Inclusion as the main principle of modern educational policy. Inclusive education in the Russian Federation Inclusive education as a priority of modern state policy

Inclusive education is part of the state educational policy of the Russian Federation

• “The main task is, within the framework of the modernization of Russian education as a whole, to create an educational environment that ensures the availability of quality education for all, without exception, persons with disabilities and people with disabilities, taking into account the peculiarities of their psychophysical development and state of health”

• YES. Medvedev

Contains:

• Contains:

• appeal to all governments: adopt in the form of a law or political declaration the principle of inclusive education

• call to the international community:

• endorse the approach of teaching in inclusive schools

• On December 13, 2006, the UN General Assembly approved by consensus a document aimed at protecting and promoting the rights and dignity of people with disabilities

• Entered into force on May 3, 2008.

• By 2011, 147 UN Member States have signed

• By 2011, 99 states have ratified the document

• The Russian Federation signed the Convention on September 24, 2008, ratification - July 2013.

• The result of the historical development of international law in the field of education is fixed: from 1948 to 2006: from the statement in the Universal Declaration on the Right of Everyone to an Education - to the obligations of states, members of the UN to realize this right through inclusive education

• Article 24 "Education"

• fixed concept "Inclusive Education" and obligations of participating States provide "Inclusive education at all levels and education throughout life"

Guarantees of the rights of children with disabilities to receive education in the Russian Federation are fixed:

• in the Constitution of the Russian Federation,

• In the Law of the Russian Federation of July 10, 1992 No. 3266 "On Education",

• as well as in federal laws:

• dated August 22, 1996 No. 125-FZ “On higher and postgraduate professional education”;

• dated November 24, 1995 No. 181-FZ “On the social protection of disabled people in the Russian Federation”;

• dated 24.06.1999 No. 120-FZ “On the fundamentals of the system for the prevention of neglect and juvenile delinquency”;

• dated July 24, 1998 No. 124-FZ “On the Basic Guarantees of the Rights of the Child in the Russian Federation”;

• dated 06.10.1999 No. 184-FZ "On the general principles of the organization of legislative (representative) and executive bodies of state power of the constituent entities of the Russian Federation";

• dated October 6, 2003 No. 131-FZ “On the general principles of organizing local self-government in the Russian Federation”.

1. Citizens of the Russian Federation are guaranteed the opportunity to receive education regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, membership in public organizations (associations), age, health status, social, property and official status, having a criminal record.

• 2. The state guarantees to citizens the general availability and free of charge of preschool, primary general, basic general, secondary (complete) general education

• 3. The state creates conditions for citizens with disabilities, that is, those with disabilities in physical and (or) mental development (hereinafter - with disabilities), conditions for them to receive education, correct developmental disorders and social adaptation based on special pedagogical approaches.

• Law of the Russian Federation "On Education",

• article 5.

»:

• 1992 - Law of the Russian Federation "On Education»:

• Art. 52, paragraph 1, parents are assigned “the right to choose forms of education, educational institutions”

• Article 50, paragraph 10 states that referral to special (correctional) institutions is carried out “only with the consent of the parents (legal representatives) of the child”

• 2008 (18.04) Methodological recommendations of the Ministry of Defense of the Russian Federation:“The current legislation currently allows organizing the education and upbringing of children with disabilities in ordinary educational institutions that are not correctional in the same class as children who do not have developmental disabilities”

• 2010 - The State Duma began practical work to change Russian legislation in order to bring it into line with Convention on the Rights of Persons with Disabilities - in preparation for the ratification of the document

• The dates for the adoption of the necessary changes to a number of Federal Laws of the Russian Federation have been set - July 1, 2013.

• Children learn and educate together (not side by side!) in regular school and kindergarten

• Ordinary kindergartens and schools are changing.

• Specialists help children.

• Focus on the child's abilities and strengths.

• Everyone perceives human differences as normal.

• Children get the opportunity to live with their parents.

• Children receive a full and effective education in order to live a full life.

Every child has the right to education.

• Every child has the right to education.

• All children can learn.

• Every child may encounter difficulties in education in certain areas or at certain times.

• Every child needs help in the learning process.

• School, family and society are responsible for education.

• Differences are natural valuable and enrich society.

• Discrimination must be criticized. People should live in a tolerant society.

• Teachers need in constant support.

• Education begins in early childhood and continues throughout life.

Increasing in the population

• Increasing in the population a group of children with an unfavorable, problematic course of mental development in ontogeny.

• increases sharply and even quantitatively dominated by a group of children attributed by neuropsychological parameters to boundary between norm and pathology (clinical disorders, borderline conditions, subnormative variants of development).

• In the group of children with disabilities, up to 22.5% of children with general mental underdevelopment (MI), up to 26.5% of children with psychopathy.

• is increasing category of children with giftedness of different types

• From 50 to 55% of preschoolers in large cities have IQs of 115 or higher

• According to D.I. Feldstein,

• VP No. 3, 2010

• What barriers in consciousness should be overcome?

• What barriers to dealing with children with disabilities still persist?

• What barriers exist for a child in the educational environment: social, psychological, spatial, cognitive?

:

• In an ordinary educational institution (DOE):

• in the usual group;

• in the correctional group;

• In a specialized educational institution(DOW compensating and combined type)

• at home

New value system

• New value system (personality, individuality, development, socialization)

• Special training for teachers and the whole team (training, retraining, advanced training and skills)

• Special MTB, NPB, PMB (accessible environment, IEP, didactic tools)

• Teamwork of specialists (educators, doctor, psychologist, speech therapist)

• Reliable PPMS tracking system teachers, parents, children

Inclusive school and kindergarten is…

• Inclusive culture(system of values ​​and attitudes)

• Inclusive policy(system of internal laws and their enforcement bodies)

• Inclusive practice(adequate inclusions of forms, technologies, methods, PPMS-assistance, special means)

• Ignatenko Anna Vladimirovna, master
• Altaic State University

• SECONDARY EDUCATION
• EDUCATIONAL POLICY
• INCLUSIVE EDUCATION
• INCLUSION

The article presents the results of an empirical sociological study of the implementation of inclusive education at the level of general secondary education in the Altai Territory, highlights the difficulties and prospects for further implementation of the principle of inclusion as a leading one in the modern educational policy of the Russian Federation.

• Sociological survey of male patients after endoscopic examination of the stomach
• Features of the development of the sphere of personal services in the municipality "city of Yekaterinburg"
• Interdisciplinary approach to the analysis of the concept of social adaptation

In the modern state educational policy of the Russian Federation, more and more attention is paid to the principle of inclusion. Educational institutions are called upon to become the basis for the introduction and effective implementation of inclusive education at all levels.

The right to education of children with disabilities, including those with disabilities, is enshrined in the legal documents of the UN. In the Convention on the Rights of Persons with Disabilities, ratified by the Russian Federation on May 3, 2012, Art. 24 deals with the right to education of persons with disabilities on an equal basis with others.

In the federal law of December 29, 2012 N 273-FZ "On Education" in Art. 2 for the first time in Russia, the concept of inclusive education was introduced, which is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities.

In 2015, we conducted a study of the implementation of inclusive education in the Altai Territory. The heads and specialists of educational institutions of the Altai Territory took part in the expert survey.

Describing the main changes that have taken place in the life of an educational institution in connection with the introduction of inclusive education, the experts highlighted that children with various developmental defects began to study in ordinary classes in schools. It was also noted that the introduction of inclusive education "led to an increase in the number of reports."

A necessary component of accessible education is the creation of a barrier-free environment in educational organizations. To our question “Is the institution equipped for the characteristics of such children?” Respondents answered that in some institutions “the process of refurbishment has begun”; in others "ramps, toilet rooms are equipped, handrails are placed along the walls."

Regarding the adaptability of curricula, the experts explained that “adapted individual programs, home study programs, additional consultations and classes”, “curricula are based on sample programs correctional schools, modules have been developed”.

When asked whether teachers receive special training, the respondents answered that teachers “are undergoing advanced training at the Institute additional education Altai State Pedagogical Academy, attend seminars-meetings on the basis of correctional schools. A small percentage answered no, but planned. Educational institutions receive methodological assistance.

Assessing the attitude of parents of children with and without disabilities, the respondents noted that the attitude is “different, some parents are against inclusive education”. At the same time, part of the respondents answered that "relations between parents are friendly."

To our question “Is the educational institution ready for the implementation of inclusive education?” the experts answered that not all institutions are ready due to financial difficulties (lack of funds to equip the institution), personnel (“there is no opportunity to hire a speech therapist, social educator, a psychologist in rural areas).

Assessing the prospects for inclusive education in an educational institution, many respondents answered that co-education is necessary, but should not completely replace special education.

Among the main problems in the implementation of inclusive education in their institutions, the respondents noted the following: teachers do not own specialized technologies for teaching this category of children; large class occupancy (in urban areas); the absence of teachers-defectologists in the staff list; insufficiently formed tolerant attitude towards children with disabilities; workload of teaching staff.

Thus, the experts noted both the prospects and the difficulties of implementing the principle of inclusion in educational policy at the level of general secondary education. It should be noted that the success of inclusive education at the school level facilitates the implementation of the principle of inclusion in professional educational institutions, where, according to research, students themselves single out relational barriers as the main obstacle to the inclusion of children with disabilities.

Bibliography

1. Convention on the Rights of Persons with Disabilities [Electronic resource] - Access mode: http://www.un.org/ru/documents/decl_conv/conventions/disability.shtml.
2. Federal Law of December 29, 2012 N 273-FZ (as amended on December 14, 2015) "On Education in the Russian Federation" [Electronic resource] - Access mode: http://www.consultant.ru/document/cons_doc_LAW_166143.
3. Sirotina, T.V. Educational inclusion as a mechanism for social integration / T.V. Sirotina // Social integration and development of ethnic cultures in the Eurasian space. - 2015. - No. 3-1. - S. 161-167.
4. Sirotina, T.V. Representations of student youth about the integrative education of people with disabilities in the conditions high school in Barnaul / T.V. Sirotina, M.A. Tsybizova // Lomonosov readings in Altai: fundamental problems of science and education. Collection of scientific articles of the international conference. Altai State University. - Barnaul, 2014. - S. 2626-2633.

LVII International scientific and practical conference "Actual issues of social sciences: sociology, political science, philosophy, history" (Russia, Novosibirsk, January 25, 2016)

Collection output:

"Actual issues of social sciences: sociology, political science, philosophy, history": a collection of articles based on the materials of the LVII international scientific and practical conference. (January 25, 2016)

SOCIAL POLICY OF THE STATE: ON THE QUESTION OF INCLUSIVE EDUCATION IN RUSSIA

Korotkova Maria Nikolaevna

cand. polit. Sciences,

Assoc. Perm State medical university them. ak. E.A. Wagner

Russian Federation, Perm

E- mail: korotkova _ mariya @ mail . en

Potapova Irina Alexandrovna

student of the Perm State Medical University. ak. E. A. Wagner,

RF, G. Permian

Email :

SOCIAL POLICY: ON THE INCLUSIVE EDUCATION IN RUSSIA

Maria Korotkova

candidate of political sciences, assistant professor

Perm State Medical University

Russia, Perm

Irina Potapova

student Perm State Medical University of a name of the academician E.A. wagner,

Russia, Perm

ANNOTATION

The authors of the article summarize the results of the study, which was conducted on the basis of a rehabilitation center for children and adolescents with disabilities: find out the attitude of respondents to inclusive education in Russia; note differences in the perception of inclusion by specialists and parents.

ABSTRACT

The authors summarize the results of the survey, which was conducted on the basis of a rehabilitation center for children and adolescents with disabilities: find out respondents" attitudes towards inclusive education in Russia; note the differences in the perception of inclusion specialists and parents.

Keywords: Social policy of the state, healthcare, inclusive education, children with disabilities, sociological survey.

keywords: Social policy, health care, inclusive education, children with disabilities, a sociological survey.

According to the Federal Law "On Education in the Russian Federation", state policy and legal regulation of relations in the field of education are based on a number of principles, one of which is "ensuring the right of every person to education" . Special conditions are created for persons with disabilities, “including through the organization of inclusive education” . The latter "implies the provision of equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities" . The legal foundations for inclusive education in Russia were laid down in 2010-2012 in the Federal Law "On Education in the Russian Federation", the National Strategy for Action in the Interests of Children for 2012-2017, the National Educational Initiative "Our New School", the state program " Accessible environment» for 2011-2015 .

From the point of view of the Chairman of the Federation Council of the Russian Federation V. Matvienko, inclusive education today is a way of “social injustice against children with disabilities in physical and mental health. For decades, such children in all countries of the world were limited in the possibilities of their socialization, the formation of themselves as individuals capable of quite actively participating in the life of society, realizing themselves in it. And these restrictions were laid already at the stage of education, since such children were actually denied access to a regular general education school. Russian society, however, is not so optimistic in assessing the prospects for inclusive education. According to a large-scale sociological survey conducted by the FOM in 2012, every third inhabitant of the country opposed inclusion, that is, joint education of healthy children and children with disabilities.

Such polls, as a rule, take into account the opinion of only one side. By default, inclusion is presented as an indisputable benefit for children with disabilities, which implies the unconditional acceptance of this policy by both children and their parents. But is it really so? In 2015, the department of "History of the Fatherland, History of Medicine, Political Science and Sociology" of the Perm State Medical University named after Academician E.A. Wagner of the Ministry of Health of Russia acted as the organizer of the survey, which was conducted on the basis of budget institution Khanty-Mansiysk Autonomous Okrug - Ugra "Rehabilitation Center for Children and Adolescents with Disabilities "Anastasia", Langepas". The survey involved 50 people: specialists of the center and parents of children with disabilities (Table 1, Table 2).

Table 1.

Parents (number of people)

Table 2.

Specialists (number of people)

First, it should be noted the high degree of awareness of respondents in the issues of inclusion. Secondly, the parents' almost unconditional welcome of inclusion in Russia.

For parents, the most important aspect of inclusion is the possibility of socialization of their children: communication with peers - 78%; development of adaptive skills - 68%; independence, self-determination - 54%; participation in conferences, olympiads and other school-wide events along with other children - 42%.

Joint learning, from the point of view of parents, will allow their children to get rid of the feeling of "inferiority", isolation - 48%. It will also contribute to the education of "tolerance, kindness, responsibility" - 100%; development of a humane attitude of healthy children to children with disabilities - 58%.

Almost one in two parents believe that inclusion will lead to higher levels of education – 48%. However, the "comfort" of co-education is questionable. And although parents are sure that “healthy children are obliged to adequately respond to children with disabilities”, many of them are afraid to face “negative attitudes of classmates and their parents” during the adaptation period - 48%. The solution of this issue, from the point of view of parents, will depend "on the upbringing of [healthy] children and the attitude class teacher". And the upbringing of children, in turn, from conducting a special course that precedes joint education.

It must be said that experts are more critical in relation to many issues. For example, only 44% of respondents support inclusion. They are also skeptical about raising the level of education - 33%.

And if parents are more worried about the possible negative attitude towards their children on the part of future classmates, then the arguments “against” inclusion on the part of specialists, as a rule, come down to practical aspects, for example, the absence or insufficiency of comfortable material conditions (ramps, specially equipped study places etc.) - 85%.

Almost every second specialist is worried about the educational and methodological aspects of joint education: the formal passage of the program for the "troika", difficulties in combining programs for healthy children and children with disabilities, the lack of flexibility in educational standards, the need to take the Unified State Examination, the "emphasis" of the teacher on the average student in the classroom (this is especially exciting for young professionals - 100%).

Parents and professionals alike are concerned about the lack of individual tutor(or defectologist, or mentor) with special education - 54%. For our part, we can say that the lack of qualified personnel recognizes and official authority.

For the preservation of the diversity of education ( parallel existence correctional and ordinary schools) is supported by the majority of respondents - 76%. This is not surprising, because a regular school can only accept "trained and socialized" children. In cases of severe disability, the existence of correctional schools is vital, which, unfortunately, is not understood by all local officials.

And finally, about the most important. Only 12% of respondents are not satisfied with the state policy in this area, which allows us to speak of a neutral-positive reaction of parents and specialists in general.

Summing up the article, the following points should be noted. First, the attitude towards inclusion, as a rule, rarely depends on the education, age, and occupation of the parents; positions and qualifications of specialists. Secondly, there is a significant difference in the perception of inclusion by specialists and parents: specialists are more critical. This fact can be explained by the fact that parents think in terms of the future, evaluating mainly the prospects for inclusion. Experts live in the present, pointing out the flaws in the practical implementation of inclusion in Russia today.

Bibliography:

1. Ivoilova I. About salary, USE and education // Rossiyskaya Gazeta [website]. URL: http://www.rg.ru/2014/10/23/obrazovanie.html (Date of access: 07/27/2015).
2. Ivoilova I. The chance of the Markelov family // Rossiyskaya Gazeta [website]. URL: http://www.rg.ru/2013/01/22/semia.html (Date of access: 07/27/2015).
3. Laskina N.V., Novikova N.A., Lezhneva N.S. and others. Commentary on the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (item-by-article) // ATP ConsultantPlus.
4. Matvienko V. School of Equal Opportunities // Rossiyskaya Gazeta [website]. URL: http://www.rg.ru/2014/08/14/invalidy.html (Date of access: 07/27/2015).
5. Education without borders: children with disabilities in regular schools // FOM: [website]. URL: http://fom.ru/Nauka-i-obrazovanie/10588 (Date of access: 07/28/2015).
6. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” // SPS ConsultantPlus.

INTRODUCTION

Stages of practice formation

Problems and Prospects for the Development of Inclusive Education in Russia

Experience of inclusive education abroad

CONCLUSION

Regulations

BIBLIOGRAPHY

INTRODUCTION

Relevance of the topic. Modern system education accepts only those who meet its requirements - children who are able to study according to the general program and can show normal results for everyone. As a result, it often turns out that children with disabilities are isolated from healthy peers and drop out of the educational process, because. to work with such children, teachers do not have the necessary knowledge in the field of special and corrective work. Every child has the right to receive a quality education with healthy peers. It is in the ordinary educational sphere that children with special educational needs will be able to receive, in addition to educational information, the opportunity to live a full life in society, i.e. socialize. These problems in modern schools are solved by inclusive education.

The most important problem of education is accessibility for some social groups, which have unfavorable starting conditions. A special place among them is occupied by children with disabilities. Receipt quality education such children are hindered by multiple restrictions that are associated with social inequality. Studies in the field of sociology, which have been carried out in the Russian Federation and in the West since the 1960s, have shown that education tends to confirm and reflect existing social inequality, which can contribute to its elimination. Since the responsibility for learning outcomes rests with teachers, in the end, most attention is paid to the brightest, best students, and children with disabilities end up at the bottom of the school hierarchy.

The reasons for the social infringement of this group of children are not limited to the school. In English studies of the 80s. conclusions regarding the factors of social inequality were confirmed, and questions were raised why educational institutions themselves tend to reproduce and maintain social inequality. Russian sociologists of our time are working in the same direction. They revealed the transmission and continuity through the educational system of those social class differences that exist outside the educational process. Judging by the studies that were carried out in the USA in the 60-70s, a great influence on the results schooling have family and social circumstances, which subsequently determines the level of income. The effectiveness of the learning process is affected by the social background of schoolchildren. These studies gave rise to a discussion about the need to introduce inclusive education for children from various social strata and groups, including children with disabilities.

The social aspects of inclusive education were studied by Shinkareva E.Yu., Malofeev N.N., Kantor V.Z., Zhavoronkov R., Romanov P., Zaitsev D.V., Antipyeva N.V., Akatov L.I. and etc.

The purpose of the course work is to consider the problem of inclusive education in the Russian Federation, taking into account the experience of foreign countries.

The object is the history, realities and prospects for the development of inclusive education in Russia and abroad.

The subject is the problem of inclusive education in the Russian Federation and abroad.

The objectives of the course work were:

1.Disclosure of the concept and essence of inclusive education.

2.Analysis of the experience of foreign countries in the problem of inclusive education.

.Consideration of problems and prospects for the development of inclusive education in the Russian Federation.

Research methods: analysis of literary sources, generalization of scientific material and practical experience.

1. Stages of practice formation

The history of the development of children with special educational needs is conditionally divided into 3 stages:

.Early 20th century - mid 60s - "medical model" → segregation

2.Mid 60s - mid 80s - "normalization model" → integration

.Mid 80s - present - "inclusion model" → inclusion.

"Full participation" in the concept of "inclusion" is learning and collaborating with other participants, acquiring a common experience. This is the active involvement of each child in the learning process. Moreover, it implies that the student is accepted and appreciated for who he is.

The development of "inclusion" in the school implies the rejection of the practice of using methods aimed at excluding the child from the educational process, or the so-called "exclusive" methods.

At the same time, the transition of schools to the use of inclusive approaches in education can be quite painful, as they have to consider their own discriminatory actions against certain social minorities.

An important impetus to the development of inclusive education was given by the World Conference on the Education of Children with Special Needs: Access and Quality, which took place in Salamanca (Spain) in June 1994. More than 300 participants, representing 92 governments and 25 international organizations, considered the most important policy changes, necessary to promote the concept of inclusive education and thus create the conditions for schools to serve the interests of all children, including those with special educational needs. While the main focus of the Salamanca Conference was on special educational needs, the conclusions of that conference were that “special needs education is a problem that affects the countries of the North and the South alike and that these countries cannot move forward, being isolated from each other. This kind of education should be an integral part of the overall educational strategy and, indeed, be the object of a new socio-economic policy. This calls for a major reform of the regular school."

Mainstream schools will become inclusive, in other words, if they better teach all the children living in their communities. The Salaman Conference declared that “regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, as they create a favorable social environment, build an inclusive society and provide education for all; in addition, they provide an effective education for the majority of children and increase the efficiency and, ultimately, the profitability of the entire education system. This vision was confirmed by the participants of the World Education Forum in Dakar in April 2000,

Modern researchers note that at present, Canada, Denmark, Iceland, Spain, Sweden, the USA and Great Britain can be distinguished among the countries with the most advanced legislation.

In Italy, legislation has supported inclusive education since the 1970s. In 1977, the first regulations governing inclusive education were adopted. Maximum amount children in the class were 20 people, children with disabilities - 2 students out of the total. The classes that existed before were closed for children with disabilities, and teachers-defectologists united with ordinary teachers and interacted with all students in the class. All specialized institutions were closed throughout the country, children with special needs were included in society. But according to experts, the quality of their education has suffered. In 1992, a new law was adopted, according to which not only socialization, but also the education of special children was put at the forefront. By 2005, more than 90% of Italian children with disabilities were studying in mainstream schools.

In the UK, inclusive education became part of the national education program in 1978. Then the phrase "special educational needs" was introduced and it was recognized at the state level that these "needs" can be implemented in most cases on the basis of a general education school. In 1981, the Education Act for Persons with Special Educational Needs and Disabilities was passed. By 2008, more than 1.2 million children with special educational needs are successfully enrolled in mainstream schools, and the special school system also exists.

Inclusive education in Spain dates back more than 40 years, in 1940 it was first officially enshrined in common law on education, the term "special education", in 1975 an independent institution was created National Institute special education. In 1978, the Spanish constitution establishes: “The executive authorities will implement a policy of prevention, treatment, rehabilitation and integration of disabled persons with physical, sensory and mental illnesses who need special attention and will be specially protected so that they can exercise their rights, which the constitution provides to everyone citizens."

In our country, the first inclusive educational institutions appeared 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, the implementation of the project "Integration of Persons with Disabilities" began in Russia. As a result, experimental sites for teaching children with disabilities were created in 11 regions. Based on the results of the experiment, two international conferences were held (1995, 1998). January 31, 2001 the participants of the International scientific and practical conference on the problems of integrated education 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. 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 educational plans pedagogical universities from September 1, 1996, the courses "Fundamentals of special (correctional) pedagogy" and "Peculiarities of the psychology of children with disabilities." 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.

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

Little experience of inclusion technologies has been accumulated in our country. Behind last years in the education of Russia, the values ​​of inclusive education are being updated. Sorokoumova S.N. (2010) defines inclusive education in his study. Inclusive education is a process of development general education, implying the availability of education for all, in terms of adaptation to the different needs of children. This provides access to education for children with special needs. Inclusive education develops an approach to learning and teaching. This approach will be more flexible to meet the various needs in the upbringing and education of children. Inclusive education suggests that the variety of needs of schoolchildren should be matched by a continuum of services, as well as an educational environment that is most favorable for them. The basis of the practice of inclusive education is the acceptance of the characteristics of each student and. Naturally, education and upbringing must be organized in such a way as to meet the special needs of any child.

Sabelnikova S.I. (2010) believes that today the Bologna Agreement, in the field of inclusion as a reform that welcomes and supports the characteristics and differences of any student (individual abilities and opportunities, religion, nationality, social class, culture, race, gender), begins their first steps in the Russian Federation. Inclusion is often seen as teaching children with disabilities in mainstream schools with their healthy peers. Inclusive education enables students to develop social relationships through direct experience. The basis of the practice of inclusive education is the idea of ​​accepting the characteristics of any student and, naturally, education should be organized in such a way as to meet the needs of any child.

The principle of inclusive education is that teachers and the administration of ordinary schools accept children regardless of their intellectual, emotional, physical development, social status and create conditions for them based on pedagogical and psychological techniques that are focused on the needs of children.

With an inclusive approach, the educational process allows students to acquire the necessary competencies according to educational standards. The main subject of inclusive education is a child with disabilities. In the field of education, the concept of a child with disabilities characterizes children who, due to mental, mental, physical disabilities, cannot master the usual school curriculum and need specially developed content, methods, and standards of education. The term disabled child was borrowed from foreign experience and became stronger in the practice of Russian scientists in the 1990s. XX century. In Russian pedagogy, many different terms are used, covered by the concept of "a child with disabilities": pedagogically neglected children, children with developmental disabilities, children with developmental disorders.

Shipitsina L.M. noted that given the variability individual development schoolchildren, an educational institution provides for models of joint learning while maintaining the necessary specialized pedagogical and psychological help.

Thus, for the development of inclusive education, it is necessary to form a model of pedagogical and psychological support and subjective educational routes for children in whom each educational level was provided needed help institution specialists. The main task is to detect individual positive features in any student, to fix the learning skills that have been acquired over a certain time, to outline the prospect and the nearest area for improving the acquired skills and abilities, and to expand the student’s functional capabilities as much as possible.

An important condition that ensures successful inclusion is the exact differential psychological diagnostics any child. This can be done with the help of a qualified diagnostic service. This service should not only establish a diagnosis, but also give an opinion for the educational institution where the child is sent in accordance with the diagnosis, which contains recommendations for a subjective educational plan.

Methodological inconsistency is considered to be a difficult aspect. diagnostic studies which are carried out by specialists of different profiles: medical workers, psychologists, teachers. The complexity of the work collides with the unpreparedness of specialists for a dialogue based on diagnostic results, which are available. Another important aspect of education is the development of an accompaniment system that is experiencing problems in the methodological inadequacy of diagnostics. More important issue diagnostics of constructive factors is considered, allowing to find its solution. The diagnostic tools used by specialists are focused not on finding ways out of the problem, but on ascertaining the unfavorable background of the problem.

The meaning of the support system in inclusive education is related to teaching children how to independently solve and search for their own developmental problems. From this arises the task of diagnostic evaluation of the effectiveness of support. In this area, an approach that orients the psychologist in a different way to research is considered more promising. inner peace children as an analysis of external characteristics and the way they interact with the external environment. In the preschool period of children's life, inclusion is considered more fruitful and has the greatest effect. First of all, preschool children do not have prejudice against peers with disabilities. They easily develop an attitude towards mental and physical disabilities, as to the same subjective features of another person, like voice, hair and eye color. American scientists believe that starting inclusion at preschool age in educational environment, we bring up a generation with a humane attitude towards other people, including people who have developmental disabilities.

In addition, a component of successful inclusion and integration of children with disabilities into the environment of healthy peers is considered to be the preparation of the environment for such processes through training programs for professional development for specialists in correctional (special) and mass programs and institutions for improving the competence of parents.

Educators working in inclusive education classrooms need special support. The psychologist helps to overcome anxiety and fear, which is associated with finding the right approaches in interaction with students with special needs in education and upbringing.

Parents of children with developmental disabilities insist on their inclusion in the normal community of children. First of all, this is due to the fact that in the system of special (correctional) education with a well-established methodology for teaching children with developmental disabilities, the social adaptation of these children in the real world is poorly developed - the child is isolated from society. Naturally, children with developmental disabilities adapt to life in educational institutions(OS) is better than in specialized institutions (SI). The difference is more noticeable in the acquisition of social experience. In healthy children, learning abilities improve, independence, activity and tolerance develop. However, the question of shaping the process of education and development of children with developmental disabilities in public schools is still open. This is due to the lack of specialists, unpreparedness of personnel, the specifics of methods, etc.

The administration and teachers of educational institutions, who have accepted the idea of ​​inclusive education, are in dire need of assistance in working out the mechanism of interaction between participants in the educational process and the formation pedagogical process, where the main figure is the child. The space of inclusion implies accessibility and openness, both for children and adults. The more partners the school has, the more successful the student will be.

The range of partners is very wide: public and parent organizations, centers of pedagogical and psychological rehabilitation and correction, special (correctional), general education and preschool institutions, professional centers and higher educational institutions for advanced training, methodological centers, education department, Department of Education.

Teachers are not ready to work with students who have limited developmental opportunities. There are gaps both in the quality of training of specialists and in the unpreparedness of institutions to accept such students.

The idea of ​​inclusive education makes special demands on the personal and professional training of specialists with basic correctional education, and teachers with a special component of professional qualifications and with a basic level of knowledge. The basic component is professional pedagogical training (skills and abilities, methodological, pedagogical, psychological, subject knowledge), and the special component is pedagogical and psychological knowledge:

The ability to implement different ways of pedagogical interaction between the subjects of the educational environment (with management, specialists, fellow teachers, parents, with students in a group and individually).

Knowledge of the methods of didactic and psychological design of the learning process.

Knowledge of the psychological characteristics and patterns of personal and age development children in an inclusive educational environment.

Understanding and understanding of what inclusive education is, how it differs from traditional education.

The issue of understanding the scale of inclusion, which is based on the content of the school model and education, is considered relevant for all students, regardless of their differences (schoolchildren must adapt to the rules, regime and norms of the education system). Or, on the contrary, it involves the use and conceptualization of a wide range of educational strategies that meet the diversity of students ( education system should respond to the needs and expectations of young people and children).

It is necessary to sufficiently assess the significance of inclusion for the development of not only children with intellectual disabilities, but also society as a whole.

integrated general education inclusive education

2. Problems and prospects for the development of inclusive education in Russia

The legislation of the Russian Federation in the field of education, in accordance with international standards, provides for guarantees of various rights to education for persons with disabilities.

To date, in the Russian Federation, 3 approaches are used in the education of children with disabilities:

Inclusive education, in which children with disabilities are taught together with ordinary children.

Integrated education of children in special groups (classes) in schools.

Differential education of children with disabilities in correctional (special) institutions of types I-VIII.

Currently, the education system for children with special educational needs is on the verge of change. In reality, in the Russian Federation, educational integration is implemented by extrapolation, that is, experimental adaptation and transfer to domestic conditions, modification of the forms of educational integration that have positively proven themselves abroad.

Together with this, today as priority direction development of education for disabled children, the organization of their upbringing and education together with healthy children is considered. The implementation of inclusive education in the Russian Federation raises the question for the country about the need to change the methods of introducing integration innovations in education.

The main task in this direction was formulated by D.A. Medvedev: “We are obliged to create a normal education system for disabled children so that they can study among healthy peers in regular schools so that they do not feel isolated from society from early childhood.”

In order to expand the availability of education for such children, the Russian Federation is developing Remote education these children. For its implementation from the federal budget in 2009, funds were allocated in the amount of 1 billion rubles, in 2010-2012. the volume of annual financing amounted to 2.5 billion rubles.

To date, more than three thousand children are studying remotely. According to the results National project in 2012, about 30 thousand children have the opportunity to study at home.

The systematic introduction of the practice of inclusive education in the Russian Federation is uneven and slow. In some regions (Arkhangelsk, Samara, Moscow) these processes have advanced in their development, in other regions this practice is just beginning to take shape.

Basically, this is a generalization of pedagogical experience that has been gained in Russian schools and includes inclusive approaches, analysis of the latest approaches that are taking shape in the financing and management of the education process for children with disabilities.

According to the Ministry of Science and Education of the Russian Federation, in 2008-2010, the model of inclusive education is being introduced on an experimental basis in schools of various types in a number of constituent entities of the Russian Federation, among them:

republics of the North Caucasus;

Khabarovsk;

Saint Petersburg;

Republic of Karelia;

The Republic of Buryatia;

Samara Region;

Arkhangelsk;

The development of inclusive education in the Russian Federation is carried out in partnership with non-governmental organizations and government agencies. The initiators of the inclusion of children with disabilities in the learning process are associations of parents of such children, organizations that defend the interests and rights of people with disabilities, educational institutions and professional communities that work in a project and experimental mode.

To date, the attitude towards children with disabilities has changed: practically no one objects that education should be available to all children, main question in how to make sure that a child with a disability receives both a rich social experience and his educational processes are implemented. Consequently, questions from the ideological plane moved to the research, methodological and organizational planes.

In the Russian Federation, with a developed and established system of special education, the educational needs of such children were met in terms of providing social and medical and psychological assistance, but this system limited graduates in terms of further life chances and social integration.

In addition, the priority of developing joint education of healthy children and children with disabilities does not mean a rejection of achievements Russian system special education. It is necessary to improve and preserve the network of correctional institutions. At the same time, for some children it is more expedient to study in a correctional institution. These institutions are currently serving educational and methodological centers who provide assistance in building methods to school teachers and psychological, as well as pedagogical assistance parents and children.

Reforming the social system involves the development of a legal framework for the implementation of this process.

Currently, inclusive education in the Russian Federation is regulated by Protocol No. 1 of the European Convention for the Protection of Fundamental Freedoms and Human Rights, the Convention on the Rights of the Child, the federal law "On the Social Protection of Disabled Persons in the Russian Federation", the federal law "On Education", the Constitution of the Russian Federation. In 2008, the Russian Federation signed the UN Convention on the Rights of Persons with Disabilities.

In modern legislation, when fixing the principles of the right to education, the mechanism for creating specialized conditions for disabled children at school has not been reflected. Today, a draft of a new Law on Education is being prepared, it should reflect the principles of inclusion in modern school.

The main task is to create conditions in schools for unhindered access of children with disabilities. To solve this problem, the Ministry of Health social development The Russian Federation has developed a draft concept of the federal target program "Accessible Environment" for 2011-2015.

The Accessible Environment program includes not only the adaptation of the physical environment, but also a change in the procedure and principles for attestation and assessment of students, providing children with disabilities with the opportunity to study according to individual plans, changing the system for providing additional and individual support, and training teachers.

Currently, the biggest challenges to promoting inclusion remain:

failure to take into account the different levels of needs and needs of children with disabilities, depending on the level of disability for the formation of support services and an accessible environment in the organization of targeted financing;

non-orientation of education standards towards the education of disabled children.

The implementation of inclusive education is associated with the presence in the country of a system of early comprehensive care. The model of inclusion at the level of preschoolers is more promising and not controversial, because focused on the development of children.

It is difficult to overcome the orientation towards qualified education as the basis of the school level. Therefore, teachers have difficulties with the issuance of certificates.

An analysis of the state of higher education for disabled people in the Russian Federation shows that there is a need for changes in its content and organization, which is caused by the formation of the newest holistic semantic characteristics vocational education and a number of sustainable trends in social policy. In the Russian Federation, only a limited number of universities are focused on teaching people with disabilities. IN state universities more than 24,000 disabled people study, 14,000 in secondary schools, and 20,000 disabled in primary schools.

Recently distance forms of education have been introduced. The main problem is also the employment of disabled people. According to statistics, about 10 million disabled people live in the Russian Federation, and only about 15% of them have a permanent job. At the same time, disabled people who have mastered the programs of higher integrated education have employment that does not exceed 60%.

The implementation of inclusive education may be threatened by the adoption of a number of legal acts that regulate the functioning and organization of educational vertical links, as well as the mechanisms of their interaction. Particular attention should be paid to the legal regulation of "transitional" links:

from school education to vocational, secondary education;

from preschool education to school education.

One of the conditions for the implementation of inclusion is the training of personnel for inclusive education. To date, the solution of this issue is less provided both methodologically and organizationally.

Within the framework of the pedagogical and psychological direction of the third generation of the Federal State Educational Standards of Higher Professional Education, the PEP "Pedagogy and Psychology of Inclusive Education" was developed, which is focused on the preparation of masters and bachelors, as well as advanced training programs for specialists, leaders and teachers of IEI, a master's program "Organization of inclusive education" was opened in MSUPU.

One can also single out the practical absence of didactic and educational tools that allow for the implementation of diverse education for children in inclusive classes and groups. The teacher turns out to be unarmed, he does not have didactic and methodological developments, pedagogical technologies that are adequate to the tasks of inclusive education.

The very process of inclusion of children with disabilities is very complex, both in terms of content and organizational components. That is why it is important to form specific technologies and adequate models of pedagogical and psychological support for inclusion in educational process. These technologies and models make the process as flexible and adaptive as possible.

The difficulties of organizing inclusive education in a modern school are due to the fact that the school is focused on healthy children, for whom typical methods of pedagogical work are considered sufficient. The most important for the development of inclusive education is:

Involvement in the development of inclusive education public organizations, professionals from the system special education, parent groups and other stakeholders.

Development of pedagogical and psychological support technologies.

The formation of a tolerant attitude and a positive opinion of society is the preparation of all members of the school community.

Professional retraining of teachers, formation of resource centers to support inclusive education with the involvement of the experience of special education.

Creation of a regulatory framework for the development of inclusive education and development public policy.

Development of inclusive education in Moscow

In accordance with Art. 18 of the Law of Moscow No. 16 of April 28, 2010 "On the education of children with disabilities in Moscow" financing of state educational institutions in which persons with disabilities study is carried out at the expense of the budget of the city of Moscow on the basis of an individual staffing table in accordance with the financial cost rates for the next financial year.

There are 4,607 buildings (3,992 institutions) in the system of the Moscow Department of Education, of which 925 buildings have been adapted. Within the framework of the Target Program "Public Integration of Disabled Persons in Moscow in 2011-2013", all institutions were adapted social sphere for invalids. 1,180,000 thousand rubles were spent on this, including:

thousand roubles. - 2011;

thousand roubles. - year 2012;

thousand roubles. - year 2013.

In 2013, taking into account the purchased equipment, 38% of educational institutions in Moscow became accessible.

Today, 25.6 thousand disabled children under the age of 18 live in Moscow, of which 74%, in accordance with the desire of their parents and the profile of the disease, are brought up and trained in various educational institutions of the city, in particular:

1% in primary and secondary vocational education institutions;

6% in preschool educational institutions;

8% in correctional (special) schools, home-based schools and boarding schools;

5% in comprehensive schools.

The strategy of the Government of Moscow determines our priorities for the implementation of the state policy in the interests of children "Moscow Children" for 2013 - 2017:

New system values ​​with an attitude towards tolerance and political correctness.

Inclusive (integration) processes.

Individualization of education.

The earliest possible inclusion of disabled children and their families in the educational process.

Education coverage of all children with disabilities, taking into account territorial accessibility.

Today, everyone understands that inclusive education will not survive without financial support. The principle “money follows the student” does not yet have certain mechanisms for its own implementation. Funding is not calculated per child, but per type of educational institution. In a regular school, inclusive education of children with disabilities requires additional financial investments.

In 2010, the standard of financial costs for the maintenance of one pupil studying in public schools system of the Department of Education was:

in correctional (specialized) schools - 157,831 rubles (the standard is exceeded by 2.5 times);

in secondary schools - 63,112 rubles.

At present, in all districts of Moscow, educational schools implementing inclusive practices. As of September 2010, there were 186 educational schools.

The Institute for Problems of Inclusive Education has developed advanced training programs for support specialists, coordinators, managers and teachers, as well as within the framework of the third generation of the Federal State Educational Standard educational program"Psychology and pedagogy of inclusive education" for the preparation of masters and bachelors.

3. Experience of inclusive education abroad

Inclusive education implies that the variety of needs of children with disabilities should be matched by a continuum of services, primarily an educational environment that is most favorable for such children. This principle means that all children must be included in the social and educational life of the school in which they live. The task of an inclusive school in the west is to build a system that meets the needs of every child. In Western inclusive schools, all children are provided with support that allows them to feel safe, achieve success, feel the value of being together in society.

Inclusive schools aim for different educational achievements than regular schools abroad. The goal of an inclusive school is to provide all students (regardless of their mental and physical condition) with the opportunity for a full social life, active participation in a collective, society, thus provide children with full interaction and assistance.

This value imperative shows that all members of the school community, as well as society, are connected with each other and that schoolchildren not only interact in the learning process, but also develop while making joint decisions.

Foreign teachers who have experience in inclusive education have developed ways to include children:

Involve students in group problem solving and collective forms of learning.

Include children in the same activities, but set different tasks.

Treat disabled children as well as healthy children.

Use other strategies of group participation: field and laboratory research, joint projects, games, etc.

In foreign practice, inclusive schools largely change the role of the teacher, who is involved in various integrations with schoolchildren.

In the 1990s, a number of publications were published that dealt with the problem of self-organization of parents of disabled children, the social activity of disabled adults, as well as those who oppose the narrow medical approach to social rehabilitation and protection, for expanding the life chances of disabled people and protecting their rights. These publications have acted as a catalyst for public discussion on the rights of children with disabilities to education in an environment conducive to their maximum social inclusion. In addition, inclusive education in the West is also being studied from the point of view of efficiency - the results of academic performance and economic costs are being studied. These works refer to the years 1980-1990 and show the benefits of integrated learning in terms of achievements, benefits and benefits. It should be noted that schools abroad receive funding for disabled children, so they are interested in increasing such students.

After analyzing the foreign experience of educating children with disabilities, it can be noted that in several countries there is a certain consensus regarding the importance of integrating such children. The principles of inclusive education are set out not only in monographs and scientific journals, but also in practical guides for politicians, managers, doctors, social workers and teachers, as well as on the pages of textbooks. The existing developments, which are based on the generalization of pedagogical experience and empirical research, lead to the understanding that organizational and methodological changes that are carried out in the interests of a specific category of children experiencing learning problems, under certain conditions, can benefit all children. Practice also shows that the inclusion of children with disabilities in mainstream schools becomes a catalyst for change that leads to improved learning conditions for all children.

CONCLUSION

The bill "On the Education of Persons with Disabilities (Special Education)", submitted to the State Duma of the Russian Federation, establishes the possibility of teaching disabled children in a public school, and in the report of the State Council of the Russian Federation "The educational policy of Russia in present stage"(2001) emphasizes: "Children with health problems (disabled) should be provided by the state with medical and psychological support and special conditions for education, mainly in general education school at the place of residence and only in exceptional cases - in special boarding schools. "Inclusive education today can rightfully be considered one of the priorities of the state educational policy of Russia. The transition to it is predetermined by the fact that our country has ratified the UN Conventions in the field of children's rights, However, for such a transition to take place, not only relevant legal acts are needed, but also the necessary conditions, favorable public opinion.

In this term paper we examined the problems of inclusive education in the Russian Federation, taking into account the experience of foreign countries. The above concepts and principles of inclusive education, in our opinion, can be useful in the domestic practice of educational integration. One can also hope that an analysis of the available data from sociological surveys will help the subjects of the education system orient themselves in their work to overcome the difficulties of teaching disabled children in a general education school. Unfortunately, the issue of inclusive education has not yet been sufficiently discussed. Some schools are acting proactively, anticipating the centralized reforms that may be just around the corner. However, unified standards for the organization of educational and rehabilitation processes, as well as mechanisms for their material and technical, social, psychological, pedagogical, personnel and rehabilitation support, have not yet been developed. To be approved state standard professional rehabilitation of disabled people and organize a system of special training and retraining, advanced training of teachers - specialists in inclusive education. Such measures can contribute to the expansion of access to education for children with disabilities. This will create more favorable conditions for the social mobility of people from the least well-to-do strata of modern Russian society.

The practical significance of the study. The results of the study are of practical interest to state structures coordinating the solution of problems of the development of inclusive education, administration, school teachers, and parents.

Regulations

1.Decree of the Government of the Russian Federation of March 12, 1997 No. 288 (as amended on March 10, 2009) “On Approval of the Model Regulations on a Special (Correctional) Educational Institution for Students, Pupils with Disabilities” // SPS Consultant Plus

2.Letter of the Ministry of Education and Science of the Russian Federation of 18.04.2008 No. AF-150/06 "On the creation of conditions for the education of children with disabilities and children with disabilities" // ATP Consultant Plus

.Letter of the Ministry of Defense of the Russian Federation dated June 27, 2003 No. 28-51-513 / 16 "Guidelines for the psychological and pedagogical support of students in the educational process in the context of education modernization" // ATP Consultant Plus

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Similar jobs to - Inclusive education in the Russian Federation

At present, in the conditions of the modernization of various fields of activity carried out by the state, it is of particular importance for sustainable development society acquires the quality of human capital - its health, its knowledge, its ability to move and the ability to obtain accessible information. Increasing investment in human resource became the state socio-economic strategy. Children with disabilities, especially children with disabilities, are the most vulnerable part of the population in need of special social support from the state.

One of the priority goals social policy Russia - modernization of education in the direction of accessibility and quality for all categories of citizens with disabilities. In this regard, the order of society for inclusive education has increased significantly. Inclusive education is a new and promising direction of pedagogy, adopted in civilized countries and called upon by the world community. Undoubtedly, the future of Russian education, including special education, is connected with it.

The relevance of the chosen topic lies in the fact that, given the growth in the population of children with disabilities, children with disabilities, the task of their integration into society is of particular importance, and educational organizations are the first to begin to solve these problems. Children with developmental disabilities, as well as normally developing children, have the right to be accepted into the community of peers, to develop in accordance with their abilities and to gain the prospect of participation in society.

In connection with the relevance of this problem at the present stage of modernization of Russian education, the goals of writing this work are determined:

· studying the state policy strategy during the period of transition to inclusive education, ensuring the right of children with disabilities to receive quality education in accordance with their needs and opportunities;

· determining the place and role of PMPK in the education system in the transition to inclusion.

study legislative framework regulating the inclusion in the education system of children with disabilities, children with disabilities;

· to give a psychological and pedagogical description of children with disabilities (children with NODA);

· to analyze the contingent of children examined by PMPK specialists for the period from 2011 to 2013;

The practical significance is determined by the fact that the material presented in this work can be used by teachers, specialists of PMP councils educational organizations to organize the implementation of psychological, medical and pedagogical support for children with disorders of the musculoskeletal system - with spastic diplegia.

Strategy of the state policy of the Russian Federation during the transition to inclusive education

Inclusive education is such an organization of the process of education and upbringing, in which all children, regardless of physical, mental, intellectual and cultural relations and other features, are included in the general education system and study together with their peers.

Inclusive education is one of the main directions of reform and transformation of the system of special education in many countries of the world, the purpose of which is to realize the right to education without discrimination. At the heart of the transformation of the system of special education in a global context and the development of inclusive approaches in education are, first of all, the most important international legal acts - declarations and conventions concluded under the auspices of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization ( UNESCO) relating to human rights and non-discrimination for any reason:

Declaration of the Rights of the Child (UN, 1959)

Convention against Discrimination in Education (UNESCO, 1960)

Declaration on the Rights of Mentally Retarded Persons (UN, 1971)

Declaration on the Rights of Persons with Disabilities (UN, 1975)

World Program of Action for Persons with Disabilities (UN, 1982)

Convention on the Rights of the Child (UN, 1989)

World Declaration on Education for All - Meeting Basic Educational Needs (World Conference on Education for All, Jomtien, Thailand, 1990)

United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities (UN, 1993)

Salamanca Declaration on Principles, Policies and Practices in the Education of Persons with Special Needs (World Conference on the Education of Persons with Special Needs, Salamanca, Spain, 1994)

Convention on the Rights of Persons with Disabilities (UN, 2006)

These international legal acts affirm the right of every individual to education and the right to receive an education that does not discriminate against him on any grounds - whether it be gender, race, religion, cultural, ethnic or linguistic affiliation, health status, social origin, socio-economic position, status of a refugee, immigrant, internally displaced person, etc.

The main ideas and principles of inclusive education as an international practice for the realization of the right to education of persons with special needs were first formulated in the most complete way in the Salamanca Declaration "On the principles, policies and practices in the field of education of persons with special needs" (1994).

Education of children with disabilities, children with disabilities, their social adaptation is one of the priority issues in Russian education. The legislation of the Russian Federation, in accordance with the fundamental international documents in the field of education, provides for the principles of equal rights to education for children in this category. “The main task is, within the framework of the modernization of Russian education as a whole, to create an educational environment that ensures the availability of quality education for all, without exception, persons with disabilities and people with disabilities, taking into account the peculiarities of their psychophysical development and state of health” (D.A. Medvedev).

The National Educational Initiative “Our New School” (approved by the President of the Russian Federation D.A. Medvedev on February 4, 2010, Pr-271) formulates the basic principle of inclusive education: “A new school is a school for everyone. Any school will ensure the successful socialization of children with disabilities, children with disabilities, children left without parental care, who are in difficult life situation. In every educational institution, a universal barrier-free environment should be created to ensure the full integration of children with disabilities.

An important federal document in the field of education of children with disabilities, children with disabilities is the State Program of the Russian Federation "Accessible Environment" for 2011-2015, approved by Decree of the Government of the Russian Federation of March 17, 2011 No. 175. In section II "Goals State program for 2011-2015, "... Creation of prerequisites for the development of inclusive education, including the creation of a barrier-free school environment for children with disabilities"

In June 2012, the President of the Russian Federation signed Decree No. 761 dated 06/01/2012 "On the National Strategy for Action in the Interests of Children for 2012-2017". The Action Strategy for Children recognizes the social exclusion of vulnerable categories of children (orphans and children left without parental care, children with disabilities and children in a socially dangerous situation) and sets the following tasks:

Legislative consolidation of legal mechanisms for the implementation of the right of children with disabilities and children with disabilities to be included in the existing educational environment at the level of preschool, general and vocational education (the right to inclusive education);

Ensuring the provision of high-quality psychological and correctional-pedagogical assistance to children in educational institutions;

The possibility of education for all children, regardless of their limited health, is legally enshrined in the Constitution of the Russian Federation (Article 43), in the Federal Law "On Education in the Russian Federation" No. 273-FZ of December 29, 2012.

law Perm Territory No. 587-PK dated February 18, 2010 “On the regulation of certain issues in the field of education in the Perm Territory”, one of the main directions for the development of the education system in the Perm Territory is the creation of conditions for the successful socialization of children with disabilities, including through inclusive education.

2. Children with disabilities - cerebral palsy: study, forms.

The term "person with disabilities" appeared in Russian legislation recently. In accordance with federal law dated June 30, 2007 No. 120-FZ “On Amendments to Certain Legislative Acts of the Russian Federation on the Issue of Citizens with Disabilities”, the words “with developmental disabilities” used in regulatory legal acts should be replaced by the words “with disabilities”, i.e. . having deficiencies in physical and (or) mental development.

1) children with hearing impairments (deaf, hard of hearing, late deaf);

2) children with visual impairments (blind, visually impaired);

3) children with speech disorders;

4) children with intellectual disabilities (mentally retarded children);

5) children with mental retardation (ZPR);

6) children with disorders of the musculoskeletal system (ICP);

7) children with disorders of the emotional-volitional sphere;

8) children with multiple disorders (a combination of 2 or 3 disorders).

Cerebral palsy is a collective term that unites a group of chronic non-progressive symptom complexes of movement disorders secondary to brain lesions and / or anomalies that occur in the perinatal period.

Currently, the problem of cerebral palsy is acquiring great importance. There has been a steady increase in the number of patients with cerebral palsy (ICP) and averages 1.71 per thousand newborns. In Russia today, more than 50,000 children who are considered disabled live with this diagnosis.

The first institutions with disorders of the musculoskeletal system were opened in the 70s. Now a network of specialized institutions has been created in our country: polyclinics, neurological departments and neuropsychiatric hospitals, specialized sanatoriums, nursery schools, boarding schools for children with disorders of the musculoskeletal system, orphanages and various rehabilitation centers. In these institutions for a long time, not only rehabilitation treatment has been carried out, but also qualified assistance from speech therapists, defectologists, psychologists, and educators in correcting cognitive and speech disorders.

Cerebral palsy (CP) is a severe disease of the central nervous system, in which the brain structures responsible for voluntary movements are especially affected. The word "cerebral" means "cerebral" (from Latin word“cerebrum” - “brain”), and the word “paralysis” (from the Greek “paralysis” - “relaxation”) defines insufficient (low) physical activity.

Cerebral palsy is characterized by a wide variety of clinical manifestations, accompanying symptoms, severity of motor and mental disorders, degrees of compensation, causes of the disease. Motor disorders are manifested in the form of paralysis, paresis, violent movements (hyperkinesis), impaired coordination of movements. These symptoms are often accompanied by mental retardation. speech development, convulsive seizures, impaired vision, hearing, sensitivity and other pathologies.

By itself, cerebral palsy does not progress, because. does not relapse. However, in the process of treatment, the patient's condition may improve, worsen, or remain unchanged. Cerebral palsy, as a rule, is not a hereditary disease. They never get infected or sick. Although cerebral palsy is not curable (not “curable” in the conventional sense), constant training and therapy can lead to an improvement in the condition of the disabled person.

In children with cerebral palsy, the mastery of all motor functions is delayed and to some extent impaired: with difficulty and delay, the function of holding the head, the skills of independent sitting, standing, walking, and manipulative activity are formed. Movement disorders, in turn, adverse effect on the formation of mental and speech functions.

For the first time, such violations were dealt with in detail in the 1830s by the eminent surgeon John Little, when he lectured on birth injuries. In 1861, when in a paper presented at a meeting of the Obstetrical Society of London, Little stated that asphyxia, expressed as a pathology in childbirth, leads to damage to the nervous system ( spinal cord) and the development of spasticity and plegia in the legs. Thus, he was the first to describe what is now known as one of the forms of spastic cerebral palsy - spastic diplegia. In 1889, the equally eminent Sir Osler coined the term "cerebral palsy" and showed that the disorders concerned the hemispheres of the brain, and not damage to the spinal cord. In 1893, Freud coined the term "cerebral palsy". It was Freud who, on the basis of his work in the 1890s, combined various disorders caused by abnormal post-natal development of the brain under one term and created the first classification of cerebral palsy.

Currently, our country has adopted the classification of K.A. Semenova (1974-1978), which is very convenient in practical work doctors, teachers-defectologists, speech therapists, psychologists. According to this classification, 5 forms of cerebral palsy are distinguished:

spastic diplegia;

double hemiplegia;

hemiparetic form;

hyperkinetic form;

atonic-astatic form;

Mixed forms;

Unspecified forms;

The most common form of cerebral palsy- spastic diplegia (40%).

Consider the form of cerebral palsy - spastic diplegia.

Spastic diplegia (Little's syndrome) - the most common form of cerebral palsy (45%-50%), is characterized by tetraparesis, while the arms are affected to a lesser extent than the legs, which allows them to be used with support while walking. Children suffering from spastic diplegia, under the influence of special education, can master self-service skills, writing and a number of labor skills. In 70 - 80% of children, speech disorders are noted in the form of spastic - paretic dysarthria, delayed speech development, less often motor alalia. With spastic diplegia, it is possible to overcome mental and speech disorders, subject to systematic, directed corrective work. The psyche of children is often not changed, many of them can study in a mass school. In some cases, a decrease in intelligence is possible, however, with an early, systematic work, the mental retardation can be successfully overcome.

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