at all. Meanwhile, an excellent system of correctional pedagogy has been created in Russia. It includes the training of narrow specialists - speech therapists, defectologists, including deaf, typhlo-, oligophrenopedagogues. A network of educational institutions in which disabled children receive an education adequate to their abilities, skills for independent life in society, and most importantly, a profession. Unique teaching methods, special programs and equipment have been developed for schools teaching the blind and visually impaired, deaf and hearing impaired, with diseases of the musculoskeletal system, with mental retardation, etc. And is it really a tutor - an assistant teacher of a general education school - an equivalent replacement for qualified defectologists, and the creation of special, special conditions for children with disabilities to receive education that is adequate to their capabilities, and a profession - is this a violation of their rights? (After all, this is how the question is now posed - as a problem of protecting the rights of people with disabilities, when every critical speech is perceived as a personal attack on sick children: “against inclusive education means against people with disabilities”). Now many have a psychologist, but only some schools can boast of having a defectologist on staff, and even more so a tutor. Yes, one can speak loudly and pathetically about the morality of society and the socialization of children with disabilities in society, but first it is necessary to create appropriate conditions in educational institutions for the upbringing and education of children with disabilities. So here's an "ill-conceived" inclusive education for you. Where is the exit? How many more years will it take to re-equip the premises of kindergartens and schools and to re-equip our consciousness?

All people are different, everyone has the right to be different from others, to be different from everyone else. Modern society should be ready for this. One of the most striking social innovations is inclusive education, which allows children with disabilities to study in ordinary classes on an equal basis with everyone else. Today, education has not only acquired the form of a free good, but has also begun to adapt to certain categories of people.

Legal side

Inclusive schools to some extent deform the role of the teacher, revealing it from the other side. The teacher is forced to enter into closer interactions with a disabled child in the classroom in order to find a special approach to him and help him get used to the team.

Teachers who already have experience working with children with disabilities in the classroom have developed some rules that allow them to competently organize the learning process:

1) accept students with disabilities “like any other child in the class”,

2) include them in the same activities, although set different tasks,

3) involve students in collective forms of learning and group problem solving,

4) use other strategies of collective participation (games, joint projects, laboratory, field research, etc.)

Compatibility is the main principle of inclusion. Completely different children interact in a closed space, from different social environments, with different abilities and needs. Although in mass schools it is already quite common to meet children with disabilities and people with disabilities, this phenomenon still remains one in response to which aggression can arise. Negative emotions can come from class members and teachers, as well as from the parents of other students. The problem of compatibility and tolerance requires special attention, since it is not solved by additional investments of government funds - this is something else, human. The process of establishing relationships between members of the educational team requires them to be attentive and polite. People should be able to tolerate others for comfortable coexistence with them in the same group.

“Compatibility is the main principle of inclusion”

Researchers identify eight principles of inclusive education, which characterize in detail the features of this phenomenon:

• The value of a person does not depend on his abilities and achievements.
• Every person is capable of feeling and thinking.
• Everyone has the right to communicate and to be heard.
• All people need each other.
• Genuine education can only take place in the context of real relationships.
• All people need the support and friendship of their peers.
• For all learners, progress may be more about what they can do than what they cannot do.
• Diversity enhances all aspects of human life.

It seems that these points are quite obvious and simple, they will impress any teacher. However, in practice it is difficult to ensure their joint implementation. It is worth emphasizing the role of the teacher in organizing the educational process in such a way that each child in the class feels comfortable and successfully learns the educational material, regardless of his personal characteristics. It is very important to be able to create a warm, trusting atmosphere within the class so that no one feels disadvantaged. The classroom is a place where children can open up, try themselves in different roles, and show their talents.

Adapted educational programs

Today, in the field of education, the terms "IEP" (individual curriculum), "adapted program" are actively used. According to Article 79 of the Federal Law of the Russian Federation on Education, the conditions for organizing the education of children with disabilities should be determined by a specially developed adaptive program tailored to the characteristics of each child. The peculiarity of such a program is that it does not force the child to follow a simplified version of the training or partially go through the educational material, it only involves the individualization of the methods of assimilation of information. Thus, the student receives the same education as his classmates, but at the same time he is helped to master the necessary skills by special methods. Adapted educational programs are still a new phenomenon in Russia, however, in Russian educational institutions one can already observe a tendency towards individualization of approaches to students.

Inclusive education is a new trend that is only developing and spreading in society. Like any social phenomenon, inclusion has a number of positive and negative consequences, some of which will be discussed below.

“It is very important to be able to create a warm, trusting atmosphere inside the class so that no one feels disadvantaged”

Benefits of Inclusive Education

1. A child in a team gains important social experience by interacting with classmates. Feeling the same attitude towards himself as towards everyone else, he does not feel his shortcomings and does not perceive himself as excluded, an outsider. He is subject to the same requirements as everyone else, as a result of which the development of a child with special needs is not much different from the development of a child without special needs.

« The first goal of introducing such education is that a child with special needs should be able to get an education.", - says a member of the international association "Autism. Europe", Head of the Center for the Rehabilitation of the Disabled "Our Sunny World" and Advisor to the Rector of the Moscow State University of Psychology and Education on Assistance to Children with Autism Spectrum Disorders Igor Spitsberg.

2. Difficult, at first glance, tasks that force the student to adapt to the basic program, make it possible to update his internal complexes and problems. Difficulties that appear in the child in the learning process make him somehow cope with them, the internal resources of the child turn on and help him adapt to his environment.

3. The educational potential of inclusive education is also manifested in relation to “ordinary” children. A child with disabilities appears in the class, he is different from the rest, he is not so special. The other members of the team must somehow determine their attitude towards this child. Self-determination occurs, many questions arise in the head: How to treat a disabled person? Is it possible to consider him the same person? Does he deserve respect?

Successful self-determination is very important for an emerging personality: in the process, she realizes that a person needs to be perceived as he is, that all people are different. The child begins to understand that external physical defects do not determine the essence of a person.

« .. it's great when there is a "special" child in the class. This is incredibly useful and important for ordinary children, they learn mercy, attention to every person. A society in which disabled people are not separated from childhood is growing much more humane and noble», - claims Igor Spitsberg.

“The child begins to understand that external physical defects do not determine the essence of a person”

Negative features of inclusive education

1. The first two pluses can turn into psychological trauma if the child is not able to adequately exist in the circumstances.

A student with disabilities can act as a "laughing mark" in the team. Other children are not yet fully formed and mature personalities, they may inadequately perceive a disabled person, call him names, and express signs of aggression. It is possible to avoid this. An example of the correct attitude towards "special" children can be demonstrated by the teacher, it is important that he helps the other children to contact with the disabled.

« Children, due to their youth and lack of experience, can be cruel, but this is all in the power of the teachers who educate them. If teachers behave correctly, children get used to the fact that there is a place for people with disabilities in the world too.' says the psychotherapist Irina Loginova.

2. The third plus can also be turned into a minus. "Ordinary" children may suffer from the presence of disabled people in the classroom. The teacher has twice as much paperwork for which he does not receive remuneration, as a result of which his motivation to work does not increase. Teachers need to be additionally prepared to work with inclusive classes so that they can work efficiently in the new conditions.

« Special "children will greatly slow down the rest of the class, discourage it, disrupt the learning process. The quality of education for ordinary children will decrease”, - convinced the teacher, vice-president of the Fund for Social and Psychological Assistance to the Family and the Child Tatyana Shishova.

The argument is quite weighty, but the negative consequences are reversible.

« I know schools that have been using inclusive approaches for many years, and there are no problems with the quality of children's education. Specially developed federal state educational standards for students with disabilities. Each child must be provided with the conditions that he needs to realize his potential. To do this, we conduct large-scale training events for teachers, test the standards in advance. This makes it possible to identify, along with positive aspects, the difficulties that teachers, children, and parents face.", - says the Deputy Minister of Education Kaganov V.Sh.

3. Not all schools are financially able to create the necessary conditions for people with disabilities. The state does not allocate enough funds to create a barrier-free environment, that is, a school in which a child with disabilities will feel comfortable.

« We are concerned that only 20% of schools have fragments of a barrier-free environment", - says the head of the sector of special education Ministry of Education of the Stavropol Territory Natalia Timoshenko.

“An example of the correct attitude towards “special” children can be demonstrated by a teacher: it is important that he helps other children to contact with people with disabilities”

Inclusion in practice

The motivation of supporters and opponents of teaching children with disabilities in general education schools is understandable. It is of interest how it is reflected in reality and how the concept of inclusive education is implemented in Russian schools.

– a unique teacher, Doctor of Philosophy, founder and director of the Institute for the Development of Functional Brain Systems in Hamburg (Germany). For more than 40 years she has been working as a psychologist and special teacher with children with severe developmental disorders (Down syndrome, autism, ADHD, etc.), having developed a number of methods for teaching such students to read, math and other subjects from her own experience. At the end of the year, Christel Manske came to Russia to present her book "Every child is special". Before the presentation, in an interview with Pravmir, she spoke about her method of working with special children, as well as its basis - the works of Lev Vygotsky and Alexei Leontiev.

- Today in Russia, the path to implementation is just beginning, and, of course, there will be many obstacles. We expect a negative reaction from parents, and the inability of ordinary students to accept special children, and the mistakes of teachers who are not sufficiently trained, and most importantly, while we go along this path, the very children for whom inclusion is arranged will suffer. What to do if so far in real life inclusion is not a slogan, but stress for everyone?

– First of all, we need to ask ourselves how to achieve optimism from inclusion in pedagogy. Moreover, this optimism should have a scientific basis, since so far inclusion has only a moral basis.

We do not have special programs for teachers who could join the process with new knowledge - materials, methodological books for teachers, and so on. For now, all we have is desire.

Four stages of mental development

So, first of all, let's consider what kind of basis is needed in order to make inclusion possible. We proceed from the fact that in the same class there are children of approximately the same age, but at different stages of psychological development. Our goal is that every child, regardless of what psychological stage of development he is at, can participate in the lesson and do what he can.

The theoretical concept for working with children is the theory of the formation of the functional systems of the brain. It is based on the theory of Lev Vygotsky about the stages of mental development from an infant to a teenager. Vygotsky says that a person is a unity of feeling, perception, thinking and memory. It is these four stages of mental development that should be taken into account when conducting an inclusive lesson.

In an infant, feeling is dominant. When he reacts to the world by expressing pleasure or displeasure.

In a small child, perception is dominant. Alexei Leontiev calls it "a single functional body." If a small child plays, for example, with some specific object, then this object as a functional integral organ is integrated into the system only on condition that the actions of the child's senses, with the help of which he cognizes this object, tastes, smells, listens the sound of an object is accompanied by speech. Then the functional system closes. The child must touch the cup, taste it, and be sure to name it, say that it is a cup.

For a preschooler, thinking is dominant. It is very important that the preschooler imagine this cup in his mind as an internal image.

And then the child leaves the field of mental perception - he no longer has to look at the cup, he has to act in the mind. The memory becomes dominant, in our case about the cup. And at this stage the child begins to use signs, abstractions. Pyotr Galperin calls this internal mental action.

Application of the four steps in inclusive education

An inclusive lesson should go through all these four steps. For example, we start a lesson in a classroom where there is a child who is at the level of infant perception, learning to show whether he wants something or not. Vygotsky says that this is the stage of feeling with the senses. The organ by which a child learns the world at this age is language: how does this apple taste, is it sweet? If sweet, the child rejoices, if sour, he may cry. We give the child an object that either makes him want to interact with this object, or causes rejection. And all the other children in the class also repeat the action with the apple.

It is important for every child at any stage of mental development to be able to show what he wants, what he likes.

It is a need that is very deeply rooted in us, the core is within us. Some children unlearn how to demonstrate this need, and it is very important to prevent this from happening. Therefore, this first stage is obligatory for all children.

Then we move the child to the next level. If the child liked the apple, if it was tasty, we say: “You liked it, keep it for yourself. Feel, smell and taste. Apple in German is apfel, and if the child cannot repeat this word, we teach him to designate an apple with the letter "A". The sound "a" becomes a word for the child.

Next, we begin a role-playing game, the children play doctor. All children know that when they come to the doctor, they need to open their mouth and say "a". Even a child who lags behind in development knows this. And the sound “a” takes on meaning in this role-playing game, denoting the whole experience of going to the doctor. That is, the sound "a" is studied not mechanically, but as a word with meaning. Because the word is the smallest semantic unit.

If I now call the letter "a" to a mentally retarded child, he will immediately begin to remember the entire role-playing game. This child, of course, will not be able, like his classmates, to retell this story in words, but he will definitely remember the meaning of the story. It is interesting for all children to learn letters in such a semantic context, and not just in an abstract one. As Leontiev says: "I will always remember the named action."

Now we can write the letter “A” with the child or give him a wooden letter “A” and color it, stick plasticine on it, and so on. That is, we teach the child to write the letter "A".

Then we leave the zone of visual and tactile perception and move on to the third stage. If we imagine some action, for example, how we blow out a candle, then we can symbolize this action by bringing our index finger to our mouth and blowing on it. This will be the symbolism for the act of blowing out the candle.

It is the same with going to the doctor – at first there was a role-play, and now the child makes a gesture, bringing his index finger to his mouth and opening his mouth, and thus symbolizes the action of going to the doctor. Even sick children with severe mental retardation can symbolize this action.

The next step, respectively, is when the child can write this action as a certain sign. That is, even if a very weak and mentally retarded child is shown a wooden letter “A”, he will remember both the second step, where he played a role-playing game, and the symbolization of this action by bringing his finger to his mouth, and will be able to say the letter “A”.

Then we give the children the first comic text about going to the doctor. At first, children simply look at the picture and describe it. And again, even a mentally retarded child will recognize in this picture what is at stake. And if a whole alphabet is compiled in this way, then children learn to read it, first by syllables, and then by whole words and sentences.

How to avoid stress when studying

The main goal of the lesson is that not a single child fails during the lesson. If a child fails in a lesson, it is inclusion that is really failing, not the child. So, how do you run a lesson so that within it every child can learn and not fail? Take, for example, an inclusive biology class in first grade. The topic of the lesson is “Endangered species of birds”, using the eagle owl as an example.

The first step is to feel. We borrowed a stuffed owl from the museum. The girl Hilda is blind, but she feels the stuffed feathers with her hands, she looks with her hands for where the eyes are, and when she feels the beak, she says that it is hard as a nail. Then I answer that this is the organ with which the owl eats. Then she feels his claws with her hands. She has never seen claws, has no idea what they are. Then she says that he has hard nails. About feathers, she says that it is wool. And I explain to her that these are feathers.

It is interesting for all children to touch and see such a wonderful bird up close. During the acquaintance with this stuffed animal, children learn different concepts. For example, that there is fluff, there are feathers, there are different parts of the body, and so on.

Flora is 4 years old, has Down syndrome, and is on the step between a small child and a preschooler. She examines the owl: here are the wings, ears, stomach, and says: “It turns out that the owl has a face like mine. The owl has a heart like mine!”

After all the children have touched and looked at the bird, they move on to the second stage - perception. If the children still do not know how to speak at all, they mark the owl with a gesture and say “U”.

At the next stage of symbolization, we make such an owl or owl out of balloons, pasting them with different feathers. We draw an owl using different fine art techniques.

Then comes the stage of abstraction. Children who are just starting to write write the words “owl” or “owl” in full. Other children write a story about an owl. And in this way all children gain experience of acquaintance with the eagle owl.

Together

For inclusive classes, we have made special books with parallel texts. That is, we have two books, one of which is designed for a level where children can only read letters or syllables, there is very little text, and the second is for children who can read the whole text. Moreover, the pictures in both books are the same, this is very important, since the picture generates the entire content of the text. The only difference between the books is the complexity of the text, but all children receive the same content in the lesson.

And our goal is that all the children who are in the lesson can feel, perceive, think and remember the subject of the lesson. That is, to go through all four stages of mental development that we talked about, and also to talk about the subject in the process of communication.

The purpose of the lesson is the joint communication of teachers with children and children within the children's team. All children follow the same path within the same lesson.

– This is what you mean when you write in your book “Every Child is Special” that mentally retarded people are not born, but become, citing Vygotsky’s words as an example: “We are responsible for whether a child becomes mentally retarded or not "?

– Yes, Vygotsky says that development occurs according to general laws. The law of ontogenesis applies to all children, so this concept is suitable for both ordinary children and special children. The formation of new mental systems is subject to the general mental laws for all children. And the child will not be able to live without the formation of new functional systems.

Any child who is fighting for his life is acting in a very smart way, there is meaning in every action. Especially if it is a mentally retarded child or.

– Unfortunately, primarily due to the fault of our society, parents often have a burden of guilt, they think that they need to hide their child from society. How to explain to parents that a child does not need to be hidden within four walls, that for the development of the child it is very important to interact with others, to be in society?

All children want to learn. All children want to develop. All children want to feel, perceive, think and remember.

We must offer them such classes in which all this is possible. Even ordinary children do not always succeed in ordinary classes, and many ordinary children are disappointed in school.

You have to understand that it is not important whether I will be able to calculate integrals at the end of my studies as a school graduate, but that I will be able to admire and be interested in what I do. All children in high school study the topic of integrals, but I have already asked mathematics teachers several times what integrals are, and they cannot explain anything to me. They learned the definition by heart, but never understood what it was in essence. They also studied history, but could not understand what really happened at that time. They were reading some book, but did not feel anything while reading.

When I was a professor at a university, I gave my students homework to read a passage from Vygotsky, where he writes that any mental retardation is due to a social context, not a biological one. This essay at one time influenced my life so much that I reconciled with the whole world. All my students have read this passage and have written wonderful essays on the subject. But when I asked: “What did you feel when you read Vygotsky's essay?”, all thirty students said that they did not feel anything. Then I got up and left my professorship and don't teach anymore.

If we don't feel anything, we don't learn anything. If we do not have internal images, we have not learned anything either. A genius is not one who has a few skills, but one who is whole within the four steps we have been talking about. Then a deaf person is no longer so different from a normal hearing person. And the goal of an inclusive lesson should be this thought, it should be the basis.

Inclusion asks us a very interesting and difficult question, it makes us think about how to build classes for children properly. This is a great opportunity for us to change. Thus, we have the opportunity to rehabilitate the cultural-historical school and tradition in the best possible way. I don't see a better path to inclusion.

– Thinking about inclusive education, parents are afraid that being in the class of a child with disabilities will slow down the learning rate of ordinary children. This problem is especially characteristic of Russian schools, where there is a constant race for points, for results, and forcing the importance of the Unified State Examination.

– When I invited parents to a lesson and took a mentally retarded child, working with him as I see fit, everyone was convinced that the child could work, that he was included in the lesson. At the university, I conducted a seminar called "There are no bad students." I did a demonstration lesson with a child, and then the students had to conduct, based on their observations, the same lesson in front of everyone else with the same child. It was difficult for the students, they were preparing for only one such lesson for the whole semester. But then they admitted that in one such lesson they learned more than in the rest of the training.

Of course, such processes do not happen on their own, we need to feel them for ourselves, together with parents and teachers, with professors at the university, only then can some changes occur.

There are always teachers who are afraid to give lessons, especially in front of a large audience, but you have to try. And today I am optimistic, because I see that parents, teachers, and students all want to learn.

The debate about how effective co-education of healthy children and children with learning difficulties is, does not subside. How to help a disabled child avoid conflicts in the children's team and cope with the school curriculum, how to make sure that he does not overwork in the classroom and does not lose faith in himself. We address these questions to the director of the Moscow inclusive school No. 1429, Lyubov Oltarzhevskaya.

Lyubov Evgenievna, your school has been experimenting with inclusive education for the sixth year already. How do you manage to introduce a child to a new environment for him? What problems arise in this case?

Today there are nineteen children with disabilities in our school. There are children with cerebral palsy, autistic disorders, epilepsy, and severe visual impairments. The majority retained intelligence. This year, we accepted a wheelchair boy with severe cerebral palsy and a girl with Down syndrome into the first grade.

In each inclusive class, the rate of a tutor-educator has been introduced. He is next to the child throughout the school day. The child does not need to overcome psychological and physical barriers alone. This is the key to success.

If the child has difficulty mastering the material, the teacher gives him individual tasks. The tutor sits with the child at the same desk. He does not interfere in the work, only delicately directs, if necessary. The main task of the tutor is to support the child in his independent actions so that in the future he can socialize and live a normal life among his peers. The teacher coordinates the work of all specialists of the support group - speech therapists, psychologists, defectologists, and an exercise therapy instructor. In addition, it helps to build a child's relationship with other children.

Of course, it is important that our school is located in a new building, which has ramps, toilets for the disabled, a special elevator, identification color symbols for the visually impaired, a relaxation zone, a psychological relief room, a sensory room, and an exercise therapy room.

Are there shortened lessons for children with learning difficulties?

Of course, not every one of our students can withstand a forty-five-minute lesson. In order to control the situation just need a tutor. If the child has left the lesson with his thoughts, he tries to return him to the school situation, to help him concentrate. We use elements of the program of correctional schools in teaching. If the child is tired, you can switch his attention for a while - go to the gym, winter garden.

Today the paradigm of education is changing. If earlier we were talking about knowledge, now we are talking about competencies in key areas that allow a person to successfully socialize. In this regard, our main task is to help in the socialization of a special child.

How is knowledge assessed?

Today, all the guys are coping with the program. Some are better, some have problems, but their academic performance allows them to move from class to class. Next year we will face a serious test. Older children will go to the sixth grade, complex subjects will begin - geography, physics, chemistry, biology.

We are a state educational institution, we provide an educational service and, as a result, we must issue a document that indicates that the child has mastered the program. At the same time, it is obvious to us that some of the children will not master the program. It is not clear what document of education should be issued to them.

Moscow also adopted a law on the education of people with disabilities. This is a strategic, breakthrough document, but it lacks specifics. If by-laws are not adopted under it, it will not work.

We hope that by the time the children leave school, this problem will be solved. Not so long ago we had guests from England, where there is a 100-point knowledge assessment system. I think it could solve our problem of assessing knowledge. All children receive a single document, but someone has 80-100 points in mathematics, which allow him to continue his education at the university, and someone has 7-10 points. This suggests that the child received social skills in the learning process - he learned to count, he can pay in the store, he knows the time.

During the experiment, did teachers become convinced of the benefits of inclusive education?

Undoubtedly. I will give examples. A boy with autism came to us last year in first grade. At first, he did not contact his peers, it was very difficult to attract his attention.

Recently we were visited by specialists from the city service. They were extremely surprised by the results that this child showed during the year of study in an inclusive team. He greets, smiles, answers questions, learns the school curriculum.

There are no children in our school who do not go in for physical education. Those who have health restrictions are engaged in a separate group. But kids insist on working out with healthy peers. One first-grader from the special group in physical education approached the teacher and asked: "Igor Anatolyevich, why are you depriving me of communication?" We came to such a solution to this issue - for the first twenty minutes, the children are engaged in physical therapy, and then they play together with the whole class.

When the decision to start the experiment was made, were there any objections from the parents of healthy children?

Traditionally, all children studied in our school: there was never a competitive selection, there were classes of corrective education. We took the entry into the experiment as an aid to the work already in progress. Our teachers were trained at the Tverskoy Center for Psychological and Pedagogical Rehabilitation and Correction, which stood at the origins of the SWIFT project (the desire for an inclusive life). Inclusion in the project made it possible to introduce additional rates for escort service specialists, to improve the material base of the school. Our specialists have been on internships in Belarus, Armenia, where there is extensive experience in inclusive education. This work could not have been possible if we did not have support from the county department of education and the city department of education.

Many parents, having heard that we are working under the SWIFT program, bring their healthy children to us in the first grade. In their opinion, in an inclusive school environment, their children will be more merciful, kind to others. For parents, this is an important criterion.