The article highlights the following issues: the creation of special conditions for teaching children with special educational needs, the analysis of the object accessibility passport, program and methodological, material and technical, staffing of inclusive practice, network forms of interaction, psychological and pedagogical support.
From the experience of organizing inclusive education
in MOU "Secondary school No. 3 of Nadym"
In the 2016/2017 academic year, 701 students studied at the MOU "Secondary School No. 3 of Nadym" (hereinafter referred to as the School), of which:
- 22 students / 3% (from total number students) has the status of a child with a disability, including a student receiving general education in the form of family education (contract on organizing and conducting intermediate and (or) final attestation of a student receiving general education in the form of family education dated 09.09.2016);
- 12 students / 1.7% (of the total number of students) (of the total number of children with disabilities) - the status of a child with disabilities.
Out of 33 children: 12 students / 35% - with problems of the musculoskeletal system, 1 student / 3% each with vision and hearing problems, 8 students / 24% - mental disorders, 12 students / 35% - somatic diseases.
According to the complex psychological diagnostics of students with disabilities, conducted during the 2016/2017 academic year, it was established:
- The level of readiness of students to continue their studies at the level of basic general and secondary general education - in 50% of children (3 people) - is above average, in the second half of 50% (3 people) - average;
- The level of adaptation to learning in 60% (3 people) of students with disabilities in grades 1 and 5 is average and above average;
- With a choice future profession, based on the data of the diagnostic complex "Professional orientator", 70% (6 people) of students with disabilities in grades 8-9 decided on the choice of their future profession.
Children with the status of a disabled child/child with disabilities study at school at all levels of general education:
- at the level of primary general education - 8 school / 5 school.
- at the level of basic general education - 13 students / 7 students, including a student receiving general education in the form of family education;
- at the level of secondary general education - 1 student / 0 student.
All students with special disabilities learn educational programs at a level not lower than the basic level, while the average quality performance is 52% (18 people), which corresponds to the school average in the 2016/2017 academic year.
The School has developed and approved local acts regulating the process of inclusive education:
- Regulations on the structural unit of the School "Distance Learning Center", order No. 376 dated 07.09.2013;
- Regulations on the individual educational program for students of the CDO, order dated September 12, 2013 No. 385;
- Regulations on the Psychological-Medical-Pedagogical Council, Order No. 292 dated August 30, 2014;
- The procedure for providing situational assistance to disabled people and other people with limited mobility when visiting the School, order No. 04 dated January 18, 2016;
- The procedure for providing the necessary assistance to disabled children in organizing the accessibility of the facility and providing services in the field of education, dated January 18, 2016 No. 04;
- Regulations on inclusive education for students with disabilities, order No. 280 dated August 31, 2016;
- Regulations on the system for assessing the knowledge of students studying in an adapted general education program for children with mental retardation, order No. 280 dated August 31, 2016;
- Regulations on the system for assessing the knowledge of students enrolled in an adapted general education program for children with mental retardation (intellectual disabilities), order No. 280 dated August 31, 2016.
In order to provide quality education for children with special health needs, special conditions for training on the basis Distance Learning Center, structural unit School, established in 2011 (hereinafter - CDO).
In the CDO, the workplaces of children and teachers are equipped with modern equipment, which makes it possible to organize the educational process in remote mode taking into account the individual characteristics of students. Each workplace has Internet access. All teachers working in the Center for Children's Education have undergone course retraining on the issues of teaching children with disabilities, organizing inclusive education.
For 6 years, 31 students studied on the basis of the CDO. All graduates of the CLC were successfully socialized: 15 students continued their education at the School under the conditions of the class-lesson system, 9 students at the CLC, 4 graduates at secondary vocational schools, 2 graduates at universities, 1 graduate was employed.
Taking into account the peculiarities of psychophysical development, individual capabilities and special educational needs of children with disabilities and children with disabilities, the School provides for the following forms, methods and means of education.
- Full inclusion. Students with special disabilities (on their own or accompanied by a tutor) attend class-lesson classes in person, together with peers who do not have developmental disabilities, study according to an adapted or general education program in accordance with the class curriculum, including an extracurricular activity plan - 22 students (11 - according to the general education program, 11 - according to the adapted program (for children with mental retardation - 10 students, for children with mental retardation - 1 student).
Creating an ecologically and psychologically comfortable educational environment for this category of students, zoning of the educational space is widely used in the form game room, an office of psychological unloading, developing zones, a gym. Optimization educational process achieved by using modern pedagogical technologies: level differentiation, personality-oriented and health-saving approaches in teaching. Correctional assistance to this category of students is provided through the organization of individual and group classes with subject teachers, a psychologist, a speech therapist on the basis of the conclusion of the TPMPC on the creation of special learning conditions; programs of correctional work, as well as the educational needs of students or their parents (legal representatives).
- Partial inclusion. Students with special disabilities study according to an adapted or general educational program on individual curricula, combining joint learning on a number of subjects(on certain types organized educational activities) with individual / group classes in other subjects of educational areas of the individual curriculum (non-linear schedule) - 8 students enrolled in general education programs, receiving education in various forms (correspondence - 2 hours, family - 1 school, full-time ( individually at home on the basis of an institutional CLC) - 6 students).
The educational process for this category of students is organized using distance learning technologies. Correctional assistance is provided through the organization of full-time and remote group and individual correctional and developmental classes with subject teachers, a psychologist, a speech therapist in accordance with the conclusion of the TPMPC, the program of correctional work, and the educational needs of the family. These students participate in classes and activities additional education, extracurricular activities, cultural and leisure activities, together with children who do not have developmental disabilities, if this does not interfere with the joint educational and educational process and does not contradict the recommendations of the psychological, medical and pedagogical council of the School.
- Social inclusion. Students with special disabilities are trained according to an individual curriculum, mostly in an individual form, and are included in a team of peers who do not have developmental disabilities at extracurricular cultural and leisure activities (holidays, excursions, etc.), in some extracurricular activities activities in accordance with the recommendations of the psychological, medical and pedagogical council of the School. This category students are trained both in general education and in adapted educational programs. The organization of the educational process takes place with the use of distance learning technologies, technologies for differentiation and individualization of education. According to this model of inclusive education, 4 students study at the School (2 - according to the general education program, 2 - according to the adapted one). These students study individually at home on the basis of the CDO.
All students with special health abilities are provided with a range of additional educational programs in the areas of technical, artistic, socio-pedagogical and extracurricular activities. 100% of children are covered by additional education and extracurricular activities.
The School has created a system of traditional socially significant, cultural, leisure and educational events: holidays, festivals, concerts, competitions, olympiads, student conferences, sports days, social events. All children during the year take part in the traditional school festival "My Multinational Yamal"; holiday dedicated to the Day of the disabled "We are together"; New Year's carnival; tourist gathering; intellectual olympiads and competitions; school scientific and practical conference(protection of student projects) "Clever and clever"; concerts dedicated to Teacher's Day, Mother's Day, Defender of the Fatherland Day, International Women's Day, holiday " Last call»; events dedicated to the Victory Day; social events (“Feed the Birds”, “Clean Yard”, “A Palace for Each Starling”, “Victory Alley”, “Gift to a Soldier”, “Gift to a Distant Friend”, “Summer 2017”, etc.).
Disabled children are repeatedly winners of the Unicum municipal creative marathon in the nomination of educational and research activities (2014 - Bortnik T., grade 9, Zubkov R., grade 7; 2017 - Zubkov R., grade 9). In 2016, Bortnik T. was awarded the municipal departmental award "Success" in the nomination of educational and research activities.
The activities of the School built in this way in organizing the educational process for children with various educational opportunities allow this category of students to adapt to the school society at a sufficient level, master the basic educational programs at least at the basic level, develop cognitive mental processes, personality traits in accordance with individual characteristics.
The School has a Social Infrastructure Accessibility Passport (OSI) No. 22, approved by the Head of the Department social programs Administration of the municipality Nadymsky district March 31, 2016.
The Accessibility Passport was drawn up in accordance with the requirements of the Order of the Ministry of Education and Science of Russia dated November 8, 2015 No. 1309 “On Approval of the Procedure for Ensuring Accessibility for Disabled Persons of Objects and Services Provided in the Sphere of Education, as well as Providing Them with the Necessary Assistance” and agreed with a public organization of the disabled - Nadym local public organization of the disabled "Creation". The final conclusion on the status of the availability of the OSI is “conditionally available” (DU).
An Action Plan has been developed (“ roadmap”) to increase the values of indicators of accessibility for disabled people of objects and services of the municipality Nadymsky district, approved. By the Decree of the Administration of the Municipal Formation of the Nadymsky District dated 02.10.2015, No. 506, the period of work is determined - 2016-2020. To date, a number of measures to implement the recommendations of the commission on the survey of the availability of social infrastructure facilities have been completed. For example, 3,655,835 rubles were spent to create a barrier-free environment at the School from 2015 to 2017, of which 3,038,761 rubles were spent. from the district budget; RUB 269,800 - from the municipal budget; RUB 347,274 -extrabudgetary funds of the School.
After the renovation of the building, based on the principle of "reasonable accommodation", the accessibility indicator will reach the level of "partially available".
In 2014, within the framework of the municipal competition "Nadymsky district - a territory for all", the school was awarded the status of "Territory of a barrier-free environment".
In March 2017, public control conducted a survey of the School for the implementation of activities integrated program Yamalo - Nenets autonomous region"Accessible Environment" for 2016. Final conclusions on the state of the social infrastructure facility: the facility requires minor adaptation for adaptation for people with limited mobility, can be recommended as the main ("basic") for servicing all categories, has an equipped distance education center.
The variability of the practice of inclusive education for children with special disabilities varies based on the application of the parents (legal representatives) of the students, based on:
- child's individual characteristics,
- recommendations of the territorial psychological-medical-pedagogical commission.
The school implements the following general education programs:
- General education programs- 20/59% of students (of the total number of students with disabilities) (17 children with disabilities / 3 children with disabilities):
- Educational program of primary general education of the Municipal educational institution "Secondary school No. 3 of the city of Nadym" (FSES NOO) - 5 school / 1 school;
- The educational program of the basic general education of the Municipal educational institution "Secondary school No. 3 of the city of Nadym" (FGOS LLC) - 11 school / 2 school;
- The educational program of secondary general education of the Municipal educational institution "Secondary school No. 3 of the city of Nadym" (FKGOS SOO) - 1 school / 0 school.
- Adapted general education programs- 14/41% of students (of the total number of students with disabilities) (6 children with disabilities / 8 children with disabilities):
- Adapted basic general education program of primary general education for students with mental retardation of the Municipal educational institution "Secondary school No. 3 in Nadym" (option 7.2) - 0 school / 2 school;
- Adapted basic general education program of primary general education for students with severe speech impairments of the Municipal educational institution "Secondary school No. 3 of Nadym" (option 5.1) - 0 school / 1 school;
- Adapted general education program of primary general education for students with mental retardation - 3 students / 1 student;
- Adapted general education program of basic general education for students with mental retardation - 2 school / 4 school;
- Adapted general education program of basic general education for children with mental retardation - 1 school / 0 school.
Teaching and methodological kits, according to which children with special disabilities are taught, correspond to the federal list of textbooks recommended for use in schools. The provision of students with textbooks is 100%.
When organizing learning activities teachers actively use electronic educational resources: platforms, test shells, online services, electronic applications for textbooks.
From 2010 to 2014, distance learning was carried out using educational resources located on the server of the State Educational Institution Center for Education "Teaching Technologies", Moscow (http://iclass.home-edu.ru).
Since September 2014, the project “Building a virtual learning environment in the Distance Learning System “iSpring Online” has been implemented. School teachers fill this platform with electronic educational resources in all subjects of the federal component. These resources are openly available to students, which creates the conditions for the individualization of learning and ease of use.
During the year, programs of psychological and pedagogical support are implemented aimed at correction and development of:
- spheres of the child's personality: cognitive, affective-regulatory, motivational,
social, value, communicative (teacher-psychologist);
- oral and writing students (teacher-speech therapist).
Since September 1, 2011, the School has opened a Center for Distance Learning for Disabled Children, which is a collection of classrooms. 9,827,340 rubles were allocated from the consolidated budget (federal and regional) to equip the CDO upon opening.
The classroom with a separate Internet line is equipped with modern specialized computer equipment; isolation cabins, base station(external storage) - storage device common documents and access to them from teachers' computers, TV, document cameras - 4 pcs., there are cameras - 4 pcs., 3D printer, 3D scanner.
The following equipment was transferred for personal use by students of the Center for Educational Education for the duration of training: a specialized software and hardware complex for a student with disabilities “Apple Mac mini”, a Web camera, headphones, a microphone, a scanner, a printer, speakers, a graphics tablet, a digital microscope, a camera, a Lego constructor ".
For the implementation of the educational process of students with hearing and speech impairments in the classes, the “radio microphone” system, special equipment for visually impaired students (electronic magnifier, specialized computer keyboard) are used. To conduct corrective and developmental classes and relaxation classes, a sand therapy table based on a multimedia complex, an interactive rehabilitation and gaming system "Omi-Vista" are used.
At the entrance, on the first floor of the School, there is a kiosk with software that provides access to the Internet, the opportunity for students and parents of the School in a convenient and accessible format (touch panel, has a version for the visually impaired) to receive the information they are interested in on educational issues. To ensure the accessibility of the environment, the following are used: a mobile lift (step-walker), a wheelchair, tactile tiles and markings for the visually impaired, accessibility signs, touch information stand, walkers, overhead ramps, electronic display, call buttons, signs made in Braille. In 2017, in the third quarter, it is planned to purchase textbooks for visually impaired children, special software for teaching children with disabilities.
Students with special educational needs are taught by 38 teachers, which is 76% of all teachers of the School. For the organization of inclusive education, the staffing table provides for the following rates: deputy director, methodologist, electronics engineer. Psychological and pedagogical support is provided by a teacher - psychologist, teacher - speech therapist, social pedagogue, tutors, appointed by order of the director No. 281 of August 31, 2016.
35/92% of teachers have higher education (out of all teachers employed in inclusive education), 32/84% of teachers have higher and first qualification categories, 6/8% of teachers are young specialists. 100% of teachers working with students with disabilities underwent course retraining on teaching children with disabilities, inclusive education on the basis of the Regional Institute for Education Development and various centers of pedagogical innovation and education development.
The level of professionalism of teachers can be confirmed by the following facts: 12/32% of teachers presented their experience at the municipal level, 5/13% - at the regional level, 19/50% of teachers - at the federal level, 3 teachers of the School are municipal mentors, 2 - municipal tutors.
In order to develop conditions for teaching children with special disabilities, the School actively uses the potential of network interaction. In the system, the School implements a set of measures together with social partners in the following areas:
- Education and upbringing healthy lifestyle life:
- State Budgetary Institution of Public Health of the Yamalo-Nenets Autonomous Okrug "Center for Medical Prevention";
- State Budgetary Institution of Yamal-Nenets Autonomous Okrug “Center for Social Assistance to Families and Children “Domashniy Ochag”;
- Local public organization - the club of mothers raising children with disabilities "Nadezhda".
- Professional orientation of schoolchildren (within the framework of the projecton the organization of pre-profile (professional samples) and profile training (information and technology profile):
- Tomsk State University control systems and radio electronics (TUSUR);
- Branch of the state budgetary professional educational institution of the YaNAO "Yamal multidisciplinary college" in Nadym:
- OOO Gazprom transgaz Yugorsk;
- OOO Gazprom dobycha Nadym;
- Municipal unitary enterprise "Editorial office of the Nadym television studio".
- Socialization of personality and development of individual abilities:
- MOU DO "Center for Children's Creativity";
- MOU DO "Center for the Development of Creativity" Constellation ";
- Children's and youth sports school.
Network interaction is carried out in various forms: conversations, business games, consultations, workshops, lesson-games, excursions, etc. Depending on the level of morbidity, various approaches are used: extracurricular, remote, group and individual forms.
Psychological and pedagogical support is provided by the psychological and pedagogical support service and the school psychological, medical and pedagogical council (shPMPC).
All children with special disabilities annually undergo a school PMPK at the beginning of the school year (based on the results of incoming diagnostics) and at the end (final council for tracking the dynamics of student development). If it is necessary to correct the individual educational trajectory of the student, an intermediate meeting is held. The school PMPK includes: a teacher-psychologist, a speech therapist teacher, a school paramedic, subject teachers. The school psychological-medical-pedagogical council closely cooperates with the territorial psychological-medical-pedagogical commission. During this academic year, the school held 9 meetings of the PMPK, at which the results of adaptation, socialization, educational results of 100% of students with special disabilities were considered. 28 students / 82% were submitted to the territorial psychological, medical and pedagogical commission to determine the training program, the form for passing the state final certification, and determining rehabilitation measures.
Psychological and pedagogical support is carried out in full-time and remote forms. Full-time (individual, group) classes are held with students attending an educational organization, remote classes - with students studying at home. Conditions have been created for the organization of support: the office of a teacher-psychologist, a speech therapist, a room for psychological unloading (sensory room) has been equipped with modern equipment, a program for the development of children with disabilities "SIRS" (a system of intensive development of abilities), a logo-correction complex of biological feedback(BOS), the web-system "Electronic Psychologist" is used to conduct psychodiagnostic activities and consult students studying at home and their parents (legal representatives).
Correctional and developmental activities are carried out according to the following psychological and pedagogical programs:
- Adaptation program: "Journey to the Land of Understanding" (for group work with students primary school with mental retardation, severe speech disorders).
- Correction and development programs: "Steps to Success" (for group work with elementary school students with somatic diseases), "Learning to Solve Problems" (for individual work with secondary school students with mental retardation), "Psychology of communication" (for individual work with secondary school students with somatic diseases).
- Preventive program "Psychological preparation for GIA" (for individual work with
high school students with somatic diseases), "I'm not afraid of the OGE" (for individual work with high school students with autism spectrum disorders).
- Career guidance program "My professional choice”(for individual work with high school students with autism spectrum disorders, as well as those with somatic diseases).
- The developing program "Psychology of a high school student" (for individual work with high school students with somatic diseases), "I Know Myself" (group work with high school students with somatic diseases).
A number of programs are aimed at working with parents of students with disabilities:
- "We are together" (parental general education);
- “We solve the problems of children with disabilities” (a joint program of a psychologist teacher, speech therapist teacher, social pedagogue).
Educational institution: Republic of Tatarstan, Arsky district, MBDOU "Utar-Atyn kindergarten"
Brief job description:
Publication date: 2017-11-03 Forms of organization of inclusive education Badrieva Nailya Maratovna The forms of inclusive education with children of senior preschool age are displayed, taking into account the requirements of the Federal State Educational Standard
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Forms of organization of inclusive education
Inclusive education is carried out in the following forms:
Early Intervention Services - family-oriented comprehensive social and correctional-pedagogical support for children early age(from 0 to 3 years), where individual and group developmental classes are held with children with the active participation of the family.
The rehabilitation process is aimed at developing new functions and abilities in the child, its goal is to improve the life and development of the child and his family. Specialists, together with parents, determine the key information that should be transferred to the preschool institution, and prepare a written opinion on the early intervention program, the progress of the child during the program and the specific support that the child needs in the future.
Inclusive preschool group - carries out psychological and pedagogical activities aimed at providing optimal conditions for increasing the availability and quality of joint education and upbringing of children with different starting opportunities (both usually developing preschoolers and preschoolers with developmental disabilities). The inclusive group consists of normally developing children; it includes children with a developmental disorder (at risk of impairment) or with multiple developmental disorders.
The teacher of an inclusive group must be a teacher-defectologist (special teacher). Children with special educational needs are accepted into the group in accordance with the recommendation of the psychological, medical and pedagogical commission.
Short stay groups are created in order to provide systematic medical, psychological and pedagogical assistance to children with disabilities who are not studying in special (correctional) preschool educational institutions: deaf, hard of hearing and late deaf, blind, visually impaired and late blind, with severe speech disorders, impaired musculoskeletal system, mental retardation, mentally retarded and with a complex structure of the defect. In short stay groups, children with disabilities should be provided with individual lessons and lessons in a small group (2-3 children each). Parents are required to attend classes.
Groups of short stay on the basis of the centers of psychological, pedagogical and medical and social support (PPMS - centers). The main purpose of the work of such groups is the socialization and adaptation of children with developmental problems in a team of peers and their parents in the course of systematic, purposeful activities. Teaching various communication skills to a child with psychophysical disorders through a joint game is the most acceptable form of socialization. Specific for the activities of short stay groups at PPMS centers is group work in conditions of close contact of the child with an adult close to him - mom, dad or grandmother. This ensures the creation of a sense of security in the baby, and the skills of competent psychological and pedagogical support and pedagogical methods of stimulating the child's communication with adults and peers are formed among his relatives.
Inclusive education classes are created in general educational institutions with the aim of forming a holistic system that provides optimal conditions for the education, upbringing and social adaptation of children with special educational needs in accordance with their age and individual characteristics, the level of actual development, the state of somatic and neuropsychic health. Inclusive classes can be organized in all types of educational institutions that implement educational programs of primary general, basic general, secondary (complete) education, where special conditions are created for the stay and education of children with special educational needs.
Children are accepted into an inclusive class only with the consent of their parents (legal representatives). Children with special educational needs are accepted into an inclusive class in accordance with the recommendation of the psychological, medical and pedagogical commission.
The inclusive class consists of normally developing children, including those with a developmental disability (at risk of disability) or with multiple developmental disabilities.
The system of support and support for children with disabilities with the help of a tutor. The goal of the tutor is to successfully include a child with disabilities in the environment of a general education institution. The tutor can become a link providing coordination of teachers, special teachers, psychologists, and other specialists necessary for the child at each stage of the educational process.
Forms of inclusive education in vocational education institutions. Inclusive education in the system of vocational education is implemented in the process of secondary and higher vocational education. In addition to the accessibility of the environment, the educational qualification that students with disabilities must meet on the basis of education is important.
Inclusive education in vocational education institutions is carried out in the following forms:
Education on a common basis with students without deviations in the state of health (equal participation of disabled people in one of the aspects of public life).
Training in special educational programs exclusively for persons with disabilities (targeted group work to achieve “stability”).
Of central importance in the course of building an inclusive educational space is taking into account the personal characteristics of all subjects of inclusive education, which makes it possible to create a stable axiological base for inclusive education for all children.
. . A videoconference was held in Moscow on the problems and issues of inclusive education in Russia. During the conference, experts from different regions of the country shared their experience. The audience of the conference had the opportunity to ask their questions.United Publishing Group"DROFA - VENTANA" invites teachers working with children with special educational needs to share their methodological developments to lessons in inclusive classes.
All entries will be posted on the site.
Do you think children with different diseases (Down syndrome, ASD, mental disorders, cerebral palsy) can study in the same class?
In any matter, it is necessary to rely on the reasonableness of its decision. Of course, it is not necessary to enroll children from different nosological groups in one class. All of the listed disorders can be combined with intellectual insufficiency, which may be the basis for their joint training. At the same time, if the severity of autism spectrum disorders is extremely high, then it is advisable to consider other training opportunities. The same recommendation applies to children with cerebral palsy. If a child's motor impairments are pronounced and sharply narrow the independence of movement and the formation of self-service skills, then the option of joint education of the above categories of children should not be considered.
Recall that there is a document - Sanitary and epidemiological rules and regulations SanPiN 2.4.2.3286-15 "Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations that carry out educational activities on adapted basic general education programs for students with disabilities” (approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 No. 26), in the Appendix to which the recommended standards for completing classes are indicated.
Application No. 1
to SanPiN 2.4.2.3286-15
Completion of classes (groups) for students with disabilities
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Options for educational programs* |
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1 option |
Option 2 |
3 option |
4 option |
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maximum number of students |
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Deaf learners |
No more than 2 deaf students in an inclusive class. General class occupancy: with 1 deaf student - no more than 20 students, with 2 deaf students - no more than 15 students |
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Hearing-impaired and late-deaf students |
No more than 2 hearing-impaired or late-deaf students in an inclusive class. General class occupancy: with 1 hard of hearing or late deafness - no more than 25 students, with 2 hard of hearing or late deafness - no more than 20 students |
I department: 8 II department: 6 |
Option not available |
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Blind learners |
No more than 2 blind students in an inclusive class. General class occupancy: with 1 blind - no more than 20 students, with 2 blind - no more than 15 students |
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visually impaired students |
No more than 2 visually impaired students in an inclusive class. General class occupancy: with 1 visually impaired - no more than 25 students, with 2 visually impaired - no more than 20 students |
Option not available |
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Students with severe speech impairments (SNR) |
No more than 5 students with TNR in a class under inclusive conditions. The total class size is no more than 25 students. |
Option not available |
Option not available |
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Students with musculoskeletal disorders (NODA) |
No more than 2 students with NO YES in a class under inclusive conditions. The total class occupancy: with 1 student with NO YES - no more than 20 students, with 2 - no more than 15 students. |
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Students with mental retardation (MPD) |
No more than 4 students with mental retardation in a class under inclusive conditions. Total class size - no more than 25 students |
Option not available |
Option not available |
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Students with Autism Spectrum Disorders (ASD) |
No more than 2 students with ASD in a class under inclusive conditions. General class occupancy: with 1 student with ASD - no more than 20 students, with 2 students with ASD - no more than 15 students |
No more than 2 students with ASD in a class under inclusive conditions with a total class size of no more than 12 students |
No more than 1 student with ASD in a class under inclusive conditions with a total class size of no more than 9 students |
No more than 1 student with ASD in a class under inclusive conditions with a total class size of no more than 5 students (no more than 2 students with ASD in a class with students with mental retardation (intellectual disabilities) |
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Students with mental retardation (intellectual disabilities) |
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Note:* program options:
Option 1 assumes that the student receives an education that is fully consistent with the final achievements by the time of completion of training, the education of peers, being in their environment and at the same time of study;
Option 2 assumes that the student receives education in a prolonged period of study;
The 3rd option assumes that the student receives an education that, in terms of content and final achievements, does not correlate with the content and final achievements of peers who do not have additional health limitations, in terms of content and final achievements at the time of completion of schooling (for students with hearing impairment, vision impairment , musculoskeletal system, autism spectrum disorder and mental retardation);
The 4th option assumes that the student receives an education that, in terms of content and final achievements, does not correlate with the content and final achievements of peers who do not have additional health limitations, in terms of content and final achievements at the time of completion of schooling (for students with mental retardation (moderate , severe, profound, severe and multiple developmental disorders).Based on this version of the program educational organization develops a special individual development program (SIPR).
Why does the Pedagogical Institute graduate a subject teacher, but not a defectologist, not a specialist in working with children with disabilities?
For each direction of training in higher education there is always a small course "Fundamentals of Special Pedagogy and Correctional Psychology", aimed at forming a certain range of ideas about children with disabilities, techniques and methods of working with them. Of course, such a course is not enough to properly organize the educational process for these children. However, the professional growth of a teacher involves mastering new competencies not only within the framework of self-education, but also within the framework of advanced training courses. Today, there are a large number of additional professional education programs that allow mastering the technologies for teaching children with disabilities in the context of inclusive education, in the context of the introduction of the Federal State Educational Standards for HIA. An example is the Moscow register of additional professional education programs for teaching staff.
Please describe the experience of creating a correctional and developmental environment in teaching mentally retarded children.
Why should children with mental retardation and Down syndrome study in a regular classroom? How can a teacher be torn between such different students?
Children with mental retardation are very successful in an inclusive classroom in organizing the right approach and understanding the nature of mental retardation. AT this case we should also talk about successful socialization and the success of training. In the case of children with Down Syndrome, positive educational outcomes are also possible, but SOCIAL INCLUSION delivers unsurpassed results.
How can you organize work with children with stuttering?
Taking into account the traditional principles of working with children with stuttering, as well as involving a speech therapist to provide assistance.
What do doctors think about inclusive education?
Recall that there is a document from doctors - Sanitary and epidemiological rules and regulations SanPiN 2.4.2.3286-15 "Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations engaged in educational activities on adapted basic general education programs for students with disabilities" (approved by the Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 No. 26). Of course, each specific case of teaching a child with disabilities and disabilities is an individual educational story. Everyone has their own recommendations for training received from the psychological-medical-pedagogical commission.
Inclusion to us« lowered from above» ? Or is it the needs of everyday life?
Inclusion is a necessity of everyday life. Interesting fact- inclusion has always been, only had a spontaneous, ill-conceived character. Law on education in Russian Federation(2012) helps us make the process of inclusion meaningful and thoughtful. We think that it will take time for inclusion to be accepted as a normal natural process.
Question from school distance learning disabled children. There is a tutor. The accounting department has many questions about the introduction of the tutor's rate. What questions govern its introduction?
currently accepted professional standard tutor. If necessary, the head, forming the staffing table, can enter such a rate.
What to do if the school does not have conditions for teaching children with disabilities? How to conduct lessons?
Lessons should be conducted on the basis of an individual and differentiated approach to teaching children, based on knowledge of the characteristics of the psychophysical development of children with disabilities and disabilities.
How to improve relationships between children in such classes?
You should be very careful about the formation of a positive psychological climate in the school community, in the class community, taking into account the parental opinion. Trainings for children are very useful, where they can face the limitations and understand how children with special educational needs feel. It is necessary to look at yourself, at your attitude towards children with disabilities, since the teacher is a significant adult for the student. We think that you will be interested in watching the webinar of the City Psychological and Pedagogical Center “History accessible to everyone!?”
It seems to me that socialization is one thing, but gaining knowledge is another. Sometimes you think that if you deal with a child with disabilities separately, then he will understand more
Working in the education system, every teacher must understand that the basis of education is not knowledge for the sake of knowledge, but knowledge for life! Therefore, socialization and education are two inseparable processes.
Please write, what diagnostic tools should a psychologist rely on when working with different categories of children?
I think the answer will be very common. I would like to advise you to turn to various diagnostic aids of such authors as E.A. Strebeleva, S.D. Zabramnaya, M.M. Semago, N.Ya. Semago, S.B. Lazurenko, A.R. Luria and others; teaching aids in special psychology.
And what programs to rely on when compiling a correctional and developmental program for different categories of children (ASD, cerebral palsy, mental retardation ...)
Adapted core educational programs should be written based on the exemplary AOOP located at the link
I would like to learn more about the positive experience of organizing inclusive education in vocational education(college)
You can see the positive experience of organizing inclusive training in vocational education on the example of the activities of the State Budgetary Vocational Educational Institution of the City of Moscow "College of Small Business No. 4", the State Budgetary Vocational Educational Institution of the City of Moscow "Technological College No. 21". I think that it will be interesting for you to watch the recording of the interregional seminar "Development of an inclusive school in the context of the implementation of the Federal State Educational Standard for HIA", which was held by the State Budgetary Institution GPPC DOgM on December 5-7, 2016. In the near future, a recording of the seminar will be posted on the website of the City Psychological and Pedagogical Center of the Department of Education of the City of Moscow in the section WEB-advice/
3.5. Questions staffing in organizing and supporting an inclusive educational process
Changing the needs of parents as a social customer of educational services, including Russian education into international processes, the development of integration processes in education form new requirements for qualifications, professional training, first of all, teachers and psychologists, other education specialists, including the management corps.All this expands and complicates the professional activities of pedagogical specialists, requires them to possess new competencies, knowledge of related branches of pedagogy, including special pedagogy and psychology, high competence in the field of pedagogy and general education, social pedagogy and psychology. Under these conditions, it becomes especially important to create a system of professional development for all participants in the inclusive educational process.
Staffing of the system of psychological and pedagogical support of inclusive education
The development of integration processes in education raises the requirements for the professional competence and plasticity of a teacher, psychologist, administrator in an inclusive practice, creates a need for skills in working in an interdisciplinary group (team) of specialists.
All this requires new approaches and new content, first of all, advanced training programs for city specialists.
In this regard, within the framework of the activities of the city resource center, the Institute for Problems of Integrated (Inclusive) Education - IPIO MSUPE - began the development and implementation of training programs for specialists to work in the conditions of integrated (inclusive) education of children with disabilities in various educational institutions of the city.
Within the framework of the unified program "Psychological and pedagogical support of inclusive education", 4 areas of advanced training of specialists have been developed, organized according to a modular principle (72 hours):
1st direction: Activities of a support specialist of the resource center for supporting inclusive education as part of the territorial resource center and the territorial PMPK;
2nd direction: Features of management activities for the organization of psychological and pedagogical support for inclusive education;
3rd direction: Technologies of psychological and pedagogical support in an inclusive educational institution;
4th direction: Pedagogical technologies in working with children with disabilities in an inclusive educational institution.
The composition of groups of students for each of the areas of advanced training programs is formed from the proposals of district resource centers. The direction to study is coordinated with the district department of education.
Creation of a professional community of teachers of inclusive educational institutions.
The purpose of the community.
A decade of experience in the development of inclusive education in the Central Administrative District of Moscow proves that inclusive processes in education lead not only to the normalization of the lives of children with disabilities, but also to the greater success of their ordinary peers by improving the professional skills of teachers. The main change concerns a fundamentally different approach to education: it is not the child who is adjusted to the conditions and norms existing in an educational institution, but, on the contrary, the entire education system is adjusted to the needs and capabilities of a particular child.
Participants in the promotion of inclusive practices note that the need for inclusive education in modern society is increasing every day. There has been a trend of transition from isolated pockets of successful experience in introducing an inclusive approach in education to the creation of territorial systems of inclusive educational verticals.
At the same time, the contradiction between the ever-increasing need of educational institutions for specialists who are ready to accept the ideas and philosophy of inclusive education, who are able to quickly adapt to changing conditions of professional activity, who can work in a team, and the imperfection of the existing system of advanced training of teaching staff, has become aggravated.
Unfortunately, by that time the academic school was ready to offer advanced training courses that introduced students to the typology of a defect, to traditional teaching methods designed to separate children by type of developmental disorders. At the same time, teachers of inclusive classes experienced the main difficulties precisely in the insufficiency of the skill of differentiation curricula, programs, lack of information about methodological approaches to the organization of inclusive education.
It was necessary to take adequate organizational measures in an extremely short time.
One of such organizational decisions was the creation of a professional community of teachers of inclusive educational institutions.
The main purpose of the existence of such communities is professional communication with colleagues and like-minded people, during which, due to the constant exchange of knowledge between the participants, their personal and professional improvement is ensured.
The professional community is distinguished by the presence of a common practice shared by the participants used in everyday professional activities. Members of the community are united by joint activities (from conversations at lunchtime to solving complex problems in specially allotted time) and the knowledge acquired as a result of participation in this activity.
When describing the activities of professional communities, three key characteristics should be distinguished:
The subject of the community is a joint initiative understood and shared by its members;
Mode of functioning - numerous meetings that unite members in a social group;
A community-generated output is a shared resource (vocabulary used, communication style, daily practice, etc.) shared by members.
In this way, professional community of specialists of inclusive educational institutions – association of teachers of different specialties, with different work experience, with different levels professional competence, implementing the ideas of inclusive education in their daily teaching practice.
Goals communities include:
promotion of professional growth, development research activities teachers;
creating conditions for the inclusion of the maximum number of them in the discussion of the problems of inclusive education;
implementation of professional exchange of pedagogical experience.
Conditions for effective interaction of specialists of educational institutions of the district within the community.
Organization of special events within the professional community on the basis of the district resource center for inclusive education helps teachers:
adopt a philosophy of inclusion;
learn to observe the child, noting changes in his behavior and learning;
reveal fears and debunk prejudices associated with the education of children with disabilities;
identify resources for organizing effective work;
set goals for motivated filling of gaps in professional knowledge;
to carry out real interdisciplinary cooperation both within their teaching staff and in all external structures.
For the effective development of the professional community of teachers of inclusive education, the specialists of the district resource center:
analyze the request, identifying the most acute problems and insufficiency of the professional and personal resource of the specialists of the educational institution;
are the initiators of interaction between specialists of institutions both in the "educational vertical" and "horizontal", supporting the initiative of teachers in discussing various problems;
coordinate the interaction of teachers, offering its various forms: group and individual;
have sufficient methodological resources ready for use by colleagues (including both their own successful professional experience and the analyzed experience of inclusive education in foreign countries and regions of Russia);
evaluate the effectiveness of interaction in the professional community and adjust its activities.
Based on the results of activities within the professional community, we have identified the following terms necessary for its development:
Unified educational space;
Common professional interests;
Atmosphere of acceptance and support of all community members;
Support for the initiative of teachers in the search and testing of technologies for psychological and pedagogical support of the educational process of inclusive educational institutions;
Freedom in choosing forms of interaction;
Constant study of the request, the search for "pain points".