IN last years Considerable attention is paid to the problems of children with special health needs (HIA). What is it and how to solve them? Let's try to figure it out.

Disabilities of health (HIA). What it is?

Scientific literature sources describe that a person with disabilities has certain limitations in daily life. We are talking about physical, mental or sensory defects. Therefore, a person cannot perform certain functions or duties.

This condition can be chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Usually, people with disabilities tend to isolation, are characterized by low self-esteem, increased anxiety and self-doubt.

Therefore, work must begin from childhood. Considerable attention within the framework of inclusive education should be given to the social adaptation of disabled people.

Three-bar scale of disability

This is the British version. The scale was adopted in the 1980s by the World Health Organization. It includes the following steps.

The first one is called "illness". We are talking about any loss or anomaly (psychological/physiological, anatomical structure or function).

The second stage involves patients with defects and loss of the ability to perform activities that are considered normal for other people.

The third stage is incapacity (disability).

Types of HIA

In the approved classification of violations of the basic functions of the body, a number of types are distinguished. Let's dwell on them in more detail.

1. Violations mental processes. It is about perception, attention, memory, thinking, speech, emotions and will.

2. Violations in sensory functions. These are sight, hearing, smell and touch.

3. Violations of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.

4. Changes in the static-dynamic function.

Disabled children, who belong to the first, second and fourth categories, are a large part of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of training and education.

Psychological and pedagogical classification of children who belong to the system of special education

Let's consider this question in more detail. Since the choice of techniques and methods of training and education will depend on this.

• Children with developmental disabilities. They lag behind in mental and physical development due to the fact that there is an organic lesion of the central nervous system and violations of the functioning of analyzers (auditory, visual, motor, speech).
• Children who have developmental disabilities. They differ in the deviations listed above. But they limit their possibilities to a lesser extent.

Children with disabilities, children with disabilities have significant developmental disorders. They enjoy social benefits and benefits.

There is also a pedagogical classification of violations.

It consists of the following categories.

Children with disabilities:

• hearing (late-deaf, hearing-impaired, deaf);
• vision (visually impaired, blind);
• speech (various degrees);
  intellect;
• delayed psychoverbal development (ZPR);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of health impairment

Depending on the degree of dysfunction and adaptation possibilities, it is possible to determine the degree of health impairment.

Traditionally, there are four degrees.

First degree. The development of a child with disabilities occurs against the background of a lung and moderate disturbance functions. These pathologies may be an indication for the recognition of disability. However, as a rule, this does not always happen. Moreover, at proper education and upbringing, the child can fully restore all functions.

Second degree. This is the third group of disability in adults. The child has pronounced disturbances in the functions of systems and organs. Despite treatment, they continue to limit his social adaptation. Therefore, such children need special conditions for education and life.

The third degree of health impairment. It corresponds to the second group of disability in an adult. There is a large severity of violations that significantly limit the child's ability in his life.

The fourth degree of health impairment. It includes pronounced violations of the functions of systems and organs, due to which the child's social maladjustment occurs. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Problems of development of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental disorders that contribute to the formation of disorders general development. This is the generally accepted position. But it is necessary to understand this issue in details.

If we talk about a child with minor disabilities, which we have already determined, then it should be noted that by creating favorable conditions, most of the problems with development can be avoided. Many violations are not limiters between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master the program material and study together with everyone in general education school attend regular kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, special education, upbringing and treatment.

Social policy of the state in the field of inclusive education

In Russia, certain areas have been developed in recent years social policy associated with an increase in the number of children with disabilities. What is it and what problems are being solved, we will consider a little later. For now, let's note the following.

The basic provisions of social policy are based on modern scientific approaches, available material technical means, a detailed legal mechanism, national and public programs, high level vocational training specialists and more.

Despite the efforts made and the progressive development of medicine, the number of children with handicapped is growing steadily. Therefore, the main directions of social policy are aimed at solving the problems of their education at school and stay in a preschool institution. Let's consider this in more detail.

Inclusive education

The education of children with disabilities should be aimed at creating favorable conditions for the realization of equal opportunities with peers, education and a decent life in modern society.

However, the implementation of these tasks should be carried out at all levels, from kindergarten and ending with school. Let's take a look at these stages below.

Creating a "barrier-free" educational environment

The basic problem of inclusive education is to create a "barrier-free" educational environment. The main rule is its accessibility for children with disabilities, solving the problems and difficulties of socialization.

In educational institutions that provide their support, it is necessary to comply with general pedagogical requirements for technical equipment and equipment. This is especially true for the implementation of household needs, the formation of competence and social activity.

In addition, special attention should be paid to the upbringing and education of such children.

Problems and difficulties of inclusive education

Despite the ongoing work, the education and upbringing of children with disabilities is not so simple. The existing problems and difficulties of inclusive education are reduced to the following positions.

Firstly, a group of children does not always accept a child with disabilities as "their own".

Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in implementing teaching methods.

Third, many parents do not want their normally developing children to be in the same class as a "special" child.

Fourthly, not all disabled people are able to adapt to the conditions ordinary life without requiring additional attention and conditions.

Children with disabilities in a preschool

Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Since the process of mutual adaptation is very difficult for the child, parents and teachers.

The priority goal of the integrated group is the socialization of children with disabilities. For them preschool becomes the starting point. Children with different abilities and developmental disabilities must learn to interact and communicate in the same group, develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to maximize the existing boundaries of the world around them.

Children with disabilities at school

The priority task of modern inclusive education is to increase attention to the socialization of children with disabilities. Approved adapted program for children with disabilities for education in a comprehensive school. However, the currently available materials are scattered and not integrated into a system.

On the one hand, inclusive education in general education schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.

Such an approach leads to the fact that the adaptation of both conditionally healthy children and children with disabilities is significantly more difficult. This leads to additional, often insurmountable difficulties in the implementation of the individual approach of the teacher.

Therefore, children with disabilities in school cannot simply learn on an equal basis with others. For a favorable result, certain conditions must be created.

The main areas of work in the system of inclusive education

For the full development of a child with disabilities at school, it is necessary to work in the following areas.

Firstly, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Her activities will be as follows: to study the features of the development of children with disabilities and their special needs, to draw up individual educational programs, to develop forms of support. These provisions should be recorded in a special document. This is an individual card of psychological and pedagogical support for the development of a child with disabilities.

Secondly, constant adjustment of the methods and methods of training and education is necessary.

Thirdly, the escort group should initiate a revision of the curriculum, taking into account the assessment of the child's condition and the dynamics of his development. As a result, an adapted version of it for children with disabilities is being created.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, and understanding one's personal characteristics.

Fifth, one of the necessary forms of work is work with the family of a disabled child. Its main goal is to organize assistance to parents in the process of mastering the practical knowledge and skills necessary in the upbringing and education of children with disabilities. In addition, it is recommended:

• actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
• provide counseling to parents;
• educate the family in the techniques and methods of assistance available to them;
• organize feedback parents with an educational institution, etc.

In general, it should be noted that inclusive education in Russia is just beginning to develop.

Disabled children, disabled people of groups I and II, disabled since childhood, disabled due to military injuries or diseases received during the period of passage military service have the right to be admitted to study at the expense of budget allocations within the established quota.

The quota for admission of these categories of applicants is established annually by MSGU in the amount of at least 10 percent of the total volume of control figures allocated by MSGU for the next year, in areas and profiles of training.

Acceptance of documents for participation in the competition is carried out on time

For 1 year bachelor's degree for full-time and full-time correspondence form learning:

• from June 18 to July 10 - from persons entering for training in areas of training, upon admission to which additional entrance tests of a creative and (or) professional orientation are carried out and persons entering the training based on the results of other entrance tests conducted by MSGU independently;
• from June 18 to July 26 - from persons entering the Moscow State Pedagogical University only on the basis of the results of the Unified State Examination.

For the 1st year undergraduate student for part-time education - from June 18 to September 6.
The list of required documents includes:

The list of required documents for applicants for undergraduate programs:

Statement of the established form

Passport and copy

Education document*
(or copy)

2 photos 3x4

COPY
HELP 086-U **

** for those who enter the areas of training:

• 03/44/01 " Teacher Education»,
• 44.03.02 "Psychological and pedagogical education",
• 44.03.03 "Special (defectological) education",
• 44.03.05 "Pedagogical education" (with two training profiles).

To use the right to participate in the competition for places within a special quota, you need to provide a document confirming disability (if it is necessary to create special conditions during entrance examinations, a document confirming limited health or disability requiring the creation of these conditions).

Information about the features of conducting entrance examinations for persons with disabilities, disabled people

If you are one of the disabled people, remember that you can not take the exam, but participate in the entrance examinations conducted by the University.

Entrance examinations of MSGU are traditionally held in writing(with the exception of two subjects - literature and a foreign language) based on examination materials formed on the basis of the federal state educational standard of secondary (complete) general education. The entrance test in the Russian language is carried out in the form of presentation.

We will definitely provide you with unhindered access to the classrooms, toilet rooms and other premises, we will ensure the convenience of staying in the MSGU building during the entrance examinations. Teachers and assistants will help you cope with all the difficulties that arise (take workplace, move around, read and complete the assignment) and ensure that the following requirements are met:

1. Entrance tests are held in a separate audience.
2. The number of applicants in one auditorium should not exceed 12 people (but if the presence in the auditorium does not create difficulties for you more applicants, including those without disabilities, you will be able to pass the entrance examinations with them).
3. According to your written application submitted before the start of the entrance test, the time of the entrance test in relation to time conducting the exam in the relevant general education subject, can be increased, but not more than 1.5 hours.
4. You will be provided with a printed instruction on the procedure for conducting entrance examinations.
5. In the process of passing the entrance test, you will be able to use the necessary technical means.

We guarantee during the entrance examinations:

A) for the blind: the fact that the tasks of entrance examinations and instructions will be read to you by an assistant, and you can dictate the answers to written tasks to an assistant;
b) for the visually impaired: providing individual uniform illumination of at least 300 lux and (if necessary) the presence of a magnifying device; all tasks and instructions will be in large font (size 16 - 20);
V) for the deaf and hard of hearing: the presence of sound-amplifying equipment for collective and (if necessary) individual use, as well as the assistance of a sign language interpreter;
e) for persons with disorders of the musculoskeletal system: the opportunity to dictate answers to written tasks to an assistant or (optionally) take a test orally.

current

(as amended on December 14, 2016)

On the education of persons with disabilities in the city of Moscow

MOSCOW CITIES

On the education of persons with disabilities in the city of Moscow

Document as amended by:
(Official website of the Moscow City Duma www.duma.mos.ru, 07.07.2014);
(Official website of the Moscow City Duma www.duma.mos.ru, December 26, 2016).
____________________________________________________________________

This Law regulates relations related to the realization of the right of persons with disabilities to education of any level and orientation in accordance with their abilities and capabilities, for the purpose of social integration 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 adjacent territories 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 living environment, without which the development of educational programs by persons with disabilities 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 of the city of Moscow by:
Law of the city of Moscow dated June 25, 2014 N 37.

1) conducting a free examination by a psychological, medical and pedagogical commission;

2) implementation of free qualified psychological, medical and pedagogical correction of health limitations (hereinafter 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 computers, communication facilities and software when receiving education at home using distance learning educational 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 government programs 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) mental retardation of various origins;

6) mental retardation, including severe mental retardation;

7) complex defects, including those with deaf-blindness;

8) disorders of the emotional-volitional sphere and behavior;

9) other developmental disorders.

3. Special (correctional) educational institutions are created for deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, disorders of the musculoskeletal system, mental retardation, for mentally retarded children and children with other disabilities .

4. 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, students studying in other educational institutions, in the conditions of a medical organization providing medical care in stationary conditions, at home, as well as those 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 a comprehensive medical, social and professional rehabilitation of persons with disabilities living in hospital organizations social services, in their structure, by decision of the executive body of the city of Moscow authorized by the Government of Moscow, structural divisions and (or) special classes (groups) are created that implement educational programs of the appropriate level, and workshops for labor training in the manner established by federal legislation, laws and other regulatory legal acts 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 curricula and the organization of individual and (or) group classes aimed at developing self-service skills, communication, elementary labor skills for people with complex and (or) severe 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) rendering advisory assistance 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 school year if more early term does not correspond to the interests of the student, 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 indicate academic subjects by years of study, the programs of which have been mastered. The categories of students, pupils who are issued a certificate of graduation from an educational institution, and the procedure for issuing a certificate are determined by the regulatory legal acts of the Russian Federation.

Article 17

(Name as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.

The interaction of the executive authorities of the city of Moscow with organizations in the field of education of persons with disabilities is carried out on the basis of the following principles:
(Paragraph as amended, put into effect on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.

1) ensuring the full and equal participation of persons with disabilities in education, social development and employment in accordance with their abilities and capabilities;

2) 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, teaching methodologies and materials to support people with disabilities in the quality development of educational material;

3) creation of an effective system of education and training of teachers involved in the education (education) of persons with disabilities in the field 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 in basic and additional general education programs, and from January 1, 2011 - in in relation to pedagogical workers who train people with disabilities using distance learning technologies in 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 by the executive authorities of the city of Moscow, which manage in the field of education, in accordance with the needs of the population in providing appropriate educational services a state educational institution (institutions) is determined 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 determined 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"

Graduate Employment Information

Moscow State Regional University is one of the leading universities in the Moscow region. We accept and educate students with disabilities / disabled (with a violation of the musculoskeletal system, vision, hearing, with other diseases).

The creation of an inclusive / barrier-free environment at Moscow State University is based on the ideas of inclusive, humanistic, accessible to all education. Below we describe the conditions created in MGOU.

The educational activities of these categories of students are carried out in accordance with:

• federal law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
• Order of the Ministry of Education and Science of the Russian Federation dated April 5, 2017 No. 301 “On approval of the procedure for organizing and implementing educational activities for educational programs higher education- Bachelor's programs, specialist's programs, master's programs;
• methodological recommendations on the organization of the educational process for the training of people with disabilities and people with disabilities in educational organizations higher education, including the equipment of the educational process dated 04/08/2014 No. AK-44/05vn.

At our university you can get an education in a wide range of specialties, you can learn more about the faculties and areas of training at the link:

Availability of equipped classrooms and other facilities. Each building of MGOU has classrooms adapted for students with disabilities and disabilities. They have a fairly wide doorway, a ramp (for streaming classrooms), classrooms are connected to a free wi-fi network, there are also specialized study tables for students with disorders of the musculoskeletal system, special computers). MRSU libraries are equipped with a remote access system, which is accessible to the visually impaired, and an electronic catalog has been created similarly. MRSU has a hostel located in close proximity to the academic building (suitable for students with mobility difficulties). The dining room is equipped with a specialized call button (for a wheelchair user), a ramp and tactile signs.

MGOU has equipment for creating special conditions for students with disabilities of various nosologies, also educational buildings are architecturally accessible (pads, an elevator, special toilet rooms, a speech correction device, a sound amplifying device, a Braille portable display, a printer with a raised dot font, a hearing aid, a complex for children with MSD disorders , complex for the visually impaired, Tactile pictograms, Information terminal).

Access to educational buildings. Installed ramp, automatic doors, elevator.

Access to the information. On the first floors, information terminals for the disabled are installed, in addition, an electronic educational environment, which allows you to conduct remote classes, and provides access to all educational materials.

Disabled students study at various faculties: Special Pedagogy and Psychology; history, political science and law; psychology; Faculty of Law, etc.

Every year, our graduates with disabilities are employed in their specialty or continue their education in master's programs.

In addition, there is a center for comprehensive support of students with disabilities and disabled people at Moscow State University, which provides full support to the student (information, assistance in finding a job, paperwork, creating special educational conditions, psychological support, etc.).

MRSU teachers regularly undergo advanced training in the field of working with students with disabilities, attend training seminars and internships.

Since 1996, the Faculty of Special Pedagogy and Psychology has been operating at Moscow State Educational Institution, which trains specialists in speech therapy, oligophrenopedagogy, special psychology to work with children with disabilities and children with disabilities.

The university became the basis for the creation of the Association of Specialists in Working with Children with Disabilities in the Moscow Region.

Thus, our university is accessible to everyone.

Introduction

The main goal of attracting people with disabilities to regular physical culture and sports is to restore lost contact with the outside world, create the necessary conditions for reunification with society, participation in socially useful work and rehabilitation of one's health. Besides, Physical Culture and sports help the mental and physical improvement of this category of the population, contributing to their social integration and physical rehabilitation. In foreign countries, among the disabled, physical activity is very popular for the purpose of recreation, entertainment, communication, maintaining or acquiring good physical shape, the required level physical fitness. Disabled people, as a rule, are deprived of the possibility of free movement, therefore, they often experience disorders in the activity of the cardiovascular and respiratory systems. Physical culture and health-improving activity in such cases is an effective means of preventing and restoring the normal functioning of the body, and also contributes to the acquisition of the level of physical fitness that is necessary, for example, for a disabled person so that he can use a wheelchair, prosthesis or orthosis. Moreover, we are talking not just about restoring normal body functions, but also about restoring working capacity and acquiring labor skills. For example, in the US, 10 million disabled people, who make up 5% of the population, receive state assistance in the amount of 7% of the total national income. One can argue with the assertion that it was the sports movement of the disabled in the West that stimulated the legislative recognition of their civil rights, but the fact that the wheelchair sports movement in the 50s and 60s was undeniable is undeniable. in many countries has drawn attention to their capabilities and potential. The World Program of Action for Persons with Disabilities states: "The importance of sport for persons with disabilities is increasingly recognized. Therefore, Member States should encourage all sports activities of persons with disabilities, in particular through the provision of appropriate facilities and the proper organization of these activities."

physical culture disability health

Definition of "person with disabilities"

The term “person with disabilities” appeared in Russian legislation relatively recently.

In accordance with the Federal Law of June 30, 2007 No. 120-FZ on amendments to certain legislative acts of the Russian Federation on the issue of citizens with disabilities used in regulatory legal acts the words "with developmental disabilities", ... are replaced by the term "with disabilities".

This is how the concept of "person with disabilities" was introduced. However, the legislator did not give a clear normative definition of this concept. This has led to the term being perceived as equivalent or close to the term "disabled". It should be specially noted that these concepts are not equivalent. The presence of a person legal status disabled does not mean the need to create additional guarantees for him to exercise the right to education. And a person with disabilities, not being recognized in statutory disabled, may have special educational needs. They imply, among other things, the possibility of studying at a university according to an adapted educational program. The concept of "persons with disabilities" covers a category of persons whose life activity is characterized by any restrictions or lack of ability to carry out activities in a way or within the limits that are considered normal for a person of this age. This concept is characterized by excess or insufficiency in comparison with the usual in behavior or activity, it can be temporary or permanent, as well as progressive and regressive. Persons with disabilities are people who have deficiencies in physical and (or) mental development, who have significant deviations from normal mental and physical development caused by serious congenital or acquired defects and, therefore, need special conditions for training and education. Thus, the group of people with disabilities includes persons whose health condition prevents them from mastering all or certain sections of the educational program outside the special conditions of education and training. The concept of restriction is considered from different points vision and, accordingly, is differently designated in different professional fields related to a person with impaired development: in medicine, sociology, the field social law, pedagogy, psychology.

In accordance with this, the concept of "a person with disabilities" allows us to consider this category of persons as having functional limitations, incapable of any activity as a result of a disease, deviations or developmental deficiencies, an atypical state of health, due to the inability of the external environment to the basic needs of the individual, from -for negative stereotypes, prejudices that single out atypical people in the socio-cultural system.

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

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

3) persons with speech disorders;

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

5) persons with mental retardation (ZPR);

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

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

8) persons with multiple disorders.