current
(as amended on December 14, 2016)
On the education of persons with disabilities in the city of Moscow
MOSCOW CITIES
On the education of persons with handicapped health in Moscow
Document as amended by:
(Official website of the Moscow City Duma www.duma.mos.ru, 07.07.2014);
(Official website of the Moscow City Duma www.duma.mos.ru, December 26, 2016).
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This Law regulates relations related to the realization of the right of persons with disabilities to education of any level and orientation in accordance with their abilities and capabilities, for the purpose of social integration specified persons, including the acquisition by them of self-service skills, preparation for work, including professional, activities and family life.
Chapter 1. General Provisions
Article 1. Scope of this Law
This Law applies to:
1) disabled children, other persons who are not recognized in the established order as disabled children, but who have temporary or permanent health limitations and need to create special conditions for training (education), as well as disabled people and other persons with disabilities over the age of 18 years of age studying in the main professional educational programs of primary vocational, secondary vocational and higher vocational education;
2) parents (legal representatives) of the persons specified in paragraph 1 of this article;
3) pedagogical and other employees involved in the upbringing and education of persons with disabilities, as well as pedagogical employees from among persons with disabilities;
4) executive authorities of the city of Moscow, state educational institutions of the city of Moscow (hereinafter referred to as state educational institutions) and non-state educational organizations, relevant officials and managers, as well as associations legal entities, public and state-public associations carrying out activities in the field of education.
(Paragraph as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 2. Basic concepts
For the purposes of this Law, the following basic concepts apply:
1) limitation of health capabilities - any loss of mental, physiological or anatomical structure or function or deviation from them, entailing a complete or partial restriction of the ability or ability to carry out household, social, professional or other activities in a way and to the extent that are considered normal for a person with other equal age, social and other factors. Depending on the degree of possibility of compensation or restoration, the disability may be temporary or permanent;
2) special conditions for learning (education) - special educational programs and teaching methods, textbooks, teaching aids, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation educational institutions and territories adjacent to them for free access to all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free environment of life, without which the development of educational programs by persons with disabilities health possibilities is impossible (difficult);
3) inclusive education - joint training (education), including the organization of joint training sessions, leisure, various kinds additional education, persons with disabilities and persons without such limitations;
4) early assistance - family-oriented comprehensive psychological, pedagogical and medical and social assistance to children of infancy and early childhood who have identified violations in the development of various functions or deviations from them, as well as the risks of their occurrence at an older age, and who are in crisis situations to families raising such children.
Article 3. Ensuring state guarantees of the right of persons with disabilities to receive education
1. Executive authorities of the city of Moscow create conditions for persons with disabilities to receive education at any level in state educational institutions in accordance with federal legislation, laws and other regulatory legal acts Moscow city by:
Law of the city of Moscow dated June 25, 2014 N 37.
1) conducting a free examination by a psychological, medical and pedagogical commission;
2) implementation of free qualified psychological, medical and pedagogical correction of health limitations (hereinafter referred to as correction of health disabilities) from the moment they are detected, regardless of the severity in accordance with the medical report and (or) the conclusion of the psychological, medical and pedagogical commission;
3) creation in state educational institutions of special conditions for training (education) for persons with disabilities in accordance with psychological, pedagogical and medical indications (contraindications), medical opinion and (or) conclusion of the psychological, medical and pedagogical commission;
4) creating conditions for the rehabilitation and habilitation of persons with disabilities using the methods of physical culture and sports in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow based on the recommendations of an individual rehabilitation or habilitation program or a medical opinion;
Law of the city of Moscow dated December 14, 2016 N 47.
5) providing an opportunity, taking into account medical recommendations and (or) recommendations of the psychological, medical and pedagogical commission, to receive education in state educational institutions of any type and type in the forms provided for by federal legislation, laws and other regulatory legal acts of the city of Moscow;
6) provision of disabled people, including disabled children, with computer equipment, communication facilities and software when receiving education at home using distance learning technologies;
7) providing disabled people, including disabled children, in accordance with medical and social indications with transport services for the period of education to visit state educational institutions;
8) providing the opportunity to use the services of sign language interpreters, assistants based on the recommendations of an individual rehabilitation or habilitation program or a medical opinion;
(Paragraph as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
9) providing an opportunity to study in additional educational programs and receive additional educational correctional services;
10) providing an opportunity to master basic and additional professional educational programs, taking into account individual psychophysical characteristics and opportunities based on the choice of labor profile;
11) ensuring employment after graduation in accordance with the education and (or) professional training received in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow;
12) ensuring other rights and guarantees in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.
2. Executive authorities of the city of Moscow ensure the organization of information and educational work with citizens in order to form positive ideas about persons with disabilities and prevent their discrimination in all spheres of life.
Law of the city of Moscow dated June 25, 2014 N 37.
3. The executive authorities of the city of Moscow implement joint programs and activities aimed at protecting the health of citizens, preventing disability, improving the education and training of people with disabilities, their social adaptation based on an individual rehabilitation or habilitation program or medical opinion, ensuring unhindered access for people with disabilities to the objects of social, transport and engineering infrastructure of the city of Moscow. Interdepartmental commissions can be created to coordinate this activity, exchange information and experience.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow of June 25, 2014 N 37 by the Law of the City of Moscow of December 14, 2016 N 47.
4. The organizational basis of the policy of the city of Moscow to ensure state guarantees of the right of persons with disabilities to receive education are the state programs of the city of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 4. Participation of parents (legal representatives) in the upbringing and education of persons with disabilities
The executive authorities of the city of Moscow create conditions that provide the opportunity for parents (legal representatives) of persons with disabilities:
(Paragraph as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
1) choose an educational institution (taking into account the medical opinion and (or) the conclusion (recommendations) of the psychological-medical-pedagogical commission);
2) choose the forms of education (taking into account the medical opinion and (or) the conclusion (recommendations) of the psychological-medical-pedagogical commission);
3) be present during the examination of the child by the psychological-medical-pedagogical commission, discuss the results of the examination, get acquainted with the conclusion and challenge it in the central (city) psychological-medical-pedagogical commission and in court;
4) participate in the development and implementation of an individual curriculum, individual programs of education and training;
5) attend, in agreement with the administration of the educational institution, classes in the relevant educational institution in order to participate in the process of education and training of a person with disabilities;
6) receive advice on the upbringing and education of a child with disabilities at the place of his education, as well as in psychological, medical and pedagogical commissions and institutions providing psychological, pedagogical and medical and social assistance;
7) participate in the management of the educational institution;
8) receive reimbursement of expenses for the education of a child in a family in the amount determined by the standards of financial costs per student in a state educational institution of the appropriate type and kind;
9) enjoy other rights and guarantees in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.
Chapter 2. Organization of education and training of persons with disabilities
Article 5
1. Executive authorities of the city of Moscow create conditions in state educational institutions for inclusive education of people with disabilities.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. For persons with disabilities who do not have the opportunity to receive inclusive education, classes (groups) of compensatory education, special (correctional) classes (groups) are opened in state educational institutions.
3. For persons with disabilities who do not have the opportunity to study full-time, conditions are created for obtaining education in other forms, including using distance learning technologies.
4. Organization of the activities of classes (groups) for persons with disabilities in the implementation of educational programs, including the definition of admission rules, maximum occupancy of classes (groups), requirements for the content of education and organization educational process, the provision of rights, social guarantees and measures of social support to students and employees, is carried out in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.
5. In order to overcome the health limitations of students, such limitations are corrected.
6. Correction of health limitations is carried out directly by the state educational institution, if the number of people with disabilities studying full-time education is more than six people. If the number of such students is less than six people, the correction of health limitations is carried out on the basis of an agreement between a state educational institution in which persons with disabilities study with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution. The approximate form of the contract is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 6
1. Executive authorities of the city of Moscow create preschool educational institutions for persons with disabilities that correct health disabilities, as well as special (correctional) educational institutions.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. Preschool educational institutions that carry out the correction of health limitations are created for persons with:
1) hearing impairments - deaf, hard of hearing and late deaf;
2) visual impairment - blind, visually impaired and late-blind, with strabismus and amblyopia;
3) speech disorders - general underdevelopment speech of different etiology, underdevelopment of the phonetic and phonemic side of speech, stuttering and other speech disorders;
4) disorders of the musculoskeletal system;
5) delay mental development different genesis;
6) mental retardation, including severe mental retardation;
7) complex defects, including those with deaf-blindness;
8) disorders of the emotional-volitional sphere and behavior;
9) other developmental disorders.
3. Special (correctional) educational institutions are created for deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, disorders of the musculoskeletal system, mental retardation, for mentally retarded children and children with other disabilities .
4. Preschool educational institutions providing correction of health disabilities, as well as special (correctional) educational institutions may be created for joint education of people with various health disabilities, if such training does not interfere with the successful development of educational programs and there are no relevant medical contraindications.
5. In preschool educational institutions that carry out correction of health limitations, as well as in special (correctional) educational institutions, purposeful work on the correction of health limitations of students, pupils and their social integration in the implementation of basic and additional general education programs, additional educational programs and pre-professional training programs.
6. In preschool educational institutions that carry out the correction of health limitations, as well as in special (correctional) educational institutions, groups of short-term stay may be opened or special educational units may be created for the correction of health disabilities and social integration of persons with disabilities according to the profile of the institution, studying in other educational institutions, in the conditions of a medical organization providing medical care in a hospital, at home, as well as receiving education in other forms (except full-time).
Law of the city of Moscow dated December 14, 2016 N 47.
7. Specialists of pre-school educational institutions that correct health limitations and special (correctional) educational institutions provide advice to teachers of other educational institutions and parents (legal representatives) of persons with disabilities on their upbringing and education. The procedure for providing such assistance is determined by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 7. Education at home
1. For persons who, for health reasons, temporarily or permanently do not attend educational institutions, with the consent of their parents (legal representatives), the executive authorities of the city of Moscow create conditions for studying at home.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. Education at home is carried out by educational institutions on the basis of a medical report. The list of diseases, the presence of which gives the right to study at home, is determined in accordance with regulatory legal acts Russian Federation.
3. Education at home is organized on the basis of an agreement between the executive authorities of the city of Moscow, managing in the field of education, the educational institution, the student and (or) his parents (legal representatives). The approximate form of the contract for homeschooling is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
4. Persons studying at home using distance learning technologies are provided with computer equipment, communications equipment and software at the expense of the budget of the city of Moscow for the period of education.
5. Correction of health limitations of persons studying at home is carried out on the basis of an agreement with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution. The approximate form of the contract is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 8
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
1. The executive authorities of the city of Moscow create conditions for training and education for persons with disabilities who are on long-term (more than 21 days) treatment in medical organizations providing medical care in inpatient conditions in accordance with educational programs of the appropriate level.
(Part as amended by the Law of the City of Moscow of June 25, 2014 N 37; as amended by the Law of the City of Moscow of December 14, 2016 N 47.
2. Organizational matters training and education provided for in this article are governed by an agreement between a medical organization providing medical care in an inpatient setting and a state educational institution that implements educational programs of the appropriate level and is located, as a rule, in close proximity to this medical organization.
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
3. An approximate form of an agreement on the organization of training and education in a medical organization providing medical care in a hospital is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended by the Law of the City of Moscow of June 25, 2014 N 37; as amended by the Law of the City of Moscow of December 14, 2016 N 47.
4. Correction of health limitations of persons studying in a medical organization providing medical care in a hospital is carried out on the basis of an agreement with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution .
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
5. An approximate form of an agreement with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 9. Education of persons with disabilities living in stationary social service organizations
(Name as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
1. In order to carry out comprehensive medical, social and vocational rehabilitation of persons with disabilities living in inpatient social service organizations, structural divisions and (or) special classes (groups) are created in their structure by decision of the executive authority of the city of Moscow authorized by the Government of Moscow that implement educational programs of the appropriate level, and labor training workshops in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow.
(Part as amended by the Law of the City of Moscow of June 25, 2014 N 37; as amended by the Law of the City of Moscow of December 14, 2016 N 47.
2. The organization of stationary social services shall correct the limitations of the health of persons living in it, provide consultative, diagnostic and methodological assistance to their parents (legal representatives) on medical, social, legal and other issues, develop individually differentiated training programs implemented by them independently or with the involvement of state educational institutions that implement educational programs of the appropriate level.
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
3. An approximate form of an agreement on the organization of training in the conditions of the organization of stationary social services is approved by the executive authority of the city of Moscow authorized by the Government of Moscow.
(Part as amended by the Law of the City of Moscow of June 25, 2014 N 37; as amended by the Law of the City of Moscow of December 14, 2016 N 47.
4. Taking into account the needs of persons with disabilities in stationary social service organizations, permanent, five-day and daytime forms of stay are organized.
(Part as amended, entered into force on January 6, 2017 by the Law of the City of Moscow dated December 14, 2016 N 47.
Article 10. Vocational education and employment of persons with disabilities
1. The executive authorities of the city of Moscow create conditions for persons with disabilities to receive primary vocational, secondary vocational, higher vocational, additional vocational education, vocational training in state educational institutions in accordance with the level of general education or vocational training they have by forming state assignments on training personnel and providing the educational process with adequate material and technical, didactic and methodological means of training, taking into account the specifics of the limitations of the health of these individuals and medical indications to learning and work.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. State educational institutions of primary vocational, secondary vocational and higher vocational education carry out psychological, medical and pedagogical correction of health limitations of students, aimed at restoring or compensating impaired functions.
3. When mastering basic and additional professional educational programs using distance learning technologies, disabled people, including disabled children studying in basic professional educational programs of primary vocational, secondary vocational and higher professional education, are provided with computer equipment, communications equipment for the period of education and software at the expense of the budget of the city of Moscow.
4. Executive authorities of the city of Moscow take measures to employ persons with disabilities upon graduation in accordance with the education and (or) professional training received in the manner established by federal legislation, laws and other regulatory legal acts of the city of Moscow, by providing services for professional orientation and adaptation, creation of additional jobs for disabled people and specialized organizations employing disabled people, reserving and quoting jobs for disabled people, taking into account options for the labor forecast of people with disabilities, providing subsidies to enterprises and organizations employing disabled people.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 11. Psychological-medical-pedagogical commissions
1. In order to identify children with disabilities and (or) deviations in behavior, conduct a comprehensive examination of them and prepare recommendations for providing them with psychological, medical and pedagogical assistance and organizing their upbringing and education, a central executive body of the city of Moscow authorized by the Government of Moscow (city) and territorial (district) psychological-medical-pedagogical commissions.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. The procedure for organizing and the main areas of activity of psychological, medical and pedagogical commissions are determined in accordance with federal legislation.
3. Recommendations on the creation (change) of special conditions for training (education), contained in the conclusion of the psychological, medical and pedagogical commission, are binding on state educational institutions and non-state educational organizations in which persons with disabilities study.
Article 12
State educational institutions for children in need of psychological, pedagogical and medical and social assistance, special (correctional) educational institutions and preschool educational institutions that correct health disabilities provide persons with disabilities and their parents (legal representatives) with a comprehensive psychological pedagogical and medical and social assistance aimed at:
1) identification, psychological, medical and pedagogical diagnostics and correction of health limitations;
2) development of individual training programs and organization of individual and (or) group classes aimed at developing self-service skills, communication, elementary labor skills for people with complex and (or) severe health disabilities;
3) implementation of psychological and pedagogical support for persons with disabilities and their parents (legal representatives);
4) consultative, diagnostic and methodological assistance to parents (legal representatives) of persons with disabilities on medical, social, legal and other issues;
5) informational and methodological support of pedagogical and other employees of educational institutions in which persons with disabilities study;
6) implementation of a comprehensive system of measures for social adaptation and vocational guidance of persons with disabilities.
Article 13
1. In order to provide comprehensive psychological, pedagogical and medical and social assistance to persons with disabilities in infancy and early childhood childhood from the moment they have developmental disorders of various functions or the risk of their occurrence at an older age in state educational institutions in which the necessary conditions are created, an early aid service can be created.
2. The main activities of the early intervention service are:
1) conducting a psychological, medical and pedagogical examination of children in infancy and early childhood;
2) provision of comprehensive correctional and developmental assistance to children of infancy and early childhood;
3) providing advice to parents (legal representatives) on the upbringing and education of children and the organization of psychological and pedagogical support for the family of a child with disabilities in infancy and early childhood.
3. The executive authorities of the city of Moscow authorized by the Government of Moscow inform the population about early intervention services and the services they provide.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 14. Features of the admission of persons with disabilities to state educational institutions
1. Admission of persons with disabilities to state educational institutions is carried out in accordance with general order established by federal legislation, laws and other regulatory legal acts of the city of Moscow for the admission of citizens to state educational institutions, taking into account the specifics established by this Law.
2. A state educational institution is not entitled to refuse to admit persons with disabilities to study due to the presence of such restrictions, except for cases established by federal legislation and the laws of the city of Moscow.
3. A refusal to admit a person with disabilities to a state educational institution may be appealed in accordance with the procedure established by federal legislation, laws and other regulatory legal acts of the city of Moscow.
Article 15
1. A person with disabilities is transferred to another educational institution or to another form of education on the basis of the conclusion of the psychological, medical and pedagogical commission and with the consent of the parents (legal representatives) of a minor child in case of failure to master it educational program in the chosen educational institution and in the chosen form. The issue of transfer is considered, as a rule, after the end of the academic year, if an earlier date does not meet the interests of the student or pupil.
2. Joint upbringing and education of persons with disabilities and persons without such disabilities should not adversely affect the learning outcomes of the latter. In the event that the psychological, medical and pedagogical commission establishes the impossibility of joint education of persons with disabilities who successfully master educational programs, and persons who do not have such restrictions, on the basis of a decision of the self-government body of the educational institution, the executive authority of the city of Moscow, which manages in the field of education, in agreement with the parents (legal representatives) of minor children and taking into account the recommendations of the psychological, medical and pedagogical commission, takes measures to continue education for persons with disabilities in another educational institution or in another form of education.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
Article 16. Final certification of persons with disabilities
1. The final certification of persons with disabilities is carried out in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow in an environment that excludes the influence negative factors on the state of health of such persons, and is organized taking into account the peculiarities of their psychophysical development and individual capabilities.
2. In order to exercise the right of persons with disabilities to receive secondary vocational and higher vocational education, the executive authorities of the city of Moscow authorized by the Government of Moscow provide students with disabilities, upon their written application, with the opportunity to participate in a unified state exam conducted in accordance with the procedure established by federal legislation, and create organizational and technological conditions for them, taking into account their psychophysiological characteristics and recommendations of the federal executive body exercising the functions of control and supervision in the field of education.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
3. Persons with disabilities who studied according to individual curricula and have not mastered the educational program of general education or educational programs for students, pupils with disabilities, including educational programs of special (correctional) educational institutions, are issued a certificate of graduation from an educational institution, in which indicates the subjects by year of study, the programs of which have been mastered. The categories of students, pupils who are issued a certificate of graduation from an educational institution, and the procedure for issuing a certificate are determined by the regulatory legal acts of the Russian Federation.
Article 17 educational organizations, other organizations, associations of legal entities, public and state-public associations when creating conditions for the education and training of persons with disabilities
(Name as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
The interaction of the executive authorities of the city of Moscow with organizations in the field of education of persons with disabilities is carried out on the basis of the following principles:
(Paragraph as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
1) ensuring the full and equal participation of persons with disabilities in education, social development and employment in accordance with their abilities and capabilities;
2) attraction public organizations people with disabilities and organizations that use the labor of people with disabilities, to make decisions in the field of education and training of people with disabilities, the development of program documentation, the use of reinforcing and alternative methods, methods and formats of communication, educational methods and materials to support people with disabilities in quality development of educational material;
3) creating an effective system of education and training of teachers involved in the education (education) of persons with disabilities, in the field of correctional pedagogy, special psychology, features of the psychophysical development of persons with disabilities, methods and technologies for organizing the educational and rehabilitation process for such persons;
4) stimulating the participation of organizations, associations of legal entities, public and state-public associations in providing the material and technical conditions for the educational process of persons with disabilities, the production of specialized educational, rehabilitation, medical equipment, technical training aids for them, the creation of jobs and targeted employment of people with disabilities.
Chapter 3. Financial and logistical support for the education of persons with disabilities
Article 18. Financing the education of persons with disabilities
1. Financing of state educational institutions in which persons with disabilities study is carried out at the expense of the budget of the city of Moscow on the basis of an individual staffing table in accordance with the financial cost standards approved by the Government of Moscow for the next financial year. The financial standards of costs include the costs of creating special conditions for the training (education) of persons with disabilities.
2. The costs of providing disabled people, including disabled children, with transport services for the period of education to attend state educational institutions are reimbursed in the manner determined by the Moscow Government.
3. Compensation of expenses to parents (legal representatives) for independent education of a child with disabilities at home in accordance with an individual training program is carried out in the manner established by the regulatory legal acts of the city of Moscow, in the amount of the costs of training (educating) a child in a state educational institution for corresponding level of education.
4. Compensation of expenses to parents (legal representatives) for the education of a person with disabilities in a non-state educational institution (organization) is carried out in the amount of the costs of his education in a state educational institution in the manner determined by the regulatory legal acts of the city of Moscow.
Article 19
1. The executive authorities of the city of Moscow create conditions in state educational institutions that provide training for persons with disabilities, conditions that provide an opportunity for such persons to have unhindered access to the buildings and premises of the educational institution, organize their stay and study in this institution: visual, sound and tactile media, handrails, ramps, special lifts, specially equipped study places, specialized educational, rehabilitation, medical equipment, as well as equipment and technical means of training for individual and collective use, including for organizing correctional and rehabilitation rooms, organizing training using distance learning technologies, organizing sports and mass events, nutrition, providing medical care , health-improving and treatment-and-prophylactic measures, household and sanitary and hygienic services, performing other functions necessary for the full-fledged education (education) of persons with disabilities and the implementation of correction of health limitations.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. Publication of textbooks and teaching aids, including digital educational resources, didactic and visual materials necessary for the education (education) of persons with disabilities, is carried out at the expense of the budget of the city of Moscow, regardless of circulation.
Article 20
1. The executive authorities of the city of Moscow create conditions for special training of pedagogical and other employees involved in the training (education) of people with disabilities in the field of correctional pedagogy, special psychology, features of the psychophysical development of children with disabilities, methods and technologies of organization educational and rehabilitation process for such children.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. Pedagogical and other employees of state educational institutions involved in the training (education) of persons with disabilities are set additional payments in the manner determined by the Moscow Government.
3. Pedagogical workers who train people with disabilities using distance learning technologies are provided with computer equipment, communications and software.
4. A pedagogical worker with disabilities, in the presence of an appropriate conclusion of an institution of medical and social expertise, has the right to have an assistant.
5. The creation of the necessary conditions for the teaching activities of a pedagogical worker with disabilities is carried out in the manner established by federal legislation, laws and other regulatory legal acts of the city of Moscow.
Chapter 4. Final and transitional provisions
Article 21. Responsibility for violation of the requirements of this Law
Persons guilty of violating the requirements of this Law shall be liable in accordance with the legislation of the city of Moscow.
Article 22. Entry into force of this Law
1. This Law shall enter into force 10 days after its official publication, with the exception of part 3 of Article 10, parts 2-4 of Article 18, part 3 of Article 20 of this Law.
2. Part 3 of Article 20 of this Law shall enter into force 10 days after its official publication in relation to teachers who train persons with disabilities using distance learning technologies for basic and additional general education programs, and from January 1, 2011 - in relation to teachers who train people with disabilities using distance learning technologies for basic and additional professional educational programs.
3. Part 3 of Article 10 and parts 2-4 of Article 18 of this Law shall enter into force on January 1, 2011.
Article 23. Transitional provisions
1. Prior to the creation in state educational institutions of the conditions provided for by Part 1 of Article 19 of this Law, in order to organize the system of inclusive education, the executive authorities of the city of Moscow, which manage in the field of education, in accordance with the needs of the population in the provision of relevant educational services, a state educational institution is determined (institutions) on the territory of the administrative district (district) of the city of Moscow, the conditions for the implementation of the educational and rehabilitation process in which are closest to those defined by this Law.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
2. In the implementation of inclusive education, before the creation in a public educational institution of the conditions provided for by paragraph 1 of Article 19 of this Law, in order to ensure a balance of interests of students with disabilities and students who do not have such restrictions, as well as conditions for successful labor activity teaching staff, by decision of the executive authority of the city of Moscow authorized by the Government of Moscow, taking into account the recommendations of the psychological, medical and pedagogical commission in the class (group), a smaller occupancy may be established, and the ratio in the class (group) of persons with disabilities and persons without such restrictions for full-time students are determined in such a way that co-education does not interfere with the successful development of educational programs by them.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
3. The provision of subsidies provided for by Part 4 of Article 10 of this Law is carried out in the manner established by the regulatory legal acts of the city of Moscow in accordance with the law of the city of Moscow on the budget of the city of Moscow for the corresponding financial year and planning period.
4. Prior to the entry into force of part 2 of article 18 of this Law, the executive authorities of the city of Moscow create conditions for transport services for persons with disabilities, including children with disabilities, for the period of education in order to ensure the possibility of their delivery to state educational institutions by the beginning of training sessions and by place of residence after graduation.
(Part as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.
5. Providing students and teachers with disabilities with the services of assistants, sign language interpreters is carried out in accordance with the individual staffing tables of state educational institutions within the funds for ensuring the main activity.
Mayor of Moscow
Yu.M. Luzhkov
Revision of the document, taking into account
changes and additions prepared
JSC "Kodeks"
Erokhina Irina Grigorievna, deputy Director of MMR
Currently, thousands of persons with disabilities are citizens of working age, many of whom strive for a socially active and maximally independent life, professional employment. But so far, not everyone has succeeded in realizing these aspirations. Despite the active implementation of state and city policies to promote the employment of persons with disabilities and the disabled, the proportion of those actually employed among them remains, unfortunately, extremely small.
The low competitiveness of people with disabilities in the labor market is associated not only with the restrictions that their health imposes on professional employment, but also with the lower level of education of people with disabilities compared to the population without such restrictions. Without vocational education, only low-skilled and low-paid jobs become the lot of this category of citizens, which often lag far behind the potential opportunities of this category of the population in terms of quality. As a result, both persons with disabilities themselves and the whole society lose. For people with disabilities, this is a clear narrowing of the horizons of self-realization, for society and the state, it is an inefficient use of labor resources so scarce in our country.
IN last years there is an increase in interest in the problems that people with disabilities face when they receive vocational education. This is connected, both with the growing understanding of the need to raise their socio-economic status in Russian society, and with the aggravation of the problem of shortage of labor resources in the country, as well as an increase in the number of persons with disabilities themselves and their share among the population.
The new conditions associated with the development of the country and the transformation in the economy have determined the need to develop young people's ability to successfully socialize in society and actively adapt to the labor market. To the psychological and physical difficulties of adolescence and youth, a high degree of uncertainty in life is added today, the vagueness of prospects social development, economic difficulties, leading to increased anxiety among young people.
Creating conditions that ensure the identification and development of adolescents with special health and life skills, the realization of their potential, is one of the priority social tasks. The same task is emphasized in vocational education programs as one of the most important tasks associated with positive dynamics. social climate in the Khabarovsk Territory, which significantly influences the reduction of the risks of destructive and including extremist behavior of young people and at the same time makes it possible to significantly improve the quality of life of each family, create favorable conditions for young people to choose a worthy profession, and comprehensive social adaptation.
Formation of individual educational routes for students in need of multilateral adaptation, taking into account their special opportunities for health and life within an inclusive educational environment, will allow them to maintain and develop their potential, successfully adapt to them as individuals in society and at the same time make them socially in demand, i.e. prepare the ground for their optimal implementation in the socio-cultural environment, social and economic life, in self-consciousness and self-improvement of the individual.
A special place in the system of work with people with disabilities is occupied by the theory, methodology and technologies of training, educational adaptability, which consider education as a dialogue between the world of adults and the world of adolescents, based on mutual tolerance, acceptance and respect for the values of a sovereign personality, pedagogy of cooperation.
The search for options for creating a continuously functioning pedagogical work aimed at the social and professional adaptation of students, preparing them for independent work, social and industrial communication, requires scientifically based pedagogical conditions its organization, an objective analysis of the role of the main participants in this work, the definition of criteria for its effectiveness.
In accordance with the above reasons, the following tasks were set:
Develop and constantly analyze curricula for groups with different educational complexes.
Develop programs for developing hours and an adaptation and rehabilitation course, extended study individual items, which make up the variable components of the educational environment of the Institution.
To create conditions for work according to the new curriculum, according to the programs of the block of additional education.
To intensify the use of information and communication technologies in the organization of the educational process.
Develop didactic, methodological, instructional material for various educational components.
Develop rehabilitation programs for students with disabilities.
To create an additional environment: to supplement the equipping of classrooms with the equipment necessary for conducting industrial and theoretical training classes, special courses.
The educational process is built taking into account the age and individual characteristics of students in order to create the most favorable conditions for vocational training, rehabilitation and adaptation of adolescents with disabilities in mental or physical development among adolescents who do not have deviations in behavior and development.
The content and organization of the educational process are focused on expanding the capabilities of students in professional self-determination, improving labor, physical and general cultural training and is regulated by curricula and programs developed by the educational institution independently, taking into account medical recommendations, based on state educational standards.
In accordance with the previously listed conditions and tasks, curricula for vocational training were developed with a training period of 1 year 10 months. In accordance with sanitary and hygienic standards, the duration school week does not exceed 30 hours. The time of work in industrial practice does not exceed the length of working time established by labor legislation and medical recommendations for the relevant professions, taking into account the health status of trainees.
Compulsory education includes sections: basic educational disciplines, general professional and professional cycles. Work experience is included in the amount of time for compulsory training.
The section "Basic educational disciplines" includes subjects of correctional orientation "History of Russia", "Fundamentals of Law", " Physical Culture(adaptive)”, “Mathematics in the profession”. When studying these subjects, special attention is paid to filling gaps in knowledge on professionally significant ones, as well as studying specialized material.
The section "General professional cycle" includes general fundamentals general professional disciplines, is largely determined by a specific type of activity, for example, the disciplines "Fundamentals of Microbiology, Sanitation and Hygiene in Food Production", "Fundamentals of Materials Science", "Fundamentals of Equipment with Labor Protection Rules", "Fundamentals of Drawing", "Economic and legal foundations of production activities".
The mastering of the main topics of the program ends with test papers, and all training is completed with an internship and a qualifying exam. Students who successfully complete their studies and pass the qualifying exam are issued a certificate of assignment of the appropriate category in their specialty.
For persons with disabilities, it is especially difficult and more long process is adaptation in the environment of a particular educational institution. This is due to a number of factors that have formed in previous periods of life and study. Among them may be gaps in knowledge, lack of communication skills, poor orientation in society, the habit of an undemanding, condescending attitude, inflated ideas about one's capabilities, etc. These factors cannot be a reason for isolating persons with disabilities from vocational education, but require the development of a special mechanism to mitigate their influence, correction, support, forming a system to support the education of a disabled person.
Specially created conditions (with the adaptation of the territory and premises, special technical equipment educational process, special equipment of classrooms, workshops, libraries, etc.) are most conducive to the development of professional knowledge and skills in coordination with the implementation of an individual rehabilitation program, contribute to the creation of an optimal developing and supporting medical, psychological and pedagogical environment in an educational institution.
Students must have a sufficient level of social adaptation, having mastered the course "Social adaptation". The number of hours for each topic is specified depending on the characteristics of the contingent study group, his preparedness. The teacher himself determines the specific content of the educational topics and the methodological techniques used.
The section "Adaptation and rehabilitation course" includes the following disciplines: "Social adaptation", "Social and environmental adaptation", "Social and professional adaptation", "Psychology of communication" and "Psychology of business communication".
The teaching methodology includes various methods and forms of work: excursions, practical exercises, conversations aimed at developing readiness for inclusion in the social and professional environment.
The significance of this course lies in the fact that the effectiveness of the implementation of continuous pedagogical group and individually oriented adaptation work and its influence on the process of productive (quick and conflict-free) entry of young people into new team, educational and production activities; the formulated provisions theoretically and methodically provide a solution in practice to an urgent problem - increasing the readiness of students for work and integration into society; a set of pedagogical conditions that contribute to the formation of social and professional adaptation of students is determined; the expediency of using personality-oriented and activity approaches in the process of adaptive work with students in the educational process is confirmed, allowing to develop the motivational orientation of students and form socio-professional qualities.
We have developed and are testing a model of pedagogical support for social, social, environmental and socio-professional adaptation of students, represented by three interrelated organizational and methodological stages: preparation for professional self-determination; professional education; preparation for employment and further vocational adaptation in the workplace.
The modern labor market for persons with disabilities as a segment of the general labor market is formed under the influence of the processes of socio-economic development of the territory.
The Russian government is making efforts to improve the level and quality of life of people with disabilities, including the creation of conditions for the labor activity of this large group of the population. Laws have been adopted, including: as well as Decree of the Government of the Russian Federation of April 15, 2014 N 297 "On approval state program Russian Federation " Accessible environment"for 2011 - 2015".
The state provides additional guarantees to citizens who experience difficulties in finding a job, which includes people with disabilities, by developing and implementing programs to promote employment, create additional jobs, establish a quota for hiring people with disabilities, and also by organizing training in professions, in demand in the labor market.
One of the most important principles of pedagogical support for the social and professional adaptation of students is social partnership - the involvement of employers in the adaptation process; the diversity of efforts - the focus of the adaptation process on various spheres of students' life (personal, social and labor); the complexity of the impact the coordination of the actions of teachers, class teachers, club leaders, psychologists, social workers and social partners; continuity - the creation of stages, "transitions" of adaptation work from a professional educational institution to labor activity in production. In accordance with this, collections of adaptive vocational training programs are subject to mandatory coordination with employers - social partners. In 2014, close work is being carried out with the following enterprises - social partners: LLC Construction Company "Infra", IP Kolmogortseva L.N. Atelier "Couturier", LLC "Voskhod".
There is a direct relationship between the conduct of comprehensive pedagogical adaptation work involving all subjects of the educational process and social partners and the effectiveness of students entering the new conditions of educational and work activities, the adoption of social and professional norms and requirements, employment and retention of graduates in the workplace.
The student, within the framework of social and professional adaptation, is not just included in a new environment, he changes himself in this environment (the system of behavior and activity is rebuilt), the environment changes in turn, as a result of which adaptation relations are established between them. Therefore, adaptation has become one of the most important general scientific categories, the study of which in current situation is of great practical importance.
Purposeful pedagogical work on the adaptation of students has an impact on the development of social and professional activity and obtaining emotional satisfaction from the process of communication and joint activities.
E. M. Starobina
The Specifics of Vocational Education for Persons with Disabilities
The article reveals the features of vocational education for people with disabilities, which consists in an interdisciplinary approach, rehabilitation and educational essence, taking into account the characteristics of people with disabilities, in particular, limitations on the ability to learn and subsequently work.
The article describes the specific of vocational education for people with disabilities, which is an interdisciplinary approach, rehabilitation and educational essence, taking into account the characteristics of people with disabilities, particularly educational employment and opportunities.
Key words: vocational education of persons with disabilities, rehabilitation and educational environment, rehabilitation and educational technologies, accompanying services.
Key words: vocational education of persons with disabilities, rehabilitation and educational environment, rehabilitation educational and technology, accompanying services.
The Convention on the Rights of Persons with Disabilities, adopted by the UN General Assembly in 2007, proposes to recognize the valuable current and potential contribution of persons with disabilities to the general welfare. Promoting the full enjoyment by persons with disabilities of human rights and fundamental freedoms will enable them to achieve significant human, social and economic development society. The right of persons with disabilities to education and work on an equal basis with others must be recognized; persons with disabilities should have access to vocational guidance, general and vocational education, adult education throughout life, without discrimination and on an equal basis with others.
The convention determines that states must recognize the right of persons with disabilities to education. In order to realize this right on the basis of equality of opportunity, inclusive education at all levels and lifelong learning must be ensured, while striving:
Toward the full development of human potential, fundamental freedoms and human diversity;
To the development of the personality, talents and creativity of the disabled, as well as their mental and physical abilities to the fullest extent;
© Starobina E.M., 2014
To empower people with disabilities to participate effectively in society.
According to the norms of Article 19 of the Federal Law of the Russian Federation “On the Social Protection of Disabled Persons in the Russian Federation”, our state provides disabled people with basic general, secondary (complete) general education, primary vocational, secondary vocational and higher professional education in accordance with an individual program for the rehabilitation of a disabled person.
In accordance with the provisions of h.h. 5, 6 art. 19 of the same law, for disabled people who need special conditions for receiving vocational education, special vocational institutions of various types and types are created or appropriate conditions are created in vocational educational institutions of a general type.
However, in practice, these declarations are implemented with great difficulty.
Currently, in studies related to the study of vocational education of various categories of people with disabilities, the problems of forming a system of continuous multi-level, variable in form of vocational education for this category of students, integrating the existing system of specialized and mass institutions into a single educational space and improving specialized institutions of vocational education based on the introduction of effective rehabilitation and educational technologies and uniform educational standards.
The theory of vocational education of people with disabilities (PWD) is currently only being formed at the intersection of several sciences: pedagogy, rehabilitation, psychology, sociology, medicine, etc. The specificity of the theory of vocational education of people with disabilities lies in its interdisciplinarity, rehabilitation and educational entities. It is based on taking into account the characteristics of people with disabilities, in particular, various restrictions on the ability to learn and subsequently work. At the same time, it should be noted the high social significance this problem.
The problem of theoretical substantiation of the system of vocational education for people with disabilities has arisen relatively recently due to the need to ensure access for this category of students to high-quality vocational education. At the same time, it can be stated that there are no special educational conditions, special educational technologies, comprehensive psychological and pedagogical and medical and social support for students with special needs, trained teaching staff to ensure their health and
functional adaptation in the conditions of the existing system of vocational education.
As the basic principles of the system of vocational education for persons with disabilities, the principles of accessibility to all levels and levels of vocational education, the optimal content and scope of special educational and rehabilitation services, the combination of a strict vertical hierarchy and broad (developed) horizontal (regional and interregional) connections of educational institutions are put forward. , regardless of their departmental subordination and forms of ownership.
The theory of vocational education of people with disabilities, being integrative in essence, in the rehabilitation aspect is characterized by specific concepts: "disabled", "person with disabilities", "limitation of life", "limitation of the ability to work", "limitation of the ability to learn ”, “social protection”, “rehabilitation of the disabled”, “professional rehabilitation”.
From the point of view of rehabilitation, vocational education is one of its aspects, an element of vocational rehabilitation. Professional training as the central link of vocational rehabilitation is determined by the relationship with career guidance, choice of profession, pre-professional training, on the one hand, and with employment and industrial adaptation as criteria for its effectiveness, on the other.
The most important categories of professional rehabilitation of disabled people are: labor potential, labor forecast, rational employment. Labor potential determines the possibility of training a disabled person in the specialty available to him and subsequent work in it, taking into account both individual and external factors and conditions. In the process of vocational education, the student is prepared for work in the recommended conditions and forms of labor organization. There are ordinary and specially created production conditions. In special working conditions and training in specialized educational institutions mostly disabled people, people with disabilities who have learning disabilities.
Vocational education is designed to solve the problems of not only mastering the profession, but also social adaptation, integration into educational and labor collectives, and society.
The composition of the rehabilitation component of the process of vocational education of disabled people is substantiated by an integrated approach to rehabilitation, the concept of psychological and pedagogical medical and social support of a person during the educational process (E.I. Kazakova), which defines a comprehensive method of support, including the unity of diagnostics, information retrieval,
planning, consulting and assistance in the implementation of the support plan, in general, the functions and activities of the support service are defined.
The main elements of the rehabilitation component of the process of vocational education of disabled people include: an accessible rehabilitation and educational learning environment, special rehabilitation and educational technologies, accompanying services.
The rehabilitation and educational environment is an environment adapted to the special needs of a disabled person in an educational institution, which provides conditions for learning professional programs, adaptation of the individual in an educational institution and in society, solving problems associated with learning. This environment should fully or partially compensate for the limitations of the disabled person's life and provide conditions for an optimal rehabilitation and educational process.
The rehabilitation and educational environment should be adapted not only to the educational needs of a disabled person, but also to his social, social, environmental, sociocultural needs (moving around the building, communication, informing, eating, performing basic hygiene procedures, etc.) . The environment should create conditions for rehabilitation in the process of education and subsequent most complete integration into society and the workforce. It is also necessary to take into account that not all persons with disabilities can be competitive in the labor market and their employment requires specially created working conditions.
The following components of the rehabilitation and educational environment can be distinguished:
Special rehabilitation and educational technologies;
An unhindered environment for learning, communication and life of disabled people through architectural and planning solutions and technical support (individual and group technical means of training and rehabilitation);
Information Support rehabilitation and educational process for the disabled in an accessible form for them, their relatives, teachers and other professionals;
Psychological-pedagogical and medical-social support of the educational process;
Favorable, friendly, psychologically comfortable atmosphere in a rehabilitation and educational institution.
It should be clarified that in an educational institution during the vocational training of disabled people, the rehabilitation and educational environment provides not only unhindered communication and life of disabled people to overcome the difficulties of social adaptation, but
the main thing is the optimal learning conditions in accordance with the special rehabilitation and educational needs of the disabled.
In socio-psychological terms, the formation of a rehabilitation and educational environment, for example, institutions of primary vocational education, is to a decisive extent determined by the action of subjective factors of social and psychological adaptation of persons with disabilities among students who are not.
Wednesday is the most important means rehabilitation, being at the same time a therapeutic, therapeutic tool for the disabled. The concept of "environment" also includes the inner circle, the social circle of a disabled person: this is the family, and those who surround him in a specialized institution, and those who are next to him at work, study, during leisure hours. The nature of communication and relations (relationships) of a disabled person with other people depends not only on the characteristics of his personal properties, but also on the perception of him by others. They cannot be interpreted as a subjective reflection of human relations or taken as a basis only material or organizational aspects, it is necessary to consider them as a psycho-social factor with a guided nature of relationships. At the same time, the "clothing environment" (interior, comfort, informal atmosphere in the institution, etc.) is also important.
Rehabilitation and educational technologies are a set of organizational forms, methods and means that provide professional education. This pedagogical process and the aspect of vocational rehabilitation at the optimal level, taking into account the specifics of the contingent of students and the specific conditions of the educational institution with access to specific educational and rehabilitation results in accordance with the current educational and rehabilitation standards.
Rehabilitation and educational technologies should provide:
Organic connection and unity of educational and rehabilitation processes;
Optimal assimilation of educational material, both theoretical and practical;
Physical access to training and production equipment,
Information accessibility;
Availability interpersonal communication;
Psychological comfort of the rehabilitation and educational process;
Access to intensive, high technology education, communication and rehabilitation, when access to them is difficult due to specific
life restrictions;
Perhaps a more complete correction and compensation (and / or replacement) of violations of body functions (for example, "artificial ear" processors, programmable and digital hearing aids, etc.).
The technological base should include special material and technical and educational and methodological bases that ensure the availability and optimal efficiency of the rehabilitation and educational process for each disabled person, the creation of a special rehabilitation environment and educational space adapted to the needs of disabled people.
The organization of accompanying services is substantiated by the theory of integrated development support, which is also transferred to the vocational education of people with disabilities, which is due to a number of reasons:
Recognition of the principles of humanistic pedagogy, proclaiming the personality of a person as the greatest value, obliging to create conditions for the maximum development of this personality;
Recognition of new approaches to the goals, content and effectiveness of education;
The presence of a clearly visible trend of an annual increase in the number of disabled people wishing to receive vocational education, including in educational institutions of a general type;
A significant increase in the difficulties of an organizational, legal, technical, methodological, psychological, ethical nature that arise in the way of a disabled person during the period of vocational education and after its completion.
The main goals of accompanying disabled people in the process of vocational education are the following: organization of psychological, methodological, technical and educational support for this category of students. As forms of organization of support, both specialized departments (at institutions of a general type or specialized for accompanying students of a given educational institution) and accompanying services are offered.
Accompanying services that provide an integrated approach to the rehabilitation of a disabled person in the learning process, his psychological, pedagogical and medical and social support, include methodological, psychological, social, medical, technical services.
The methodological service ensures the adaptation of curricula and teaching methods, the introduction of modern educational, including specialized, and rehabilitation technologies, methodological support, the interaction of accompanying services, the supply of adapted educational materials and allowances.
The psychological service solves the following tasks: development of individual programs for psychological support of students in an educational institution; participation in professional selection and professional selection; psychological diagnostics; psychological patronage, psychological assistance in the form of psychotherapy, psychocorrection, consultations and trainings in group and individual form; teaching students self-knowledge, methods of social and business communication, psychological self-regulation and self-realization; psychological help teaching staff; psychological assistance to the family.
The social service solves the following tasks: coordination and control of the work of all accompanying services, keeping individual rehabilitation diaries; development of individual programs of social support for students in an educational institution; participation in professional selection, professional selection and enrollment, conducting social diagnostics and organizing work on the registration of applicants and staffing groups; social diagnosis; implementation of social patronage; identifying a “risk” group from a social point of view, carrying out activities for social rehabilitation; intermediary function between students and the institution, as well as institutions of the state rehabilitation service in the implementation of personal and professional plans; advising disabled people on issues of social protection, benefits and guarantees, promoting the realization of their rights; social training (social and social and environmental skills), organization of cultural and mass and sports and recreational work; promotion of rational employment of graduates in accordance with the acquired specialty and qualifications, cooperating with the employment service and employers; track job performance and professional activity graduates, identifying the difficulties and problems they encounter in professional rehabilitation.
The medical service participates in professional selection and professional selection by assessing the health status of applicants, clarifying the indications and contraindications for a particular specialty; c develops individual medical support programs for students in an educational institution; coordinates and coordinates its activities with medical institutions; guides students to medical institutions for receiving narrow specialized medical care, for sanatorium treatment, prosthetics and orthotics; teaches students and their parents how to implement medical rehabilitation measures at home, transfers medical knowledge, skills and abilities, carries out medical advisory and preventive work, sanitary and hygienic and medical education; controls the state of health
view of students, medical patronage, setting of permissible training and production loads and training regime; selection from the number of students of the "risk" and "high risk" groups from a medical point of view; making decisions when emergency medical care is needed; control of the sanitary condition of the institution, quality control and recommendations for catering, including dietary; carries out medical and recreational activities.
The technical service provides support technical means training (e.g. specialized work tables, seating and repositioning supports, etc.), accessibility of premises (bridges, ramps, descents, sound environment, visual environment, etc.), work safety and adaptation of training and workplaces for industrial training, equipment for educational, recreational and residential environments for various categories of disabled people; individual consulting on the equipment of workplaces and dwellings of students.
Such a provision of the rehabilitation component in the process of vocational education of disabled people will ensure the high efficiency of mastering the profession of systemic, multidisciplinary support, its continuous nature, reliance on the positive internal potential of the child’s development, interaction instead of influence, as well as the priority of the interests of the accompanied, the independence and autonomy of support service specialists (always on the side child).
Long-term practice of the activities of specialized institutions of vocational education of the social protection system has shown that such an organization of the rehabilitation component of the learning process, based on the principles of continuous systemic, multidisciplinary support for the learning process based on the positive internal development potential of the individual, ensures high efficiency in mastering the profession of people with disabilities.
Currently, more and more educational institutions of general vocational education are creating specialized departments, groups for the vocational training of students with disabilities on their basis, and an integrated approach to learning is gradually being implemented. However, this activity is not provided neither normatively, nor methodically, nor technically, nor by personnel, which does not contribute to ensuring the preservation of the health of this category of students, their functional adaptation in the conditions of the existing system of vocational education.
The problem of effective integrated vocational education for people with disabilities in accordance with international standards should be addressed in line with the directions outlined above, both at the federal and regional levels.
Bibliography
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2. Nikulina G.V. Modern approaches to vocational training of the visually impaired // Social partnership in adult education, vocational training and retraining of the population: materials of Ros. scientific-practical. conf. - St. Petersburg: RNPC, 2002. - S. 72-73.
3. Ptushkin G.S. Organization of vocational training in a special state educational institution // Dokl. all-Russian scientific-practical. conf., 11-13 Oct. 2000 - M.: VNPK, 2000. - S. 3-10.
4. Stanevsky A.G. Model of innovative education of disabled people integrated with social policy// Integrated vocational education for people with hearing impairments at Moscow State Technical University. N.E. Bauman. - M.: MGTU, 2000. - S. 19-27.
5. Starobina E.M. Vocational education for the disabled. - M.: Intellect-Centre, 2003. - 192 p.
6. Khrapylina L.P. On the issue of special educational technologies for disabled people // Medico-social expertise and rehabilitation. - M.: ITU, 1998. -S. 30-31.
UDK 377.01 BBK 444.8/9
Cheshko Svetlana Leonidovna
Competitor Ekaterinburg Cheshko Svetlana Leonidovna
Applicant for a Degree Yekaterinburg
Vocational training for persons with disabilities
health
Professional Training of the Disabled People
The article discusses the relevance of vocational education of persons with disabilities as one of the conditions for their successful socialization, the experience of implementing educational programs for the vocational training of persons with intellectual disabilities in an educational institution of primary vocational education in terms of integration, comprehensive support and interaction with special (correctional) schools, businesses.
This article discusses the urgent of professional education of disabled people as one of the conditions for the success of their socialization, the experience of mentally disabled people S professional training in educational institutions of primary professional education in the context of integration, complex support and cooperation with special schools and enterprises.
Key words: integration, professional training,
comprehensive support, persons with disabilities.
Key words: integration, professional training, complex support, disabled people.
Obtaining professional education by persons with disabilities is one of the main and indispensable conditions for their successful socialization in society. However, success will also depend on the factor of further life arrangement for this category of students. The ability to realize oneself through a profession, the effectiveness of self-realization will depend on how preparedness for work and adequate professional self-determination, skills of behavior in society and social and professional adaptation are formed at all stages of training and education, from school to industrial practice in an enterprise.
The relevance of improving the conditions of vocational education is determined by the need to find and implement effective
solutions to the problems of living arrangements for people with disabilities in the presence of a tendency to increase the share of this category of the population in the world and in Russia. According to the World Health Organization, there are about 500 million people with disabilities in the world. In Russia, this category of citizens represents a significant and, at the same time, an ever-increasing part of the country's population □ 13 million people. (almost 10% of the population).
As of January 1, 2011, 344,581 people with disabilities live in the Sverdlovsk region, which is 7.9% of the total population of the region. 32% of the total number of disabled people are disabled people of working age. Number of disabled children under the age of 18 □ 17340 people. Theoretically, about 66,900 disabled people need employment and provision of vocational rehabilitation services. It is also necessary to take into account the situation that not all persons with disabilities (among students of special (correctional) schools of the VIII type) have the status of a disabled person. In 2002, 14.2 thousand people with disabilities studied in all forms of education in state higher educational institutions of the country, by 2009 their number increased by 75% and reached 24.9 thousand people.
In 2009, 14.8 thousand disabled people studied in secondary specialized educational institutions, which is 45% more than in 2002 (10.1 thousand people). There are more than 26,000 □ students in primary vocational education institutions (this is 36% more than in 2002) . In the Sverdlovsk region there are 61 state special (correctional) educational institutions for children with disabilities, 12
institutions of primary vocational education provide vocational training for graduates of correctional schools.
The adopted targeted federal programs provide for measures to develop the education of people with disabilities and people with disabilities: the Federal Target Program for the Development of Education for 2011-2015, the FTP "Accessible Environment" for 2011-2015, the FTP "Children of Russia □ for 2011-2015, in a number of regions are also implementing similar programs. Between 2008 and 2010, a number of
scientific and practical conferences, which addressed the problems of education of persons with disabilities.
As priority direction development of the education system for persons with disabilities, the organization of integrated training and education is considered.
The development of integrated forms of education for people with disabilities should be carried out gradually, based on the planning and implementation of a set of measures to ensure compliance with the requirements for the organization of this activity (including the availability of an appropriate material base, special educational programs, training of teaching staff, conducting explanatory work with students and their parents), □ notes A. A. Levitskaya.
Integrated forms of education allow solving the problems of the full participation of this category of people in the life of society, the effectiveness of self-realization, the success of independent
life order. In a number of regions of the Russian Federation, integrated forms of obtaining vocational education for persons with disabilities are successfully implemented. However, a number of problems remain unresolved, which are also drawn to the attention of the conference participants at the meetings of the collegiums of the Ministry of Education and Science of the Russian Federation.
The development of integrated forms of education for people with disabilities in the regions is not always planned, consistent, and often not accompanied by the creation of the necessary conditions. Most vocational education institutions are not ready to receive and train people with disabilities, both in terms of the availability of material and technical conditions for training and psychological, medical and pedagogical support for such students, and in terms of staffing this activity. There are also no normatively fixed sanitary and epidemiological requirements for organizing the activities of vocational education institutions in terms of creating
conditions for receiving education by disabled people, the existing models of organizing the educational process for disabled people, which provide quality education all persons in this category. In particular, the issue of the possibility of extending the terms of mastering vocational training programs by such citizens requires additional settlement.
It is necessary to create an effective system of employment of people with disabilities who have received vocational education, to coordinate the activities in this direction of educational institutions, employment services, employers' associations.
The solution of these problems lies not only in the field of organizing the process of vocational education in terms of integration, but also in a deep study, scientific substantiation of the content, process and result of vocational training of persons with intellectual disabilities in educational institutions together with normally developing peers.
The problems of integration in pedagogy are considered in different aspects in the works of many researchers. In special (correctional) pedagogy, the approach to integration is deeply peculiar. In the work of N.M. Nazar's term integration means a process, result and condition in which disabled people and other members of society with disabilities are not socially isolated or isolated, participating in all types and forms of social life along with the rest. In the education system, at all its levels, integration means a real, not declared, possibility of a minimally restrictive alternative for children, adolescents, youth with developmental problems □ education either in a special educational institution, or, with equal opportunities, in a general educational institution. N.M. Nazarova notes that the term integration has multiple and varied interpretations. An integral part of the integration of children with developmental disabilities into society is their integration into educational institutions where they get
the possibility of joint learning with normally developing peers.
A similar definition is given in the work of M.I. Nikitina, who understands the process of integration of persons with developmental disabilities in correctional pedagogy as the process of including these persons in all spheres of society as equal members of it, their mastering the achievements of science, culture, economics, and education. In the works of N.N. Malofeeva and N.D. Shmatko considers the process of integration as the integration of children with special educational needs into regular educational institutions. The term integrated learning is used in the works of leading scientists in the field special education: L.S. Volkova, A.A. Dmitrieva, N.N. Malofeeva, N.M. Nazarova, M.I. Nikitina, L.P. Ufimtseva, N.D. Shmatko and others. Along with this term, the following concepts are used: integrated training and education, integrated
education. However, aspects of integrated training in vocational education institutions of the NGO system have not been sufficiently studied. "Absent systems approach in consistency and continuity in the educational programs of general and vocational education, the possibilities of distance learning are poorly used, the employment infrastructure is not developing” □ noted by the participants of the interregional scientific and practical conference in the city of Krasnoyarsk.
An integrated approach involving the inclusion of students with intellectual disabilities in educational structures, in a variety of activities, joint with healthy peers, contributes to the successful solution of didactic and educational tasks at the level of both general and vocational education (Yu.N. Bausov, V.A. Malysheva, I.A. Panshina, M.I. Nikitina, B.P. Puzanov, V.I. Seliverstov, A.G. Stanevsky and others). However, the studies conducted are mainly devoted to certain aspects of the implementation of an integrated approach in the social rehabilitation and vocational training of children and adolescents with disabilities, including those with intellectual disabilities.
N.N. Malofeev and N.D. Shmatko consider integrated (together with normally developing peers) education as mastering the general educational standard by a child with developmental disabilities in the same (or close) terms as healthy children. Analyzing the available research, they believe that integrated education can be effective only for a part of children with developmental disabilities, whose level of psychophysical development corresponds to the age norm or is close to it. In their opinion, it is inappropriate for children with intellectual disabilities. In relation to these children, we should first of all talk about a joint stay in an institution, about joint leisure activities and various extracurricular activities. In their work “Domestic models of integrated education for children with developmental disabilities and the danger of mechanical transfer of Western models of integration”, they distinguish four models of integration: complete, combined,
partial and temporary, while clarifying the various levels of effectiveness.
Full and combined models of integration, according to the authors, can be effective only for a part of children with a high level of psychophysical and speech development, partial and especially temporary forms of integration are appropriate for most children with disabilities and children with developmental disabilities, including children with intellectual disability. The integration of children with developmental disabilities promotes socialization, and for normally developing children creates an environment in which they are aware of the world as a single community of people, including people with problems. Highlighting domestic models of integration, N.N. Malofeev and N.D. Shmatko reveal them on the example of preschool and school education without touching the stages of pre-professional and vocational training of persons with disabilities. The issue of an integrated approach in vocational education becomes even more relevant, since there is no network of special institutions for acquiring a profession by persons with intellectual disabilities. Integration processes occur spontaneously, with the formal inclusion
groups of people with disabilities in vocational educational institutions, which is associated with the social demand of society for their further education.
Since 2000, the Socio-Professional Lyceum Stroitel □ of Yekaterinburg has been providing vocational training for people with disabilities. The proportion of students graduating from special
(correctional) schools of the VIII type has grown over ten years from 13 to 43% of the total number of students in the professions of non-governmental organizations on the basis of basic general and secondary (complete) general education. Persons with intellectual disabilities study in an institution for normally developing peers in a single extracurricular educational environment actively participating in public life lyceum. Traditionally, students were offered the professions "Construction painter" "Plasterer" "Construction joiner" "Carpenter □
A systematic analysis of the qualitative composition of graduates from the S (C) OU, a survey of parents, conversations with students revealed the need for a profession for children with disabilities who had not previously continued their education after school for health reasons.
The teaching staff analyzed the list of professions and specialties recommended for training and employment of people with mental retardation, which disabled people can master. Marketing researches of the labor market were also carried out, which showed the demand for the professions “Vegetable grower □ “Flower grower” □ In 2008, licensing conditions for the implementation of the new program were prepared and recruitment for the specified professions was carried out □
Qualitative composition of graduates from S(K)OU who entered for a profession has changed □ from 1% of disabled children in 2005 to 36% of disabled children, disabled groups I-III in 2010 from the number of students □ graduates of special (correctional) schools VIII species, in groups according to the OP "Vegetable grower, flower grower" disabled people make up 74%. The range of offered professions is expanding, the conditions for the implementation of educational programs for the professional training of graduates are being improved.
special (correctional) schools of the VIII type: in 2009, recruitment was carried out according to the professions "Tiler-tiler" □ "Synthetic
materials □
EAT. Starobina notes a favorable labor prognosis for people with a mild degree of mental retardation and with the main type of mental defect. “They are distinguished by emotional stability, balance and the absence of concomitant diseases. They manifest high possibilities perception, high concentration of attention, good performance. They easily form socially valuable needs and interests, skills of adequate behavior and attitude to life circumstances.
Obtaining a profession by students of this category is impossible without technologically well-thought-out comprehensive support in the learning process. In 2007, the project "Center for Psychological, Pedagogical, Social, Legal and Medical Support for Children in Difficulty" was developed and implemented. life situation□ Center is structural unit lyceum, includes a staff to achieve the goal of its activities: educational psychologists, social
teachers, medical workers, methodologists. The center has created psychological, methodological, social and legal services that provide comprehensive support for children in difficult life situations, including those with intellectual disabilities. The creation of this Center is the result of the activity of the teaching staff of the lyceum on the development of the educational process.
At present, we can talk about the existing system of organizational and pedagogical conditions that make it possible to meet the needs of children with intellectual disabilities and their parents. The purpose of the project: to provide such an organization and such content of the process, in which each student, in accordance with his level of education, the level of intellectual and physical development, the state of somatic and mental health, social status and the level of integration in society, has access to high-quality individual
oriented educational services, high-quality psychological and pedagogical, social and legal, medical care. Expected result: through the comprehensive support system, every student, from admission to the lyceum to successful integration in society, has access and receives the necessary assistance in all aspects of his life, navigates and adequately assesses his health, his capabilities, builds real plans for his future life.
Practical value of the project implementation:
Professional timely assistance to all subjects of the educational process;
Adaptation of educational programs to the individual characteristics of students;
Mastering by teachers of new competencies in the technologies of activity;
Introduction into the educational process of new technologies for comprehensive support of students (health saving, rehabilitation and correction);
Development of research, experimental activities with subsequent presentation of significant results to the external pedagogical community.
Creating conditions for the successful integration of persons with intellectual disabilities into society is the most important task of educational institutions and begins at the stage of education in special (correctional) schools.
While still studying in the 8th and 9th grades of the school, students and their parents get acquainted with the lyceum, the professions that they can get. Career guidance comes in a variety of forms. First, this is a correspondence acquaintance with the lyceum through presentations and conversations at school with the invitation of the teacher-organizer, masters of industrial training cool watch, parent meetings. Then □ excursions to the Lyceum for the day open doors, day of the profession, educational and practical conference, day of the lyceum student. Career guidance also uses active forms of student participation.
S(C)OU in competitions of professional skills, master classes held at the lyceum. These days, the guys meet with graduates of their school, get acquainted with their professional and personal achievements. Preliminary acquaintance with the institution in which the student will receive a profession, reduces the level of anxiety, on the one hand, and allows you to make a choice of a future profession.
Vocational training at the lyceum begins in specially created classrooms for theoretical training and practical training in training and production workshops in the first year and includes industrial practice at the enterprise in the second year. Theoretical training is 1138 training hours, practical training is 1554 hours. Groups are made up of 12-15 students, practical training are divided into subgroups. The educational process is carried out using pedagogical technologies, taking into account individual characteristics students based on the recommendations of educational psychologists and medical workers. The implementation of the educational program for vocational training is designed for two years in accordance with the curriculum and the requirements of state educational standards. Upon graduation from the lyceum, graduates receive a certificate of qualification level of 2-3 categories based on the results of the state final certification.
To obtain a qualification of the appropriate level, it is necessary to develop a system for the formation of professional competencies of students, providing the ability to constructive
professional activity and social adaptation.
The main methods used in the process of training people with mental retardation are visual and practical, including repeated repetition and practical consolidation of the same material from different angles. various methods and tricks.
The educational program of vocational training is modular in its structure, which, in our opinion, makes it possible to take into account the specifics of the training of students □ graduates of the S(C)OU. Limiting the teaching load of this category of students does not allow expanding the time frame for mastering the content of the academic discipline, and the module introduced along with the main content will save time and update the content, and clearly determine the place of this material in relation to a particular specialization. For a better learning experience professional cycle a general educational course "Mathematics in the Profession" with a specialized focus in accordance with the main professional program has been developed and is being implemented.
In order to develop communication skills, independence in professional activities, mastering the technologies of self-control and self-development by students in syllabus included such academic disciplines as "Effective behavior in the labor market (speech workshop)", optional classes "Training personal growth□ General competencies, formed in the process of mastering the programs of these disciplines, contribute to more successful social adaptation and integration of graduates into society.
The organization of production practice in a production environment also has its own characteristics. Established cooperation with all structures of enterprises □ social partners □ allows for the full implementation of the educational program, taking into account the educational and professional opportunities of students □ graduates of special (correctional) schools of the VIII type. At the stage of selecting enterprises from the existing data bank, concluding a cooperation agreement, approaches are determined and the positions of interaction at various levels of management and implementation of the practical training program are agreed.
“The most optimal for students is a group form of labor organization in production (link, team) with the participation of healthy
workers. In these cases, the working group has a positive influence, creating conditions for mutual understanding, developing adequate labor skills, stimulating interest in work, which must be taken into account when organizing practice. Specialists of the personnel department help to choose such places of internship when choosing an object and on the ground □ foreman when selecting a primary labor collective.
Thus, the pedagogical and psychological support provided within the walls of the lyceum continues in production. Casting forms are changing, as the circle of subjects of interaction between students is pounded (specialists of the personnel department, foreman, mentor, personnel workers). The master of industrial training, together with the student, develops a route for the student to enter the professional society, an algorithm for getting to know the enterprise, interaction with specialists from the personnel department, a mentor (foreman) at the facility. In the future, the support of the master of industrial training occurs not only directly, but also indirectly, through a mentor at the enterprise in order not to limit, but to develop the independence of students.
During the period of industrial practice, along with the master of industrial training, self-assessment of the student, an external assessment is carried out by representatives of the employer.
At the first (adaptation) stage, there is an assessment of the degree of readiness for labor activity in a production environment, an assessment of the level of development of general competencies.
At the second stage, the level of development of professional competencies is assessed.
At the third stage □ assessment of the level of involvement of students in the labor process within the framework of the program of industrial practice.
The constant contact of teaching staff with mentors in the field allows you to see the problem in time and jointly find ways to solve it.
In the course of the implementation of educational professional programs in the lyceum, a tradition of collective summing up the results of the work experience of students has developed. Understanding the importance of the formation of such general competencies as possession of communication skills, the ability to solve problems, the implementation of self-development, the manifestation of independence by students in their professional activities and the development of self-learning technologies, self-control allowed them to reach a higher level of quality in assessing the results of work practice.
The emerging pedagogical experience in terms of accompanying students in the educational process in a production environment determined in 2007 a model for the public presentation of students' professional achievements.
Along with the external assessment, which is formed in the course of visiting students during the period of internship at the facility, meetings and conversations of the master of industrial training with a mentor at the workplace, conditions have been created for the formation of self-assessment of the level of formation of students' competencies. In this situation, the student becomes an active subject of the educational process through self-control and self-assessment, which are requested both during the period of practice and at the state final certification in the procedure of self-presentation of their own achievements.
The use of various forms of support for students at all stages of mastering the educational program contributes to the interaction of the teaching staff of the lyceum and the employer to solve the problem of improving the quality of vocational training of graduates, taking into account the requirements of modern production and their further employment.
Within ten years, 689 people received a profession in the lyceum, the average employment rate by profession is 56%, 10% of graduates work outside their profession. Dropping out of students for various reasons, including health conditions and academic failure, between 2000 and 2006
amounted to 19%, in the period from 2007 to 2010 this indicator decreased to 7%, which is a positive trend not only for the safety of the contingent, but also for the successful socialization of students with intellectual disabilities.
However, despite the existing positive experience, there are still problems of employment and adaptation in the workforce, which require the improvement of professional training, taking into account the demands of modern production, the inclusion in the process of various services that promote employment and retention in the workplace of people with disabilities. Activity analysis
teaching staff shows the need to:
Development and implementation of software and methodological support for the processes of professional training of students on the basis of federal state standards new generation;
Development and implementation of software and methodological support for the processes of pre-profile training in the conditions of special (correctional) schools;
Development and implementation of a program for the further employment of graduates together with enterprises, employment services, social services;
Development of integration processes based on evidence-based approaches.
The goal of meeting the needs for high-quality vocational education and further work as the basis for the successful socialization of persons with disabilities to the fullest extent can be achieved on a modern methodological basis at a new level of interaction between specialists at all stages of becoming a professional from school to enterprise.
Bibliographic list
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According to statistics, in the modern world the number of people of working age with certain health characteristics is increasing by 2% per year. As the number of people with disabilities of working age increases, employers need to replace the policy of avoiding workers with disabilities to develop new standards for the selection of applicants for vacancies. And psychologists should be prepared for the fact that at any moment they may be given the task of vocational guidance for this category of people. In Russia, there are 10 million people with disabilities. And only a small part of them are socially adapted and employed, so the problem is widespread.
When vocational guidance for disabled children is recommended pedagogical orientation of rehabilitation activities. Work with this group begins as early as possible and is carried out in the learning process. It is important to work not only with the child, but with the family of the disabled. The main principle of vocational guidance for children with the second and third disability groups is occupational therapy in workshops of various profiles, which contributes to the inculcation of practical skills of simple types of work. Career guidance for citizens with mental retardation has its own specifics. The learning process is accompanied by psychotherapeutic and psycho-correctional work. The main issue for people with disabilities since childhood is the primary choice of profession.
The situation is fundamentally different for people with acquired disabilities. They previously received professional education, mastered certain skills, but due to illness they cannot continue to work in their current specialty. In this case, we are talking about rational employment (the recommended work should be adequate to the capabilities of a sick person, consistent with his personal motives and professional training). Often, training in qualified professions takes place directly at the workplace - in the order of retraining of workers. When choosing a new profession, it is necessary to take into account the possibilities, inclinations and previous activities, as well as pay attention to the issues of psychological support, since the trauma that has occurred and the acquired disability change the habitual way of life of the sick person, complex rehabilitation is required.
When providing assistance to the disabled, the severity of disability is taken into account. Thus, persons with the first group of disabilities are in the most difficult condition according to their status. physical health, dysfunctions of higher nervous activity and, as a result, from the standpoint of social adaptation and labor rehabilitation. At the same time, persons with the second and third groups of disability have impairments of moderate and mild severity, respectively, and may well take place in a professional way. The Center for Testing and Development "Humanitarian Technologies" by order of the Department of Labor and Employment of the City of Moscow in 2011 developed modern Lists of recommended professions for citizens with different types disability (see appendix EP-14-8). In this list, there are quite a few professions that require higher professional education, and not just primary and secondary vocational education, as was customary before.
When organizing the promotion of professional self-determination of people with disabilities (PWDs), it must be taken into account that the course of the disease, as a rule, differs in that a certain personal deformation of the PWDs occurs.
Such a deformation creates additional difficulties in professional counseling, as people with disabilities often have inadequate ways of professional self-determination.
First of all, we can talk about the following problems that affect the process of professional counseling for people with disabilities:
do not know their capabilities and limitations, inadequately evaluate themselves;
not aware of their weaknesses and strengths;
do not have sufficient information about real production, about professions and their requirements for the employee;
do not have information about vocational training opportunities, about the procedure and employment opportunities, about the most demanded professions;
fear of discovering the true extent of their disability;
socially poorly adapted, the necessary social skills have not been formed;
the readiness for work and labor attitude are not formed, they are infantile.
The presence of these features should be taken into account when conducting a professional consultation conversation. If necessary, the conversation should be aimed at correcting inadequate ideas of people with disabilities and their parents.
During the consultation, the results of the diagnostics carried out and the possibilities of teaching PWDs in institutions of primary or secondary vocational education should be discussed.
Discussing options for professional choice, the consultant finds out how well the consulted person with disabilities represents the content of professional activity and the conditions for its implementation in specific workplaces. If the consultant does not have such ideas or they do not correspond to reality, the consultant provides the necessary information. Professional counseling should contribute to the formation of a life perspective for the counseled person. To do this, the counselee should be assisted in the formation of real plans regarding the professional sphere of his life.
