Inclusive education in 2017 From September 1, 2016, the Federal State Educational Standard for Primary general education students with handicapped health (HIA), the so-called inclusive education. What is inclusion? Inclusion means the full inclusion of children with different abilities in all aspects school life in which all other schoolchildren also participate with pleasure and joy. Inclusion in education is a fairly new thing. Not all schools teach teachers about this direction. Indeed, it is quite difficult to draw a line between the norm and HIA. However, schools that provide truly quality education, should be able to teach everyone, and do this not only for a particular child with disabilities, but also from the point of view of educating other students. Healthy children should understand that there are peers who are less fortunate, but they need education, development and human support. They need to be friends and work together. Inclusion is a very broad concept: children with different educational opportunities and needs study together in the same programs in the same school. This is not only about children with disabilities, the disabled. This includes talented children who also need a special approach for effective learning, and young athletes, who often face the problem of adaptation in the classroom after training camps and competitions, and children with special living conditions. We must ensure the implementation of the law on education, which says: there are no unteachable children - whoever is capable of what, he must be taught. This is what we want to announce at the educational salon. But it won't be just words. They presuppose deep multifaceted training (methodological, pedagogical, advanced training of personnel, creation of equipment, etc.). We must guarantee the accessibility and quality of education for everyone without exception. Class occupancy is determined by SanPiNs. In an inclusive class with 25 children, there can be two children with disabilities. If there are more of them, then the occupancy of the class should be reduced. The sequence of introduction of GEF HIA: 2016-2017 academic year. - 1st grade 2017-2018 academic year - 1st and 2nd grades 2018-2019 academic year - Grades 1, 2 and 3 2019-2020 academic year - Grades 1,2,3 and 4 At the school level there should be: Regulations on the integrated education of children with disabilities in a general education school; Regulations on the individual education of disabled children at home and additional measures of social support to ensure access to education for disabled children. It is assumed that for each child an individual program of training and development within the class will be developed. Children with different educational opportunities and needs study in the same programs in the same school. And this is not only children with disabilities, disabled people. These can be talented children who also need a special approach for effective learning, and young athletes who often have a problem of adaptation in the classroom after training camps and competitions, and children with special living conditions. Teachers must adhere to the law on education, which says: there are no unteachable children - whoever is capable of what, he must be taught. State standards have been developed to make it clear to society what requirements are placed on the content of education for different children. They have been developed for primary education. Now the Standard is being tested in 24 regions at 115 school sites. The standard is also acceptable for family education, as well as for teaching at home or in medical organizations. In this case, a network form is also possible. Children with disabilities enrolled before September 1, 2016 are taught according to adapted programs until they are completed. In accordance with the Standard, the adapted basic general education program of primary general education (AOEP IEO) is implemented jointly not only with other students, but also in separate classes, groups or in separate organizations. Active development of inclusive practice in education in Lately leads to the fact that increasingly complex categories of children with disabilities, in particular children with autism spectrum disorders (ASD), act as subjects of inclusion. Despite the successes achieved in this area, there are many problems associated with both an insufficiently developed legal framework and insufficient methodological support. In modern clinical classifications, childhood autism is defined as a deep disorder that affects the entire mental structure of a person: sensory, emotional and cognitive spheres, motor skills, attention, memory, speech, and thinking. The main special task in the organization schooling autistic child is to help in the gradual and consistent development of more complex and dynamic educational environment. The main features of children with ASD Difficulties in organizing their own activities and behavior, in particular productive learning activities. Pronounced unevenness and specificity of the development of mental functions. Specificity and insufficiency of the development of cognitive activity in general. Difficulties in establishing productive interactions with others. Severe difficulties in social-emotional interaction. Needs for a special organization of the educational space. The need to use special techniques and methods in their training.
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Currently, over 2 million children with disabilities live in Russia, and this is 8% of all children. 700 thousand of this number are children with disabilities. The group of children with special needs is heterogeneous in composition. The draft Special Educational Standard gives it a specific definition. These are children who cannot master the educational program without creating special conditions for their upbringing and education.
According to statistics, in 2011 in the Russian Federation about 35 thousand children did not receive education at all, 17 thousand children did not attend school due to poor health. 29,000 children are in boarding schools, in fact, in social isolation, and another 44,000 children are educated at home.
These problems can be solved through the development of inclusive education. The main idea of inclusion is based on the theory of "inclusive society". Society and its institutions must change in such a way as to favor the inclusion of other people (with disabilities, a different race, religion, culture).
Inclusive education is the education of children with disabilities (HIA) in a regular, and not in a specialized educational institution.
At the same time, such children have the right to study in specialized schools. This possibility is enshrined in the Law “On Education”, adopted on December 29, 2012.
The law defines inclusive education as ensuring equal access to knowledge, taking into account existing needs and opportunities.
What gives inclusive education
Why is it so important for a child with disabilities to study in the same team with healthy children? Scientists have proven that an environment created specifically for people with disabilities isolates from society, restricts, delays development.
Healthy students also benefit from interacting with their "special" peers. So a person learns sympathy, empathy and understand the other. The guys are becoming more sociable, more tolerant. It is difficult to overestimate, especially in a society with extremely low level tolerance, characteristic of modern Russia.
One of the main tasks of inclusive education is the special training of school directors and teachers, psychologists and other specialists involved in the educational process.
What is carried out within the framework of inclusion in the Russian Federation
Consider what is being done in Russia to develop inclusive education. In 2012, 300 Russian schools received state support for the development of an appropriate educational environment. Today, inclusive methods are used in 5.5% of schools.
The corresponding work on the training of psychological and pedagogical personnel is carried out by the Moscow State Pedagogical University - the Moscow City Psychological and Pedagogical University, MGPU - Moscow City Pedagogical University and other universities of the capital. In these higher educational institutions you can enroll in a master's program in the direction of "Organization of inclusive education". The same universities regularly organize advanced training courses for relevant school specialists. The City Resource Center for the Development of Inclusive Education and the Institute for Problems of Inclusive Education operate under the auspices of the MSUPE.
There is a portal "Education without borders" on the Internet.
This is a useful knowledge base on inclusive education for teachers and parents of children with disabilities.
If you would like your child to attend an inclusive school, contact the District Resource Center. There are such centers in every district of Moscow.
District resource centers solve several problems at once:
- systematize existing work experience;
- develop interaction between schools and other educational institutions;
- interact with authorities local government, public organizations, parents.
An important element of the work of an inclusive school is tutoring. Tutors are called different people: accompanying assistants who simply help the child overcome the distance from home to school and back, escort teachers, teachers who conduct additional classes. The main task of a tutor is to help a person in his socialization. The child should not feel his “inferiority”, but live the life of his peers.
Inclusive education today
The practice of inclusive education is spreading across Russia unevenly and slowly. The best things are in Moscow, Samara, Karelia, Arkhangelsk, Perm region, Komi, Tomsk region. Schools in these regions have accumulated rich teaching experience, and teachers have developed guidelines, certainly useful to their colleagues from other fields.
The development of inclusion in education in the regions depends on 5 factors:
- positions of the leadership of educational bodies;
- school funding;
- the level of psychological and methodological assistance;
- cooperation of schools with public organizations;
- the preparedness of the teachers themselves.
Starting from September 1, 2016, the educational standard of primary general education for children with disabilities has been in force in the Russian Federation. The standard is being tested in 115 schools in 24 regions of the Russian Federation.
The adopted document is applicable not only to general education schools, but also in family education, when teaching children with special needs at home, as well as in medical institutions.
This standard is applicable in special schools as well. An inclusive system should not exclude a corrective one, and vice versa. Where their sons and daughters will study, parents decide. And the state should provide different options.
On this moment The Ministry of Education has developed a professional standard for a teacher-psychologist, and the standard for an assistant (assistant) is almost ready. By the end of 2017, the tutor standard will be determined. Ahead is the development of appropriate programs, the calculation of salaries for assistants and tutors in general. educational institutions.
Children with autism spectrum disorders and class size
Speaking about inclusive education in the Russian Federation, it is necessary to mention the occupancy of classes according to SanPiN ( Sanitary rules and norms). In a class with 25 children, there may be two students with disabilities. Each student has their own curriculum.
Children with ASD - autism spectrum disorders can only be taught in an inclusive environment. Such children can be taught not only in a regular class, but also by including peers with other disabilities in the environment. As for the learning process among peers without disabilities, it should take place according to the first version of the primary education program for students with ASD.
According to the second version of this program, these students can also be taught in classes without disabilities. The terms of study are prolonged - 5 and 6 years. In this regard, a certain contradiction arises: how can such long-term education be realistically provided if children study in primary school for only 4 years?
According to the programs of primary, basic and secondary education, children with autism, depending on their level of development, can be taught in classes with children with SPD (delayed mental development) and mental retardation.
For the education of children with mental retardation according to the second version of the program elementary school for this category, 5 years are provided (an additional first class is introduced).
A child with ASD can study in the ZPR classes according to the second version of the program, subject to prolonged education.
According to version 3 of the program for children with ASD, such children can be included in classes with students with mild mental retardation. In such a class there can be no more than 12 people, and subject to the inclusion of an autistic child - 9. Both children with intellectual disabilities and students with ASD study under prolonged programs.
According to the 4th version of the program, students with autistic disorders can study in classes with children with varying degrees of mental retardation - from moderate to profound. There can be no more than 5 people in such classes.
Therefore, autistic students can study together with healthy children if the psychological, medical and pedagogical commission decides on the need for training in the first version of the program for children with ASD.
SanPiN at the same time limits the overall occupancy of the class.
If there is one autistic person in the class, then the total number of children cannot exceed 20 people. If two autistics study, then there can be no more than 15 students.
Of course, inclusion can be different. For example, 2 autistics can study in the ZPR class according to the 2nd version of the program for ASD. Such a “special” class can also be created in a traditional school. According to option 3, children with ASD are included in classes for students with mild mental retardation, and according to option 4, in a class for children with varying degrees of mental retardation.
In the regions there may be classes for 12 people with the inclusion of autistic children according to the second option.
Comprehensive plan for 2016-2017
An integral part of the development of inclusive education in the Russian Federation is the adoption on June 27, 2016 of the Interdepartmental Comprehensive Plan for the Organization of Inclusive Education for 2016-2017.
This document, adopted by the Ministry of Education and Science, provides:
- development of manuals, educational and methodological kits, multimedia materials for disabled children, educational programs for students with disabilities;
- regular holding of conferences, seminars, refresher courses on inclusive education;
- holding competitions "Psychologist of the Year", "Best Inclusive School", "Best in Profession";
- holding a sports contest among students with disabilities and other sports events;
- regular monitoring of the conditions for the accessibility of education for children with disabilities, etc.
According to the Federal State Educational Standard (Federal State Educational Standard), inclusive education in the Russian Federation will be introduced in a certain order.
The order is as follows:
- 2016-2017 - in the 1st grade;
- 2017-2018 - in grades 1 and 2;
- 2018-2019 – 1st, 2nd and 3rd grade;
- 2019-2020 – 1st, 2nd, 3rd and 4th grade.
Implementation difficulties
Despite some progress in this direction, the work of an inclusive teacher in the Russian Federation is still associated with a number of difficulties.
Namely:
- a nationwide program for the social integration of children with special needs has not yet been developed;
- as a rule, children with disabilities learn the material more slowly than their healthy peers. Therefore, in many cases, teachers must be ready to change the learning environment for them to a more comfortable one;
- sometimes teachers themselves are not ready for new responsibilities (due to psychological or professional reasons): public opinion– parents of healthy children are often biased towards children with disabilities; an insufficient amount teaching aids, programs, textbooks, teaching kits; unavailability of material equipment of schools and other educational institutions.
Municipal state-financed organization
Children's Art School No. 12
"Problems of modern inclusive education"
Completed:
art teacher
branches
Shepeleva T.V.
Ulyanovsk
2017
Problems of modern inclusive education
Inclusive education (fr. inclusif - including, lat. include - conclude, include) - the process of development of general education, which implies the availability of education for all, in terms of adaptation to the various needs of all children, which provides access to education for children with special needs.
Inclusive Education seeks to develop a child-centered methodology that recognizes that all children are individuals with different learning needs, and seeks to develop an approach to teaching and learning that is more flexible to meet different learning needs. If teaching and learning become more effective as a result of the changes that inclusive education introduces, then all children (not just children with special needs) will benefit.
Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of developing general education, which implies the availability of education for all, in terms of adapting to the various needs of all children, which ensures access to education for children with special needs.
There are eight principles of inclusive education:
the value of a person does not depend on his abilities and achievements;
each person is capable of feeling and thinking;
every person has the right to communicate and to be heard;
all people need each other;
true 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 is more likely to be in what they can do than in what they cannot;
diversity enhances all aspects of human life.
Goals and main components of inclusive education
Inclusive education sets as its main goal the provision of equal access to one or another type of education and the creation of the necessary conditions for success in education by all children, without exception, regardless of their individual characteristics, former educational achievements, native language, culture, social and economic status of parents, mental and physical abilities.
The main elements of inclusion include:
including all children with different abilities in a school that they could attend if they did not have a disability;
the number of children with different abilities enrolled in school is in natural proportion with respect to the entire child population of that district as a whole;
lack of "sorting" and culling of children, training in mixed groups;
children with special needs are in classes appropriate for their age;
situationally determined interaction and coordination of resources and teaching methods;
efficiency as a style of school work, decentralized learning models.
Ways to solve problems related to inclusive
education
In order to successfully move towards inclusion, we must learn how to successfully solve problems. Of course, we are not talking only about the problems of any one child. It is about the problems of the whole school, about how the school meets the needs of all its students. Successfully solving problems as they arise, based on a clear pedagogical platform, shared values, and positive leadership, is the best way to move the school and classroom towards greater inclusiveness. Solving multiple problems is often a natural state of affairs for teachers, who constantly interact with students and adults throughout the day.
The introduction of children with disabilities into the human community is the main task of the entire system of correctional assistance. Social integration is understood as the ultimate goal of special inclusive education aimed at including the individual in the life of society. Educational integration, being a part of social integration, is considered as a process of raising and educating special children together with ordinary ones.
Integration of "problem" children into educational institutions- this is a natural stage in the development of the system of special inclusive education in any country of the world, a process in which all highly developed countries, including Russia, are involved. This approach to the education of extraordinary children is brought to life by various reasons. Together, they can be described as the social order of those who have reached a certain level of economic, cultural, legal development of society and the state.
This stage is connected with the rethinking by society and the state of its attitude towards the disabled, with the recognition of not only the equality of their rights, but also the awareness by society of its obligation to provide such people with equal opportunities with all others in different areas of life, including education.
The goal of inclusive education is to create a barrier-free environment in learning and vocational training 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 developing their interaction with people with disabilities. In addition, special programs are needed to facilitate the process of adaptation of children with disabilities in a general education institution.
Benefits of Inclusive Education
The benefits of inclusion for children with disabilities are significant:
Children with special needs show more high level social interaction with their healthy peers in an inclusive environment compared to children in special schools. This becomes especially evident if the adults in the school purposefully support socialization and if the number of children with special needs is in natural proportion in relation to the rest of the students as a whole.
In an inclusive environment, the social competence and communication skills of children with disabilities improve. This is largely due to the fact that disabled children have more opportunities for social interaction with their healthy peers, who act as carriers of the model of social and communicative competence characteristic of this age.
In an inclusive environment, children with special needs have more learning programs. This results in improved skills and academic achievement.
The social acceptance of children with special needs is improved by the characteristic of inclusive classes of teaching in small groups. Children “step over” another student’s disability by working with him on an assignment in small group. Gradually, ordinary children begin to realize that they have much in common with children with disabilities.
In inclusive classrooms, friendships between children with and without special needs become more commonplace. This is especially true when children with disabilities attend a school close to where they live and therefore have more opportunities to meet their classmates outside of school. Teachers play a leading role in establishing and strengthening such friendships.
Conclusion
The following benefits of inclusion for ordinary students or gifted children can be identified:
For ordinary or gifted children, being in a class of children with special needs is not a fact that poses a threat or poses a danger to their successful learning.
The notion that children with disabilities disrupt the learning process in the classroom is untenable. The time spent in the classroom for children with special needs is absolutely comparable to the time that a teacher spends on ordinary students.
Ordinary students and gifted children can benefit from an inclusive approach to education through improved learning and improvement pedagogical technologies class work. Some children with learning disabilities need new educational technologies; for example, using information technologies very often necessary when teaching children with disabilities. Other children benefit from the use of these technologies, and in addition, all other students can use these programs and technologies at a time when they are not necessary for the education of children with disabilities.
Ordinary children or gifted students benefit from inclusive spaces through increased financial resources for such learning. The money received from "special programs" can be used to support the education of not only children with disabilities, but also their healthy peers. These funds can be used in a variety of ways, such as organizing extracurricular activities, inviting guests to speak in class, providing the class with additional technical means learning that can be used by all children, not just children with disabilities.
In an inclusive class, ordinary or gifted children learn to respect and appreciate their classmates with disabilities, to see what lies beyond the line of disability or giftedness, and to distinguish between social stigmas.
It must also be said that the existence of inclusive schools has a positive effect on typically developing children, and not just students with disabilities. Helping peers with disabilities to actively participate in educational and social activities, ordinary children, imperceptibly for themselves, receive the most important life lessons. This positive experience consists in the growth of social consciousness, in the realization of the absence of differences between people, in the development of self-awareness and self-esteem, in the formation of one's own principles, and last but not least, it promotes sincere care and friendship.
Thus, we can conclude that the modern general education program should include the changes and conditions necessary for the successful implementation of inclusive education, namely, the acceptance of the individuality of each individual student and the satisfaction of the special needs of each child.
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 it. 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 public 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 educational material regardless of his personality. 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 syllabus), « adapted program". Article 79 federal law RF 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 the member international association"Autism. Europe", head of the Center for 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 basic program, allow you to update its 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. Example right attitude a teacher can demonstrate to "special" children, it is important that he helps other children to contact with disabled people.
« 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, dampen it, violate educational process. The quality of education for ordinary children will decline”, - the teacher, vice-president of the Foundation for Social and psychological help family and child Tatyana Shishova.
The argument is quite weighty, however Negative consequences 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 physical abilities. 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 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 in Russian schools the concept of inclusive education is being implemented.
