On the organization of inclusive education. Recommendations for organizing an inclusive environment in a comprehensive school
3.5. Staffing issues in the organization and support of an inclusive educational process
Changes in the needs of parents as a social customer of educational services, the inclusion of Russian education in international processes, the development of integration processes in education form new requirements for qualifications, professional training, first of all, for 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. In these conditions, it becomes especially important to create a system of professional development of 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 increases the requirements for the professional competence and plasticity of a teacher, psychologist, administrator in the conditions of inclusive practice, forms his need for skills in an interdisciplinary group (team) of specialists.
All this requires new approaches and new content, first of all, professional development programs for city specialists.
In this regard, within the framework of the activities of the city resource center, the Institute for Integrated (Inclusive) Education Problems - IPIO MGPPU - has begun the development and implementation of programs for training 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 directions of professional development of specialists have been developed, organized according to a modular principle (72 hours):
1st direction: Activities of a specialist in support of a resource center for support of inclusive education as part of a territorial resource center and a territorial PMPK;
2nd direction: Features of management activities for the organization of psychological and pedagogical support of 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 the groups of listeners for each of the areas of professional development programs is formed from the proposals of the district resource centers. The direction for training is coordinated with the district department of education.
Creation of a professional community of teachers of inclusive educational institutions.
The purpose of creating a 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 increasing the professional skills of teachers. The main change concerns a fundamentally different approach to education: it is not the child that is adjusted to the conditions and norms existing in the educational institution, but, on the contrary, the entire education system is adjusted to the needs and capabilities of a particular child.
Participants in promoting inclusive practices note that the need for inclusive education in modern society is increasing every day. There is a tendency to move from isolated foci 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 growing need of educational institutions for specialists who are ready to accept ideas, the philosophy of inclusive education, who are able to quickly adapt to the changing conditions of professional activity, who know how to work in a team, and the imperfection of the existing system of improving the qualifications of teaching staff, have become aggravated.
Unfortunately, by that time, the academic school was ready to offer refresher courses that introduced students to the typology of a defect, to traditional teaching methods designed to separate children by types of developmental disorders. At the same time, teachers of inclusive classes experienced the main difficulties precisely in the lack of differentiation skills. curricula, programs, lack of information on methodological approaches to the organization of inclusive education.
It was necessary to take adequate organizational measures in an extremely short time.
One of these organizational solutions 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. Community members are united by joint activities (from lunchtime conversations to solving complex problems at a dedicated time) and the knowledge gained as a result of participating 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, uniting members into a social group;
The community-generated outcome is shared resources shared by members (vocabulary used, communication style, daily practice, etc.).
Thus, professional community of specialists from inclusive educational institutions - uniting teachers of different specialties, with different work experience, with different levels of professional competence, who implement the ideas of inclusive education in their daily pedagogical practice.
Goals communities include:
promotion of professional growth, development of research activities of teachers;
creating conditions for including 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 from educational institutions of the district within the community.
The 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;
show fears and debunk the prejudices associated with educating children with disabilities;
identify resources for organizing effective work;
set goals for motivated filling 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 regional resource center:
analyze the request, identifying the most acute problems and the lack of professional and personal resources of the educational institution specialists;
are the initiators of interaction between specialists of institutions both in the "educational vertical" and "horizontal", supporting the initiative of teachers in the discussion of various problems;
coordinate the interaction of teachers, offering its various forms: group and individual;
have a sufficient methodological resource 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);
assess the effectiveness of interaction in the professional community and adjust its activities.
Based on the results of our activities within the professional community, we have identified the following conditions necessary for its development:
Unified educational space;
Common professional interests;
An atmosphere of acceptance and support of all community members;
Supporting 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 the forms of interaction;
Constant study of the request, search for "pain points".
Organization of inclusive education at educational institutions
Deputy Director for SD MOAU Secondary School in Tomichi Besedina N.N.
The change in the state and society's perception of the rights and opportunities of a disabled child has led to the formulation of a practical task of maximum coverage of all children with disabilities in education. The recognition of the right of any child to receive an education that meets his needs and makes full use of development opportunities has led to the most important initiatives and guidelines for the new educational policy.
This formulation of the problem entails the need for structural, functional, content and technological modernization of the educational system.
The recognition by the state of the value of social and educational integration of children with disabilities necessitates the creation of an adequate educational process for them in a general educational institution, which is given a central place in ensuring the so-called “inclusive” (included) education.
The main criterion for the effectiveness of inclusive education is the success of socialization, introduction to culture, the development of the social experience of a child with disabilities, along with the development of academic knowledge.
The legal basis for teaching children with disabilities is the following documents:
1948 Universal Declaration of Human Rights
1989 UN Convention on the Rights of the Child
1990 World Declaration on Education for All
1993 UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities
1994 Salamanca Declaration on Principles, Policies and Practices for the Education of Persons with Special Needs
2000 World Education Forum
2001 Pilot project of the Education for All program
2005 UN Convention on the Rights of Persons with Disabilities
The fundamental principle of Education for All is that everyone should be able to learn.
Fundamental Principleinclusive education – all people should be able to learn together, regardless of any difficulties along the way or differences in learning ability they may have.
People with disabilities are the addressees of inclusive education, and people with disabilities are just one of them.
Inclusion (inclusion) -the process by which something is included, that is, involved, encompassed, or included as part of a whole.
Incl.education-- this is an education in which all children, despite their physical, intellectual and other characteristics, are included in the general education system and study in general education schools together with their peers.
Inclusionmeansdisclosure of each studentthrough an educational program that is challenging enough to match his ability.
Inclusiontakes into accountneeds, as well asspecial conditions and supportnecessary for the student and teachers to succeed.
Works to improve educational structures, systems and methodologies to meet the needs of all children.
It is part of a larger strategy to create a society that accepts everyone.
It is a dynamic process that is constantly evolving.
Recognizes that all children can learn
Consider the various forms of education and the principles of teaching in these forms
There are three aspects of the development of inclusion (they are presented in the next slide)
1.Create an inclusive culture
Building a school community
Acceptance of inclusive values
2. Development of inclusive policies
School development for all
Diversity support organization
3. Development of inclusive practices
Management of the learning process
Resource mobilization
Inclusive (inclusive) educationis based on eight principles:
The value of a person does not depend on his abilities and achievements.
Everyone is able to feel and think.
Everyone has the right to communicate and be heard.
All people need each other.
True education can only take place in the context of real relationships.
All people need the support and friendship of their peers.
For all learners, progress is more likely to be in what they can do than in what they cannot.
Diversity enhances all aspects of human life.
There are various options for inclusive education:
A full integration class (of 20 students, 3-4 children with disabilities) is used whenthe level of psychophysical and speech development of children with disabilities corresponds or approaches the age norm, who are psychologically ready for joint training with healthy peers Children are with normally developing children during the day
Special (corrective) class of partial integration.It is effective for those who are able to develop normally and on a par with their peers to master only a small part of the necessary skills and abilities, to spend with them only part of the study and extracurricular time.Correctional hours, extracurricular activities.
Home school
Family education, external studies
Our school uses an inclusive education option: a full integration class (1 disabled girl with cerebral palsy enrolls in a regular classroom) and 1 disabled child is homeschooled in 8 types.
At this stage of the implementation of inclusive education, there are many barriers:
Children with special educational needs are often considered unteachable;
Most teachers and principals of mainstream schools do not know enough about the problems of disability and are not ready to include children with disabilities in the classroom learning process;
Parents of children with disabilities do not know how to defend children's rights to education and fear the education system and social support;
Architectural inaccessibility of schools, institutions
A systematic approach is required to overcome these barriers.
For the introduction of inclusion, it is also not enough to have only the schools and preschool institutions themselves, even if they are fully equipped, accessible and with trained personnel.
It is necessary to prepare a positive public opinion of all parents about the joint education of children.
Along with these conditions, the living environment (including transport) must be adapted to the needs of people with disabilities.
Adequate support for families with disabled children is also important.
!!! Only with such a systematic approach can we expect a real significant reduction in the number of children studying in special educational institutions and an increase in the rate of development of inclusive schools.
What is needed:
creation of a barrier-free environment in educational institutions;
training of specialists and methods of joint education of children with disabilities in mass schools;
envisage measures to disseminate effective models of inclusive education in mainstream schools;
ensure the allocation of the necessary resources for development, testing
and the introduction of inclusive education models;
To implement these tasks, it is necessary to create conditions for the organization for the successful education and upbringing of children with disabilities.
1. Creation of an adaptive environment that allows for full inclusion and personal self-realization in an educational institution.
Creation in an educational institution of a general type of appropriate material and technical conditions that provide an opportunity for children to freely access the building and premises of the educational institution and organize their stay and study in this institution (ramps, elevators, specially equipped educational places, specialized, rehabilitation, medical equipment, etc.) .d
Every teacher and every specialistaccompanying a child with disabilities must:
have an idea and understanding of what inclusive education is, how it differs from traditional forms of education
have knowledge of the psychological patterns and characteristics of the age and personal development of children in an inclusive educational environment
know the methods of psychological and didactic design of the educational process
be able to implement various methods of pedagogical interaction between all subjects of the educational environment (with students individually and in a group, with parents, fellow teachers, specialists, management)
Conditions for the organization of successful education and upbringing of children with disabilities
In order to ensure the development of educational programs by children with disabilities, it is advisable to introduce additional rates for pedagogical (defectology teachers, speech therapists, pedagogical psychologists, social educators, educators, etc.) and medical workers in the staffing table of general educational institutions.
Formation of a tolerant attitude in society towards children with disabilities and towards children with disabilities: to ensure the effective inclusion of children with disabilities in general educational institutions, it is important to conduct information and educational, explanatory work on issues related to the features of the educational process for this categories of children, with all participants in the educational process - students, their parents, teaching staff.
To maintain and strengthen the human resources of educational institutions that educate children with disabilities, it is necessary to develop measures of material incentives for the activities of employees of these institutions (determining the size and conditions of remuneration, establishing additional measures of social support and social assistance).
So, creating conditions for inclusive learning in school is as follows:
1. Development of local acts in the OS:
regulations on the admission of children with disabilities to educational institutions
regulation on certification of children with disabilities
regulations on individual curricula and programs
provision on psychological and pedagogical support of teaching children with disabilities
2.Organizational and methodological support consists in
development of educational plans and educational programs by types of HH
correction of the plan of educational work of the school and class, taking into account children with disabilities
teacher training
3. Psychological and pedagogical support should include
Special psychological and pedagogical support (psychologist, defectologist, speech therapist)
Tutor support
Organization of work of the psychological and pedagogical council of the school
Development of tolerant interaction relations
And of course, the creation of an adaptive educational environment lies in the accessibility of classrooms, other premises of the school, technical means of providing comfortable access
Creation of recreation areas, restoration of working capacity, health improvement
It is very important to understand:
When creating inclusive schools, schools of a new type, children get used to the fact that the world is diverse, that the people in it are different, that everyone has the right to life, education, training and development.
A video conference dedicated to the problems and issues of inclusive education in Russia was held in Moscow. During the conference, experts from different regions of the country shared their work 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 for lessons in inclusive classes.
All works will be posted on the site.
Do you think children with different diseases (Down's syndrome, ASD, mental disorders, cerebral palsy) can study in the same class?
In any issue, it is necessary to rely on the reasonableness of its solution. Of course, it is not worth enrolling children from different nosological groups in the same class. All of these violations can be combined with intellectual disability, 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 educational opportunities. The same recommendation applies to children with cerebral palsy. If a child's motor disorders are pronounced and sharply narrow the independence of movement and the formation of self-service skills, then the option of joint learning of the above categories of children should not be considered.
Recall that there is a document - Sanitary and Epidemiological Rules and Norms SanPiN 2.4.2.3286-15 "Sanitary and Epidemiological Requirements for the Conditions and Organization of Education and Upbringing in Organizations Carrying Out educational activities in accordance with adapted basic general educational 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), in the Appendix to which the recommended standards for the completion of classes are indicated.
Appendix No. 1
to SanPiN 2.4.2.3286-15
Completing classes (groups) for students with disabilities
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Options for educational programs * |
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Option 1 |
Option 2 |
Option 3 |
Option 4 |
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maximum number of students |
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Deaf learners |
No more than 2 deaf students in an inclusive class. Total class size: with 1 deaf - no more than 20 students, with 2 deaf - 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. The total occupancy of the class: with 1 hearing impaired or late deaf - no more than 25 students, with 2 hearing impaired or late deaf - no more than 20 students |
Part I: 8 Part II: 6 |
Option not provided |
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Blind learners |
No more than 2 blind students in an inclusive class. Total class size: with 1 blind person - no more than 20 students, with 2 blind people - no more than 15 students |
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Visually impaired students |
No more than 2 visually impaired students in an inclusive class. Total class size: with 1 visually impaired - no more than 25 students, with 2 visually impaired - no more than 20 students |
Option not provided |
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Students with severe speech impairments (THP) |
No more than 5 students with THP per class in inclusive conditions. The total occupancy of the class is no more than 25 students. |
Option not provided |
Option not provided |
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Students with musculoskeletal disorders (NODA) |
No more than 2 students with NO YES in an inclusive class. The total occupancy of the class: with 1 student with NO DA - no more than 20 students, with 2 - no more than 15 students. |
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Students with mental retardation (SD) |
No more than 4 students with DPD in an inclusive class. Total class size - no more than 25 students |
Option not provided |
Option not provided |
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Students with Autism Spectrum Disorders (ASD) |
No more than 2 students with ASD in an inclusive class. Total class size: 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 the classroom in conditions of inclusion with a total class size of no more than 12 students |
No more than 1 teacher with ASD in the classroom under conditions of inclusion with a total class size of no more than 9 students |
No more than 1 teacher with ASD in the classroom in conditions of inclusion 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:
The 1st option assumes that the student receives an education that is fully consistent in terms of final achievements by the time of completion of training, the education of peers, being in their environment and at the same time of study;
The second option assumes that the student receives education in prolonged periods of study;
The third option assumes that the student receives an education that, in terms of content and final achievements, does not correlate to the time of completion of schooling with the content and final achievements of peers who do not have additional health limitations, in prolonged periods (for students with hearing impairment, vision , 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 to the time of completion of schooling with the content and final achievements of peers who do not have additional restrictions on health capabilities, in prolonged periods (for students with mental retardation (moderate , severe, profound, severe and multiple developmental disorders) Based on this version of the program, the educational organization develops a special individual development program (SIDP).
Why does the pedagogical institute graduate a subject teacher, but not a defectologist, not a specialist in working with children with disabilities?
For each area 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 presupposes the acquisition of new competencies not only within the framework of self-education, but also within the framework of continuing education courses. Today, there are a large number of programs of additional professional education that allow them to master the technologies of teaching children with disabilities in the context of inclusive education, in the context of the introduction of the Federal State Educational Standard of HVZ. For example, the Moscow Register of Continuing 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 CRD and Down syndrome study in a regular classroom? How can a teacher be torn between such different students?
Children with CRD are very successful in an inclusive classroom in organizing the right approach and understanding the nature of CRD. In this case, we should talk about successful socialization and learning success. In the case of children with Down's Syndrome, positive educational outcomes are also possible, but SOCIAL INCLUSION produces 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 for assistance.
What do doctors think about inclusive education?
Recall that there is a document from doctors - Sanitary and Epidemiological Rules and Norms SanPiN 2.4.2.3286-15 "Sanitary and Epidemiological Requirements for the Conditions and Organization of Education and Upbringing in Organizations Carrying Out educational activities on adapted basic general educational 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). Of course, each specific case of a child with disabilities and disabilities is an individual educational story. Each has its own recommendations for training, received from the psychological, medical and pedagogical commission.
Inclusion to us« lowered from above» ? Or are they the needs of everyday life?
Inclusion is a daily need. An interesting fact - inclusion has always been, only it was spontaneous, ill-considered. The Law on Education in the Russian Federation (2012) helps us make the process of inclusion meaningful and thoughtful. We think it will take time for inclusion to be accepted as a normal natural process.
A question from a distance learning school for children with disabilities. There is a tutor. The accounting department has many questions about the introduction of the tutor rate. What issues govern its introduction?
The professional standard of a tutor has now been adopted. If necessary, the manager, forming the staffing table, can introduce such a rate.
What if the school does not have conditions for teaching children with disabilities? How to teach lessons?
Lessons should be taught 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 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 a teacher is a significant adult for a student. We think that it will be interesting for you to watch the webinar of the City Psychological and Pedagogical Center "History accessible to everyone !?"
It seems to me that socialization is this is one thing, and 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 should understand that the basis of teaching is not knowledge, for the sake of knowledge, but knowledge for life! Therefore, socialization and learning are two inseparable processes.
Please write on 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 refer to various diagnostic manuals of such authors as E.A. Strebeleva, S.D. Zabramnaya, M.M. Semago, N. Ya. Semago, S.B. Lazurenko, A.R. Luria and others; textbooks on special psychology.
And what programs to rely on when drawing up a correctional and developmental program for different categories of children (ASD, cerebral palsy, cerebral palsy ...)
Adapted basic 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 education in vocational education on the example of the activities of the State budgetary professional educational institution of the city of Moscow “College of Small Business No. 4”, the State budgetary professional 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 of HVZ", which was held by GBU GPPC DogM on December 5-7, 2016. In the near future, the recording of the seminar will be posted on the website of the City Psychological and Pedagogical Center of the Moscow Department of Education in the WEB-advice section /
The article highlights the following issues: the creation of special conditions for teaching children with special educational needs, the analysis of the passport of the accessibility of the object, the program-methodical, material-technical, staffing of inclusive practice, network forms of interaction, psychological and pedagogical support.
From the experience of organizing inclusive education
in the MOU "Secondary School No. 3 in Nadym"
In the 2016/2017 academic year, 701 students studied at the MOU "Secondary School No. 3 in Nadym" (hereinafter referred to as the School), of which:
- 22 students / 3% (of the total number of students) have the status of a disabled child, including a student receiving general education in the form of family education (agreement on the organization and conduct of intermediate and (or) final certification of a student receiving general education in the form of family education) education from 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% with vision and hearing problems, 8 students / 24% - mental disorders, 12 students / 35% - somatic diseases.
According to the data of complex psychological diagnostics of students with disabilities, carried out during the 2016/2017 academic year, it was established:
- The level of students' readiness to continue their education 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, 5 is average and above average;
- With the choice of the future profession, based on the data of the diagnostic complex "Professional Orientator", 70% (6 people) of students with disabilities in grades 8-9 have decided on the choice of the future profession.
Children with the status of disabled child / child with disabilities are enrolled in school at all levels of general education:
- at the level of primary general education - 8 schoolch./5 schoolch.
- 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 academic / 0 academic
All students with special disabilities master educational programs at a level not lower than basic, while high-quality academic performance is on average 52% (18 people), which corresponds to the average for the school in the 2016/2017 academic year.
The School has developed and approved local acts regulating the process of inclusive education:
- Regulation on the structural subdivision of the School "Distance Learning Center", order dated 07.09.2013, No. 376;
- Regulations on the individual educational program of students of the CDO, order of 12.09.2013, No. 385;
- Regulation on the psychological, medical and pedagogical council, order dated 30.08.2014, No. 292;
- The procedure for providing situational assistance to disabled people and other people with limited mobility when visiting the School, order dated 01/18/2016 No. 04;
- 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 of students with disabilities, order of August 31, 2016 No. 280;
- Regulations on the system for assessing the knowledge of students enrolled in an adapted general education program for children with mental retardation, order of August 31, 2016 No. 280;
- Regulations on the system of assessing the knowledge of students enrolled in an adapted general education program for children with mental retardation (intellectual disabilities), order of August 31, 2016 No. 280.
In order to ensure quality education for children with special health capabilities, special conditions have been created for training on the basis of Distance Learning Center, a structural unit of the School, created in 2011 (hereinafter - CDO).
In the CDO, workplaces of children and teachers are equipped with modern equipment, which makes it possible to organize the educational process in a distance mode, taking into account the individual characteristics of students. Each workplace has Internet access. All teachers working in the CDO underwent retraining courses on teaching children with disabilities, organizing inclusive education.
For 6 years, 31 students have studied on the basis of the CDO. All graduates of the CDO have been successfully socialized: they continued their education at the School in the classroom-lesson system - 15 students, in the CDO - 9 students, in vocational schools - 4 graduates, in universities - 2 graduates, 1 graduate is 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 the following forms, methods and means of teaching.
- Full inclusion. Students with special disabilities (independently or accompanied by a tutor) attend classroom lessons in full-time form together with their peers who do not have developmental features, study according to an adapted or general educational program in accordance with the class curriculum, including the extracurricular activities 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 of a playroom, an office of psychological relief, developmental zones, and a gym. Optimization of the educational process is achieved by using modern pedagogical technologies: level differentiation, personality-oriented and health-preserving approaches in teaching. Corrective assistance for this category of students is provided through the organization of individual and group lessons with subject teachers, a teacher-psychologist, a speech therapist based on the conclusion of the TPMPK on the creation of special learning conditions; correctional work programs, as well as the educational needs of students or their parents (legal representatives).
- Partial inclusion. Students with special disabilities are trained according to an adapted or general education program according to individual curricula, combining joint training in a number of academic subjects (for certain types of organized educational activities) with individual / group lessons 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 (extramural - 2 academic, family - 1 academic, full-time (individually at home on the basis of an institutional CDO) - 6 academic).
The educational process for this category of students is organized using distance learning technologies. Corrective assistance is provided through the organization of full-time and distance 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 of 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 taught according to an individual curriculum, mainly in an individual form, and is included in the group of peers who have no developmental disabilities, in extracurricular cultural and leisure activities (holidays, excursions, etc.), in some extracurricular activities. activities in accordance with the recommendations of the School's psychological, medical and pedagogical council. This category of students is trained both in general education and in adapted educational programs. The organization of the educational process takes place with the use of distance educational technologies, technologies of 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 following areas: technical, artistic, socio-pedagogical and extracurricular activities programs. 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, contests, Olympiads, student conferences, sports days, social events. All children throughout the year take part in the traditional school festival "My multinational Yamal"; a holiday dedicated to the Day of the Disabled Person "We are Together"; New Year's carnival; tourist meeting; 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, the Last Bell holiday; events dedicated to Victory Day; social events ("Feed the birds", "Clean yard", "Each starling in the palace", "Victory Alley", "Gift to a soldier", "Gift to a distant friend", "Summer 2017", etc.).
Children with disabilities are repeatedly the winners of the municipal creative marathon "Unicum" in the category of educational and research activities (2014 - T. Bortnik, grade 9, R. Zubkov, grade 7; 2017 - R. Zubkov, grade 9). In 2016, Bortnik T. was awarded the municipal departmental award "Success" in the nomination for educational and research activities.
Constructed in this way, the School's activity in organizing the educational process for children with various educational capabilities allows this category of students to adapt to a sufficient level in the school society, to master basic educational programs at least at a basic level, to develop cognitive mental processes, personality traits in accordance with individual characteristics.
The School has a Passport of Accessibility of a Social Infrastructure Object (OSI) No. 22, approved by the Head of the Department of Social Programs of the Administration of the Municipal Formation Nadym District on 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 conditions for accessibility of facilities and services provided in the field of education for people with disabilities, as well as providing them with the necessary assistance" and agreed with the public organization of people with disabilities - Nadym local public organization of disabled people "Sozidanie". The final conclusion on the state of accessibility of the OSI is “conditionally available” (DU).
An Action Plan ("road map") was developed to increase the values of indicators of accessibility of facilities and services for disabled people in the municipality of Nadym District, approved by By the decree of the Administration of the Municipal Formation Nadym 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 for the survey of the availability of social infrastructure facilities have been completed. For example, from 2015 to 2017, 3,655,835 rubles were sold to create a barrier-free environment at the School, of which 3,038,761 rubles. from the district budget; RUB 269 800 - from the municipal budget; RUB 347,274 - extra-budgetary funds of the School.
After the completion of the building reconstruction measures based on the principle of "reasonable accommodation", the accessibility indicator will reach the level of "partially accessible".
In 2014, within the framework of the municipal competition "Nadym District - Territory for All", the school was awarded the status of "Territory of Barrier-Free Environment".
In March 2017, public oversight conducted a survey of the School for the implementation of the activities of the comprehensive program of the Yamalo-Nenets Autonomous Okrug "Accessible Environment" for 2016. Final conclusions on the state of the social infrastructure facility: the facility requires minor modifications to adapt 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 statement of the parents (legal representatives) of the students, based on:
- individual characteristics of the child,
- recommendations of the territorial psychological, medical and 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 General Education Institution "Secondary School No. 3 in Nadym" (FGOS NOO) - 5 academic / 1 academic;
- Educational program of basic general education of the Municipal educational institution "Secondary school № 3 of Nadym" (FGOS LLC) - 11 school / 2 school;
- Educational program of secondary general education of the Municipal educational institution "Secondary school № 3 of Nadym" (FKGOS SOO) - 1 academic / 0 academic.
- Adapted general education programs- 14/41% of students (of the total number of students with disabilities) (6 children with disabilities / 8 children with disabilities):
- The adapted basic general education program of primary general education of students with mental retardation of the Municipal General Education Institution "Secondary School No. 3 in Nadym" (option 7.2) - 0 academic / 2 academic;
- The adapted basic general education program of primary general education of students with severe speech impairments of the Municipal General Education Institution "Secondary School No. 3 in Nadym" (option 5.1) - 0 academic / 1 academic;
- Adapted general education program of primary general education of students with mental retardation - 3 academic units / 1 academic unit;
- The adapted general education program of the basic general education of students with mental retardation - 2 lessons / 4 lessons;
- Adapted general education program of basic general education for children with mental retardation - 1 academic / 0 academic
Educational and methodological kits, according to which children with special disabilities are trained, correspond to the federal list of textbooks recommended for use in schools. The provision of students with textbooks is 100%.
When organizing educational 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 Education Center "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 "is being implemented. School teachers fill this platform with electronic educational resources in all subjects of the federal component. These resources are in the public domain for students, which creates a condition for individualization of learning and ease of use.
During the year, programs of psychological and pedagogical support are implemented aimed at correction and development:
- spheres of the child's personality: cognitive, affective-regulatory, motivational,
social, value, communicative (teacher-psychologist);
- oral and written speech of students (teacher-speech therapist).
Since September 1, 2011, the School has opened a Distance Learning Center 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 at the opening.
The classroom with a separate Internet line is equipped with modern specialized computer equipment, 11 workplaces for teachers are equipped (specialized software and hardware complex "Apple i-Mac, 20", scanner, headphones, printer, graphic tablet, laptop, digital microscope), 4 isolation booths, base station (external storage) - a device for storing common documents and accessing them from teachers' computers, TV, document camera - 4 pcs., there are cameras - 4 pcs., 3D printer, 3D scanner.
The following equipment was handed over to the students of the Central Dispatch Center for personal use during the training: a specialized software and hardware complex for a student with a disability "Apple Mac mini", a Web-camera, headphones, a microphone, a scanner, a printer, speakers, a graphic 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 classroom, a "radio microphone" system, special equipment for visually impaired students (electronic magnifier, specialized computer keyboard) is used. For carrying out correctional and developmental classes and relaxation classes, a sand therapy table based on a multimedia complex, an interactive rehabilitation and game system "Omi-Vista" are used.
At the entrance, on the first floor of the School, there is a kiosk with software that gives 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 information of interest to them 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, a touchscreen information stand, walkers, overhead ramps, an electronic board, call buttons, plates 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 trained by 38 teachers, which is 76% of all teachers at the School. For the organization of inclusive education, the staffing table provides for the following rates: deputy director, methodologist, engineer - electronics. Psychological and pedagogical support is provided by a teacher - psychologist, teacher - speech therapist, social teacher, tutors appointed by order of the director No. 281 of August 31, 2016.
35/92% of teachers (of all teachers engaged in inclusive education) have higher education, 32/84% of teachers have the highest and first qualification categories, 6/8% of teachers are young specialists. 100% of teachers working with students with disabilities have undergone retraining courses on teaching children with disabilities, inclusive education on the basis of GAU DPO YANAO "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 are municipal tutors.
In order to develop conditions for the education of 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 of a healthy lifestyle:
- State Budgetary Institution of Public Health of the Yamalo - Nenets Autonomous Okrug "Center for Medical Prevention";
- GBU YANAO “Center for Social Assistance to Families and Children“ Domashniy Ochag ”;
- Local public organization - club of mothers raising children with disabilities "Nadezhda".
- Professional orientation of schoolchildren (within the framework of the projecton the organization of pre-profile (professional tests) and profile training (information technology profile):
- Tomsk State University of Control Systems and Radioelectronics (TUSUR);
- Branch of the state budgetary professional educational institution of Yamal-Nenets Autonomous Okrug "Yamal Multidisciplinary College" in the city of Nadym:
- OOO Gazprom transgaz Yugorsk;
- OOO Gazprom dobycha Nadym;
- Municipal unitary enterprise "Editorial office of the Nadym television studio".
- Socialization of the individual and the development of individual abilities:
- MOU DO "Center for Children's Creativity";
- MOU DO "Center for the Development of Creativity" Constellation ";
- Children and youth sports school.
Networking is carried out in various forms: conversations, business games, consultations, workshops, a game lesson, excursions, etc. Depending on the level of morbidity, various approaches are used: out-of-class, remote, group and individual forms.
Psychological and pedagogical support is carried out by the psychological and pedagogical support service and the school psychological, medical and pedagogical council (shPMPk).
All children with special disabilities undergo school PMPc annually at the beginning of the school year (based on the results of incoming diagnostics) and at the end (final consultation for tracking the dynamics of students' development). If it is necessary to correct the individual educational trajectory of the student, an intermediate meeting is held. The school PMPk includes: teacher-psychologist, teacher-speech therapist, school paramedic, subject teachers. The school psychological, medical and pedagogical council closely cooperates with the territorial psychological, medical and pedagogical commission. During this academic year, 9 meetings of the PMPK were held at the school, at which the results of adaptation, socialization, and educational results of 100% of students with special disabilities were considered. 28 students / 82% were presented to the territorial psychological, medical and pedagogical commission to determine the training program, the form of passing the state final certification, and the definition of rehabilitation measures.
Psychological and pedagogical support is carried out in full-time and remote forms. Full-time (individual, group) classes are conducted with students attending an educational organization, distance - with students studying at home. For the organization of support, conditions have been created: the office of a teacher-psychologist, a speech therapist, a room for psychological relief (sensory room) is equipped with modern equipment, a program for the development of children with disabilities "SIRS" (a system of intensive development of abilities), a speech-correction complex of biofeedback (BFB ), the web-system "Electronic Psychologist" is used for carrying out psychodiangos events and counseling 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: "Travel to the Land of Understanding" (for group work with primary school students with mental retardation, severe speech disorders).
- Correctional and developmental programs: "Steps to Success" (for group work with primary 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 high school students with medical conditions).
- Preventive program "Psychological preparation for GIA" (for individual work with
high school students with somatic diseases), "I am 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).
- Developing program "Psychology of a high school student" (for individual work with high school students with somatic diseases), "Knowing 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 education);
- “Solving the problems of children with disabilities” (a joint program of a teacher-psychologist, a speech therapist, a social teacher).
