Accessibility of the educational environment. “Accessibility of the educational environment in the field of additional education. Provision of postgraduate support

The experience of the VFD federal platform for training persons with disabilities

Work on the reconstruction of infrastructure to ensure the accessibility of buildings and premises for people with disabilities and people with disabilities has been carried out at USPTU since 2015.
In all educational buildings, material and technical conditions have been created that provide the possibility of unhindered access to the building, classrooms, living quarters, toilet and other premises.
There are access ramps, staff call buttons, vertical lifts for moving between floors, additional railings and a horizontal lift on flights of stairs, specially equipped toilets.
The lecture halls are equipped with special places with the possibility of placing students on a wheelchair and connecting technical teaching aids to the electrical network, there are radio microphones, behind-the-ear inductors and induction loops. On the basis of the library, a stationary workplace for a blind or visually impaired user.
For the implementation of personal, individualized social support for students with disabilities, the university introduced such a form of support as a volunteer movement among students. The volunteer movement not only contributes to the socialization of disabled people, but also promotes the rest of the students towards them, develops the processes of integration in the youth environment, which is manifested with positive side and in public life.
The student polyclinic of the university provides medical care for injuries, acute and chronic diseases; implementation of therapeutic, preventive and rehabilitation measures (including the organization of dynamic monitoring of persons with chronic diseases, long and frequent illnesses); promotion of hygienic knowledge and a healthy lifestyle among students in the form of lectures and conversations, visual agitation.
The measures taken ensure the creation of conditions for inclusive education of students with disabilities and students with disabilities.

Information on access to the buildings of the educational organization for people with disabilities and persons with disabilities:

Information about the availability of libraries, sports facilities, about the conditions of nutrition and health protection of students, adapted for use by people with disabilities and persons with disabilities

Room type	Location address	Area, m2	Number of seats	Suitability for use by persons with disabilities and persons with disabilities
Library				Accessibility to the building: Handrails, Ramps, Available entrance groups,
Library				Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Access to a stationary workplace for a blind or visually impaired user is carried out in reading room periodicals (3-201G) Stationary workstation includes: PC + specialized screen access software JAWS forWindows, as well as for visually impaired users, screen magnification software MAGic. This workplace allows you to work on a computer and on the Internet without the aid of sight. Thanks to the speech synthesizer, information from the screen is read aloud, providing the opportunity for speech access to a wide variety of content.
Library	Russian Federation, 450080, Republic of Bashkortostan, Ufa, st. Mendeleev, 195
Library				Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities
Library				Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities
Library				Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Library				Sufficient width of doorways in walls, flights of stairs, landings
Library				Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Indoor (complex) physical culture and sports facilities: Sports block of the main building	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Cosmonauts, 1.			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities
Open planar physical culture and sports facilities: Sports ground	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Pervomayskaya, 14
Indoor (complex) physical culture and sports facilities: Sports building	Russian Federation, 450080, Republic of Bashkortostan, Ufa, st. Mendeleev, 195			Sufficient width of doorways in walls, flights of stairs, landings
				Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities
Indoor (integrated) physical culture and sports facilities: Sports block in the educational building	Russian Federation, 450022, Republic of Bashkortostan, Ufa, st. Aknazarova, 24			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities
Indoor (complex) physical culture and sports facilities: Sports complex	Russian Federation, 452620, Republic of Bashkortostan, Oktyabrsky, st. Devonskaya, 54a			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Indoor (integrated) physical culture and sports facilities: Sports block in the educational building	Russian Federation, 452620, Republic of Bashkortostan, Oktyabrsky, st. Devonskaya, 54a			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Indoor (complex) physical culture and sports facilities	Russian Federation, 453118, Republic of Bashkortostan, Sterlitamak, st. October Avenue, 2			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Indoor (complex) physical culture and sports facilities: gym	Russian Federation, 453250, Republic of Bashkortostan, Salavat, st. Gubkina, 22B			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
GBUZ RB GKB No. 18, Ufa Polyclinic department of USPTU	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Ring, 5			Sufficient width of doorways in walls, flights of stairs, landings
First-aid post	Russian Federation, 450080, Republic of Bashkortostan, Ufa, st. Mendeleev, d 193/1			Sufficient width of doorways in walls, flights of stairs, landings
Department of Medical Prevention	Russian Federation, 450078, Republic of Bashkortostan, Ufa, st. Chernyshevsky, 145			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
First-aid post	Russian Federation, 453118, Republic of Bashkortostan, Sterlitamak, st. October Avenue, 2			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
First-aid post	Russian Federation, 453250, Republic of Bashkortostan, Salavat, st. Gubkina, 22B			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
First-aid post				Accessibility to the building: Handrails, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Dining / buffet	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Cosmonauts, 1			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Cosmonauts, 2			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Cosmonauts, 4a			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Cosmonauts, 6			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Cosmonauts, 8			Accessibility to the building: Handrails, Ramps, Available entrance groups, Sufficient width of doorways in walls, flights of stairs, landings
Dining / buffet	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Cosmonauts, 8/1			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. Cosmonauts, 8/3			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450062, Republic of Bashkortostan, Ufa, st. M. Pinsky, 4			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450000, Republic of Bashkortostan, Ufa, st. R. Sorge, 71			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450080, Republic of Bashkortostan, Ufa, st. Mendeleev, 193			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450080, Republic of Bashkortostan, Ufa, st. Mendeleev, 195			Sufficient width of doorways in the walls, flights of stairs, landings.
Dining / buffet	Russian Federation, 450078, Republic of Bashkortostan, Ufa, st. Chernyshevsky, 145			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Dining / buffet	Russian Federation, 450078, Republic of Bashkortostan, Ufa, st. Chernyshevsky, 145			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Dining / buffet	Russian Federation, 453118, Republic of Bashkortostan, Sterlitamak, st. Kurchatova, 14a			Accessibility to the building: Lifting platforms (ramps), Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Dining / buffet	Russian Federation, 453118, Republic of Bashkortostan, Sterlitamak, st. October Avenue, 2			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Dining / buffet	Russian Federation, 452620, Republic of Bashkortostan, Oktyabrsky, st. Z. Kosmodemyanskaya, 33			Accessibility to the building: Handrails, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Dining / buffet	Russian Federation, 452620, Republic of Bashkortostan, Oktyabrsky, st. Devonskaya, 54a			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings
Dining / buffet	Russian Federation, 453250, Republic of Bashkortostan, Salavat, st. Gubkina, 22B			Accessibility to the building: Handrails, Ramps, Available entrance groups, Accessible sanitary facilities Sufficient width of doorways in walls, flights of stairs, landings

Interaction with the resource training and methodological center for training disabled people and persons with disabilities (RUMC)

Call Center: 8-800-222-0578 (toll-free federal number); [email protected]

The Call Center of the Resource Training and Methodological Center for the Education of Disabled People and Persons with Disabilities # VyatSU continues its work.
As part of the admission campaign-2019, the call-center of the RUMC # VyatSU provides consultations on the issues of admission to the university for applicants with disabilities and disabilities.
You can contact the call center by phone: 8-800-222-0578 or ask a question in writing at: [email protected].

Information about access to the electronic information and educational environment, information systems and information and telecommunication networks, the availability of special training facilities for collective and individual use for people with disabilities and persons with disabilities.

Ministry of Education and Science Russian Federation- http: //minobrnauki.rf/

Information resource of the library of an educational organization -

Resource educational and methodological center for training people with disabilities and persons with disabilities -

Sections: General educational technologies

The main problem facing modern society is how to find an approach to each child with a goal ensuring the availability of quality education. Let's try to define, first of all, such concepts as optimization and quality education.

Optimization(from Latin optimum - the best), the process of finding the extremum (global maximum or minimum) of a certain function or choosing the best (optimal) option from the set of possible ones. The most reliable way to find the best option is to compare all possible options (alternatives).

Optimal(from Latin optimus - the best), the most favorable, the best possible. Quality school education - it is such a combination of its properties that allows you to solve problems of training a diversified personality of a citizen, able to navigate the values ​​of world and domestic culture, make a choice of profession, adapt to new socio-economic conditions, carry out continuous self-education, personal self-improvement.

Structural components of the quality of the results of educational activities: competitiveness of educational institutions; the quality of graduate training; the quality of education of schoolchildren; the effectiveness of training sessions and extracurricular activities; the ability of the school to ensure the preservation and strengthening of the health of students; the level of education of students; personal achievements of students and teachers.

Quality educational process – the aggregate of its basic properties as a whole, the properties of individual sides, links and elements in their optimal combination, ensuring the effective fulfillment of the triune task of education, upbringing and development of the student's personality.

Education - the most important resulting characteristic of the EP quality, the carrier of which is the personality of the student (graduate); a measure of achievement by the student's personality of such a level of development of its individual properties and structures, which to the greatest extent meets the needs of its further improvement and self-realization, the needs of society.

At present, a new education system is being formed in Russia, which is focused on entering the world educational space, on the social demand that has formed in our society during the period of reforms.

To fulfill the requirements for training and education at the present stage, you need: a decisive turn from mass education and upbringing to strengthening individual approach, the development of creativity, reliance on active methods learning, on the formation of personality. It is known that the teaching content offered to all students is assimilated by children in different ways: one cannot demonstrate the knowledge acquired earlier; the other, on the basis of previous experience, on the contrary, demonstrates phenomenal abilities; and the third has mastered a certain style of attitude to the subject and stubbornly "does not want to learn." Teacher must know that all his students are individual, and not all are able to fully assimilate the necessary educational material. His task- to properly organize the educational process in order to give them the opportunity to learn through specially provided methods of educational activity, while outlining the ways of forming the educational skills of students. Since each student has his own individual interests, abilities, inclinations, it is necessary, first of all, to know the psychological and pedagogical characteristics in order to choose the main directions of work with them, including the most different kinds activities. The problem with some teachers is that they cannot find the conditions that should be created in order to educational work and the learning proceeded naturally and necessarily created such conditions and, as a result, such actions of the students, as a result of which they could not fail to learn. Learning is the result, the teacher's method. In your work, you must consider the following.

There are several levels of activity in children:

ZERO LEVEL OF ACTIVITY

	Main directions of work
Passive, hardly involved in work, expect the usual pressure from the teacher; There is no interest, they do not know how to work independently, they do not try to look for their own solution; Slowly engage in work, their activity increases gradually	Do not offer them tasks that require a quick transition from one activity to another; Spend moments of psychological relief; Create a special emotional atmosphere for the lesson; Address only by name, praise, approval, affectionate tone.

RELATIVELY ACTIVE LEVEL

Psychological and pedagogical characteristics of students	Main directions of work
Interest is shown only in connection with an interesting topic, lesson content or unusual teaching techniques; They willingly start new types of work, but in case of difficulties they also easily lose interest in learning. Hurried	Their attention can be "held" by questions that students ask themselves at the end of the lesson on the topic; They readily use the response plan, table, reference signal, algorithm; Emotional support is very important to them; Emotional and intellectual atmosphere whole lesson

EXECUTIVE-ACTIVE LEVEL

Psychological and pedagogical characteristics of students

Main directions of work

They systematically carry out d / s, with a desire they are included in educational activities; Offer original solutions; They work mostly independently; They start to get bored if the material is simple, tasks are not differentiated, at the level of all students in the class or parallels, or the teacher is busy with weak students; gradually get used to limiting themselves to the framework of the educational task and no longer want or weaned to look for non-standard solutions.

Encourage learning independence; They are stimulated by problematic, partially search and heuristic situations; Creation of role situations (the role of an expert observer, sage, keeper of knowledge, etc.); The forms of control for them must be different from the usual reproduction of knowledge.

HIGH CREATIVE LEVEL

Our school is an educational institution with a mixed (unlike other educational institutions) contingent of students, where they study:

• gifted and ordinary children,
• in need of correctional and developmental training;
• orphans;
• children with deviant behavior;
• children with physical and mental development;
• disabled children.

The position of the school is that the child in it is not just a student, he is a person, where the educational environment is designed to help the student realize himself as a subject of his own life, activity, communication and self-awareness, taking into account his psychophysiological characteristics and educational capabilities. For this, the resource approach should become a priority in the activities of modern schools.

The resource-based approach focuses on the fact that a child should be present at school with his capabilities and desires, needs and motives, joys and worries, successes and failures. Thus, the basis of an individually oriented system is a differentiated approach that allows taking into account individual characteristics child, create conditions for overcoming and developing his potential.

Differentiation of learning Is the creation of conditions for the education of children with different abilities and problems by organizing them into homogeneous (homogeneous) groups.

Individualization of training Is the interaction of a teacher with a group of students according to an individual model, taking into account their personality traits.

The teacher must know the student's educational capabilities, his personal qualities that play huge role in the assimilation of educational material, rely on feedback from the student at each lesson, because accurate functioning of feedback in a given time regime is an indispensable condition for effective management of learning and learning processes.

Basic principles of feedback in differentiated learning:

• principle of freedom of choice(in any teaching or management action, the student is given the right to choose);
• principle of operation(mastering by students of knowledge, abilities, skills mainly in the form of activity; the student must be able to use their knowledge);
• ideality principle(make the most of the opportunities, knowledge, interests of the students themselves);
• feedback principle(regularly monitor the learning process using a developed feedback system).

The lesson will be successful if the teacher takes into account both the mood of the students, and the degree of their interest, and the level of understanding. Due to the fact that there are more and more children of different nationalities at school, it is necessary to take into account the national, ethnocultural characteristics of students in the learning process. When organizing differentiated teaching for teachers, it is important to take into account the national characteristics of students, to form a humanistic attitude between children, to prevent ethnic hatred, and to use the knowledge that children have on the ethnocultural specifics of their nationality in the educational process.

Positive aspects of differentiation:

• exclusion of equalization and averaging of children;
• increasing the level of motivation for learning in groups with a high and sufficient level of educational achievements;
• uniting children into groups of students of equal ability to facilitate the learning of the assimilation of subject material;
• creating sparing conditions for weak students.

Types of differentiation:

• regional - by type of schools
• intraschool (levels, profiles, branches, indentations, slopes, flows
• in parallel (groups and classes at various levels);
• interclass (optional, combined, uneven age);
• intra-class differentiation.

What are the pedagogical conditions for improving the quality of student learning in our school? What should we do in this direction?

1. The use of various kinds of pedagogical technologies, which are based on the organization of interaction between teacher and student. Some teachers are “lesson givers”; use traditional teaching methods that have low pedagogical effectiveness. In the classroom, due to individual differences in the topics of instruction in each subject, a structure of strong, average and weak students is spontaneously formed, which the teacher cannot control by the essence of his technology. Most often, the teacher focuses on working with one or two categories of students. As a result, either children who show increased abilities for the subject, or lagging behind, or both, suffer. In the classroom, conflicts arise all the time due to the constant presence of "outcasts". The victim of this technology is not only the child, but also the teacher who uses it. “The combined lesson has a huge amount of homework, overload of students, learning difficulties, and, consequently, the growing number of underperformers, mutual claims teachers, teacher confrontation with students. 50% of students do not understand the content of the educational material during the work in the combined lesson. Hence, combined lesson- technology of low efficiency. A number of technologies are currently the most effective.

Explanatory and illustrative technologies.

Information and communication technologies

Personality-Oriented Technologies

Modular learning technology

Technology of differentiated education and upbringing

Developing technologies

Acmeologicaltechnologies

Technology of education and upbringing without violence

Technology of problem learning and education

Technology of full assimilation of knowledge

Collaboration technology

Collaborative technology

2. Changing the mentality of teachers, which must be radically changed in the first place. If you are asked the question "What is the main difficulty for students in mastering your subject?" The typical answer is the following - insufficient level of development of students, i.e. children, as it were, “are to blame themselves”, others complain about the complexity of the educational material, the imperfection of teaching methods, and only a few of them complain about the inadequacy of their knowledge. What is the end result? The teacher is good, the material is simple, and because of the low development of students, everything is disturbed. Is it possible? Unlikely! Moreover, many children studied at our school for the entire period of study. Every teacher in working with any children is obliged to find effective technologies, optimal ways to improve the quality of education precisely in his class. Of course, not every student is capable of reaching the creative level of mastery of knowledge. However, the higher the effectiveness of the applied pedagogical technology, the qualifications and competence of the teacher, the more students will achieve success in learning.

3. An important role in motivation for learning is aesthetic criterion. It has a strong influence on the attitude of schoolchildren to learning and school. Children are sensitive to sloppiness in the teacher's clothes, tongue-tied, inability to correctly intonate speech, to the teacher's clumsiness, his inappropriate gestures and facial expressions. The teacher-master at all times was an expressive teacher. Do not ask your child to design the work beautifully if you write somehow on the board. Moreover, do not demand the correct behavior from the child when he understands the falsity of the "exemplary open lesson". When he was offended by the difference in the tone of the teacher's conversation with him and his parents; when he was outraged by the decrease in the mark for knowledge due to a disagreement with the teacher. It is important to understand that the child expects a confidential conversation, and not a "verdict of the supreme judge", especially "the announcement of a ruthless sentence in front of the whole class." Effective pedagogical psychology cannot but be beautiful; it is filled with a sense of proportion; harmony of purpose, content and form.

Conclusions: In order to ensure the availability of quality education, each teacher needs to take into account the following in their work:

• Develop positive motivation to learn among schoolchildren;
• To carry out the relationship between the teaching of students and their upbringing and development;
• Apply personality-oriented pedagogical technologies providing subject-subject, activity, individual, differentiated approaches contributing to the improvement of the quality of education;
• To create a psychological atmosphere favorable for teaching all categories of students, which is able to ensure the availability of quality teaching.

An appeal to you, Teacher!

There is no pedagogical panacea.

There is no one "most important" technique.

One color rainbow - no rainbow.

Only by supporting each other, techniques give a "rainbow" effect, and technology - its result.

A multi-colored picture is not painted in one fell swoop.

Patience and gradualness!

The best way to ruin innovation is to grab onto everything at once.

Each new technique, new technology must be worked out to automatism.

Methods of pedagogical technique are a teacher's everyday tool.

The tool rusts without work, but in work it gets better.

If the orchestra plays out of tune, the conductor is ridiculous.

When the orchestra is played, the conductor appears to be a magician. Also in our work.

If the class is played, then the lesson is like music, and the technology sparkles with its diamond-cut edges.

Let's try, learn, improve.

Elena Petrova
Motivating educational environment as a system of conditions for the development of children

Creation motivating developmental subject-spatial Wednesday in a modern preschool educational institution, much attention is paid today. Teachers strive to use innovative approaches and principles of building a subject-play space, since the group kindergarten for many children is their second home where they spend most of the day. In kindergarten, kids play, draw, sculpt, eat, sleep, communicate with peers and adults. It has been proven that from how comfortably organized developing subject-spatial Wednesday in the group, indicators of intellectual and personal child development, the level of his education, readiness for school, emotional state.

By shaping motivating subject-spatial Wednesday in our preschool organization we take into account all the nuances of influence environment for development child - from the color design of the premises to the selection of play equipment. When decorating a group room, we remember the influence of color on the psychological and physical well-being of the child, therefore we try to ensure that the color scheme is determined in accordance with the laws of color perception, taking into account the purpose of the room, operating conditions, age children... In the decoration of a children's interior, not variegation is needed, but tonal diversity colors and textures with the predominance of one leading color scheme. A change in color perception has either a stimulating or depressing effect. Most significant influence motivating environment affects the health of the pupils, both physical and psychological. Therefore, teachers create such developing subject-spatial Wednesday, which contributes to the preservation and strengthening of the health of pupils.

A number of normative documents regulating the activities of preschool organizations prescribe requirements for the preservation and development health of pupils. So in the Federal Law "About Education» it says that educational the organization is obliged to create conditions, guaranteeing the protection and strengthening of the health of students, pupils.

One of the key conditions for creating a motivating environment is the creation of a sense of security among pupils, during the entire stay in a preschool organization, both physical and psychological security. This increases the quality of life of pupils, ensures the integrity of social and personal development.

V conditions of such a system social relations the child experiences feelings of psychological security, acceptance of his individuality, faith in a just world. When interacting with adults, psychological comfort and emotional well-being are achieved in educational environment, for which are characteristic:

No unreasonable prohibitions;

Considered consistent system requirements and rules of interaction;

Lack of psychological pressure from an adult;

Choice of activities.

Structural component educational environment scientists distinguish the subject environment. To indicate the environment in question as stimulating as possible personal development, introduced the term « developing environment» ... It affects all aspects of the child's personality - his emotions, feelings, will and requires him to work with thought and imaginations, that is, it becomes for the child development environment with which he enters into an effective connection.

Subject- developing environment - an integral part of the developing environment of preschool childhood... The subject captures the experience, knowledge, tastes, abilities and needs of many generations. Through the object, a person knows himself, his individuality. The child finds his second life in cultural objects, in image relationships of people with each other. From what relationship with the environment is the child, taking into account the changes taking place in itself and in environment, the dynamics of its development, the formation of qualitatively new mental entities. The developmental potential of the environment is multifaceted: this is conditions the child's life, the formation of an attitude towards basic values, assimilation of social experience, development vital qualities.

Wednesday is created only as a result of activity, and its mastering by the subject is carried out through aesthetic, cognitive, evaluative and other types of relations and interactions.

Educational education system our kindergarten includes development a wide range of children's interests and forms activities: elementary forms household labor and self-service, constructive activity with the inclusion of the simplest work skills, varied forms of productive activity, classes to familiarize with the phenomena of nature and society surrounding the child, various forms aesthetic activity, elementary forms of educational activity for mastering reading, writing, the beginnings of mathematics and role play.

Developing subject environment presupposes the unity of social and substantive means of providing diversified activities of the child. This is effective, motivating means of enriching development specific children's activities in the preschool period of a child's life.

The objective world, perceived by the child, is expanding more and more for him. This world includes objects that make up the immediate environment of the child, objects with which the child himself can and does act, as well as other objects around him. Motivating developing subject-spatial Wednesday in each age group our kindergarten has distinctive features, and exactly: for the third year of life - this is a large enough space to satisfy the need for active movement; in the group of the fourth year of life is a rich center role-playing games with role attributes; in a relationship children of middle preschool age we take into account their need to play with peers and the peculiarity of retirement; v senior group we offer children games, developing perception, memory, attention. As you grow older children motivating subject-spatial Wednesday is determined first by the educator himself, taking into account the interests young children, with average group, it is organized by the teacher together with the children, the older children themselves create and change it in terms of their children's interests.

Studying the issue of organization developmental environment and its impact on the development of mental, mental and personal qualities of preschoolers, we have identified for ourselves the functions developing environment... Subject- developing environment should promote timely and high-quality development all mental processes, as well as physical child development.

Its main objects should be included in different types activities (cognitive, game, speech, communicative, motor, educational, etc.);

- Wednesday should be organized according to the main principles: activity, independence, individual comfort and emotional well-being, openness, stability - dynamism, flexible zoning;

It takes into account the individual socio-psychological characteristics of the child (the space of the group room is divided into zones, delimited by furniture, low partitions, individually designed, provided with a sufficient amount of equipment and materials);

Also takes into account the peculiarities of emotional and personal development child and assumes "Privacy zones"- special places in which the child keeps his personal property for his favorite activity, "Recreation areas"(soft pads, light transparent curtains, bus tent, didactic games;

- Wednesday takes into account the individual interests, inclinations, preferences and needs of the child, thereby ensuring his right to freedom of choice;

Takes into account age and gender-role characteristics children and assumes age and gender targeting of equipment and materials.

Motivating developing subject-spatial environment is necessary for children, first of all, because it performs an informational function in relation to them, each object carries certain information about the world around it, it becomes means transfer of social experience. Objects are a vivid source of knowledge of the adult world.

It also matters motivational function of the environment. Wednesday develops the child only if it is of interest to him, encourages him to action, research. Static, frozen Wednesday cannot activate the child, make him want to act in her. Therefore, such Wednesday doesn't just develop, but negatively affects the child.

Developing subject-spatial Wednesday should be mobile and dynamic. In its organization, the teacher must take into account the zone of the nearest development, age and individual characteristics of the child, his needs, aspirations and abilities.

The data of psychological and pedagogical research allow us to conclude that the organization motivating developmental subject-spatial Wednesday is an indispensable element in the implementation pedagogical process wearing developing character... Since, from the point of view of psychology, Wednesday is a condition, process and result personality self-development; but from the point of view of pedagogy, Wednesday is a condition the child's life, the formation of an attitude towards basic values, the assimilation of social experience, development vital personal qualities.

Created by our team motivating developmental subject-spatial Wednesday serves the interests and needs of the child, enriches development specific activities, provides an area of ​​the nearest child development, encourages to make a conscious choice, to make independent decisions, develops Creative skills, and also forms the personal qualities of preschoolers and their life experience.

Motivating RPPS in accordance with the Federal State Educational Standard of DO, must have the following quality:

Saturation Wednesday, she must correspond:

Age capabilities children;

The transformability of space, which is carried out in dependencies:

From educational situation;

From changing interests children.

Multifunctionality of materials, which implies the possibility varied use of various components of subject Wednesday;

Variability Wednesday presupposes following:

The presence of various spaces for play, construction, privacy;

-variety of games, materials, toys, equipment providing a free choice children;

Periodic change of play materials, the emergence of new items to stimulate play, motor, cognitive and research activity children.

Availability environment is determined:

Accessibility for pupils of all premises where educational activities;

Free access children to play, toys, materials, manuals, providing all the basic types of children's activities.

Security Wednesday assumes:

Compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

The motivating environment of our preschool educational institutions promotes timely and quality development not only all mental processes, but also the physical child development... Its content is built in accordance with the basic elements of social culture, it is mobile and dynamic.

The developing environment of childhood is a system of conditions providing all the completeness development activities of the child and his personality.

At FSBEI HE "Perm State Humanitarian Pedagogical University»Conditions have been created for students with disabilities and students with disabilities to receive education. There is an accessible environment to ensure the possibility of unimpeded access for students and employees with disabilities to the educational buildings of PSSPU.

Students with disabilities and students with disabilities, like all other students, can study on time. If necessary, taking into account the characteristics and educational needs of specific students, individual curricula are developed. By discipline curricula educational programs have been developed by teaching materials, including guidelines for self-study of courses. The internship of disabled students and students with disabilities is organized in accordance with the rehabilitation program and on the basis of individual plan practice. There are partners of the university, providing internship for disabled students or persons with disabilities.

For mastering the discipline "Physical culture" "PSGPU" establishes a special order. Students with disabilities are offered tasks and a special set of exercises for self-physical improvement. For students with disabilities, classes are conducted with accessible physical activity, taking into account the characteristics of each student.

The University has established such laboratories and centers as the Laboratory for the Psychophysical Development of a Child, the Center for Speech Pathology, and the Scientific and Practical Center "Academy of Health", which carry out their activities in accordance with the priorities of educational policy in the Russian Federation and the Perm Territory.

The university has developed local regulatory documents that regulate the procedure for monitoring progress, intermediate and final certification, including for students with disabilities and students with disabilities.

Together with the heads of structural divisions, an examination of the educational buildings and dormitories of PSSPU was carried out for compliance with accessibility to low-mobility groups of the population. A list of additional equipment of premises has been compiled in order to provide maximum mobility for students and teachers with disabilities. To ensure the availability of facilities and services of the university for students with disabilities and low-mobility groups of the population, the educational buildings of "PGSPU" have ramps, railings and convenient ramps.

Also, the university has digital library PSGPU, which allows remote access to use all full-text resources. The electronic version of the PGSPU includes electronic versions of documents created by employees of the structural divisions of PGSPU in the process of research activities, as well as by employees of third-party organizations who published their materials in the publishing house of the PGSPU and transferred the right to publish them in the open access to the university, as well as third-party employees who agree to post their publications and materials on the site of the PGSPU. Electronic library includes electronic documents of authors / rightholders and original layouts from RIO PSSPU and other publishing houses, if the teacher of PSSPU published the work there.

A student with disabilities and disabilities has access to the Collection of materials for the training of persons with disabilities and disabilities of the Moscow State University of Psychology and Education, under the agreement on interaction between the PGSPU and the Moscow State Pedagogical University.

The content of the library also includes electronic documents transferred from the library of the Chelyabinsk and Bashkir State Pedagogical Universities in accordance with the Agreement on cooperation between universities. Most OOP is implemented using an electronic support system educational courses which provides online education support.

PSSPU has created a service that provides online broadcasting of university classes and events and the creation of video recordings of open distance lectures.

p / p	Indicator name	Scroll special conditions available in an educational institution
	Information on the availability of infrastructure in the premises, buildings, providing conditions for the stay of persons with disabilities
	The total number of educational buildings in the university Of these, the number of buildings in the university, in which a barrier-free environment for students has been created:	4 educational buildings
	visually impaired	Partially present
	hearing impaired	Partially present
		Partially present
	Availability of an adapted entrance group of the building for PWDs (ramps and other devices and devices)	There is an entrance with a minimum height difference; as well as an entrance equipped with a ramp
	Possibilities for moving PWDs inside the building (adaptation of corridors, stairs, elevators, etc.)	On the ground floor of the main building, without a difference in height from the entrance level, there is a fundamental library, in the rest of the buildings there are classrooms, methodological rooms and computer classes
	Availability of specially equipped sanitary and hygienic facilities for PWDs (handrails, handrails, specialized plumbing equipment, etc.)	Partially present
	Equipping buildings and structures with fire alarm and warning systems with duplicate lighting devices, information boards with tactile (spatial-relief) information, etc.	The educational buildings of the university are equipped with a fire alarm, information boards
	Functioning on the website of the university of the section with the version for the visually impaired	Present
	Availability of the library fund for students:
	visually impaired	Partially present
	hearing impaired	Partially present
	with disorders of the musculoskeletal system	Partially present
	Provision of activities for training students with disabilities and disabilities with regulatory documents
	The presence on the university website of a special section for persons with disabilities and disabilities	Present
	Availability of a local normative legal act regulating work with people with disabilities and persons with disabilities
	Availability of information on the website about the conditions of education for people with disabilities and people with disabilities	Present Chapter. Opportunities and conditions for education for students with disabilities Chapter. For the entrant. Subsection. The procedure for admission of disabled people and persons with disabilities -
	Provision of the training process for persons with disabilities and disabilities at the university with personnel
	The presence of a department (structural unit) for accompanying students with disabilities and disabilities	Present
	Responsible for the organization of accompanying students with disabilities and disabilities at the university	Present Chapter. Opportunities and conditions for education for students with disabilities Subsections. Comprehensive support for the education of persons with disabilities and disabilities - Commission on Inclusive Education
	The presence in the staff of the organization of teaching staff with basic education and (or) received additional education to train people with disabilities and people with disabilities	Present Chapter. Opportunities and conditions for education for students with disabilities. Subsections. Comprehensive support for the education of persons with disabilities and disabilities - Commission on Inclusive Education The university employs teaching staff specialized departments (department of special pedagogy and psychology, department of speech therapy, Department of Social Pedagogy, Department of Adaptive and Remedial Physical Culture) with special defectological education, who have experience working with people with disabilities and disabilities: educational psychologist social teacher hardware and software specialist vocational guidance deaf teacher Russian sign language translator (translator-dactylologist) typhlopedagogue assistant assistant
	The presence in the staff of the organization of an assistant (assistant) who provides students with the necessary technical assistance	Present Chapter. Opportunities and conditions for education for students with disabilities. Subsections. Comprehensive support for the education of persons with disabilities and disabilities - Commission on Inclusive Education
	The total number of teaching staff who underwent advanced training in working with students with disabilities and disabilities within 3 years	Topics of refresher courses / retraining programs: An accessible educational environment at the university. Psychological and pedagogical conditions for accompanying students with disabilities and disabled people (FGBOU VO Russian academy national economy and public service under the President of the Russian Federation, Moscow); Inclusive education of persons with disabilities and disabilities in the system higher education(FGBOU VPO Perm State Humanitarian Pedagogical University, Perm); - “Inclusive education of students with disabilities and disabilities using e-learning, distance educational technologies” (Moscow City Psychological and Pedagogical University, Moscow); Individualization and tutor support in education (GAU DPO Irkutsk region "Regional center for monitoring and development of vocational education", Perm); Clinical psychology (State Budgetary Educational Institution of Higher Professional Education "PSMU named after Academician EA Wagner", Perm); Teaching children with severe and multiple developmental disabilities: alternative communication (CHOU DPO "Social School Caritas", St. Petersburg); Organization of inclusive education for children with disabilities in educational institutions(State Autonomous Educational Institution of Higher Education of the city of Moscow “Moscow City Pedagogical University, Moscow); Design and implementation of basic educational programs for bachelor's degree in the direction of training "Special (defectological) education" ("Teacher-defectologist") (Federal State Budgetary Educational Institution of Higher Professional Education "Moscow Pedagogical State University"(Moscow State Pedagogical University), Moscow); Modern technologies for managing volunteer activities and the development of professional skills of leaders of volunteer centers of the Abilympics movement (Federal State Budgetary Educational Institution of Higher Education "Russian State Social University", Moscow); Modern ideas about deaf-blindness: social, psychological pedagogical aspects(IKP RAO, Moscow)
	Career guidance in the system of inclusive higher education
	Availability of a program of work and vocational guidance for applicants and students from among persons with disabilities and disabilities	Present Chapter. Opportunities and conditions for education for students with disabilities. Subsection. Career guidance in the system of inclusive education
	Adaptation of educational programs and educational and methodological support for training people with disabilities and disabilities
	The presence in the adapted educational program of elements that take into account the form of nosology:
	availability of adaptation modules	Present
	selection of teaching methods available for students with disabilities and disabilities in accordance with the nosology	Present
	inclusion of individual curricula and schedules for students with disabilities and disabilities	Present
	Availability adapted program practice	Present
	availability of an adapted program of intermediate and final certification	Present
	Adapted educational program provided with textbooks and teaching aids, incl. library resources	Present
	Training system for people with disabilities and people with disabilities in the organization
	inclusive in general groups	Present
	special in specialized groups	Partially present (for physical education classes)
	mixed (partly in general groups, partly in special)	Present
	according to the individual curriculum	Present
	using remote sensing technologies	Present
	Technical provision of education for persons with disabilities and disabilities
	The use of multimedia tools, the availability of office equipment, slide projectors, an electronic board with laser scanning technology, etc.	There are multimedia, office equipment, slide projectors with screens, interactive whiteboards
	Providing opportunities distance learning(electronic teaching materials for distance learning, textbooks on electronic media, etc.)	There are electronic teaching materials, textbooks on electronic media, video lectures, an online broadcast is organized educational process in resource centers and multimedia classrooms
	Special automated workstation (scanning device, personal computer)	There are workplaces equipped with personal document cameras, etc.
	Providing distance learning opportunities	Electronic support system for educational courses -
	Availability of computer equipment and special software adapted for the disabled	Partially present
	Availability of production equipment adapted for disabled people and persons with disabilities	Not provided
	Acquisition of libraries with special adaptive technical means for disabled people ("talking books" on flash cards and special devices for playing them)	Partially present
	Availability of other equipment adapted for people with disabilities and people with disabilities	Partially present
	The quality of the organization of the training process and support for people with disabilities and people with disabilities
	Possibility of obtaining by students with disabilities and disabilities:
	psychological and pedagogical support	Present
	medical escort	Absent
	tutoring	Present
	social rehabilitation support	Present
	Availability of agreements (contracts) on interaction with regional educational and methodological centers for training people with disabilities and disabilities	Present
	Possibility for students with disabilities and disabilities to receive additional financial support (special scholarships, grants, etc.)	Present
	The presence of an active volunteer movement to work with students with disabilities and disabilities	Present
	The presence in the university of leisure, sports and cultural events held with the participation of students with disabilities and disabilities	Present
	Employment of graduates with disabilities and disabilities
	Availability of a department for the employment of students with disabilities and disabilities	Present Chapter. Subdivisions. Subsections. Educational and methodical management- Department of practice, employment and professional support
	Availability of employment assistance program for graduates with disabilities and disabilities	Present. Chapter. Opportunities and conditions for education for students with disabilities. Subsection. Employment of graduates with disabilities and disabilities.
	Provision of postgraduate support
	Availability of a program of postgraduate support for persons with disabilities and disabilities who have completed training in HE programs	Present. Chapter. Opportunities and conditions for education for students with disabilities. Subsection. Postgraduate support.

Creation of an educational environment,

ensuring the availability and quality of education

in accordance with the Federal State Educational Standard

The educational environment is a system of influences and conditions for the formation of a personality

according to a given pattern, as well as the possibilities of its development contained in the social and spatial-objective environment. That is, in a broad sense, the educational environment is everything that surrounds a student at school, in a narrow sense, given that the lesson is the main form of organizing the educational process, the educational environment is everything with whom and with what the student interacts in the lesson in the learning process.

The main components of such interaction in the lesson are:

spatially subject;

social;

psycho-didactic.

In accordance with the new FSES, the main components of the educational environment have changed significantly compared to the traditional education system.

First, when organizing the spatial-subject component, much attention is paid to the provision of educational institutions with textbooks in accordance with the Federal State Educational Standard, as well as the provision of controlled access for participants in the educational process to the Internet, new technical means, in particular, projectors, interactive whiteboards.

Most of all, children are attracted by their own participation in the lesson using the ID, so it is advisable to use it in the lesson.

Secondly, when organizing the social component of the educational environment

each subject is accepted and supported, regardless of his specific personality traits, no forms of discrimination against a person are allowed for any criterion, etc. Only in such an environment is it possible to form a self-concept. As practice shows, with traditional teaching, students who have successfully graduated from school sometimes find it much more difficult to find themselves in the surrounding reality. It is no coincidence that in last years a joke was born among the teachers. To the question "Who lives well in Russia: an excellent student or a C grade student", there is always the same answer - a C grade student, since he knows how to adapt to reality, choose a non-standard solution, therefore there are much fewer unsettled and unhappy among them than, unfortunately, among excellent students who always clearly and correctly followed the instructions of the teacher.

In accordance with the Federal State Educational Standard, when organizing the social component, we are talking about the formation of personal and communicative universal educational actions (UUD).

Personal universal educational actions provide value-semantic orientation of students, orientation in social roles and interpersonal relationships... The block of personal actions includes actions of personal and professional self-determination (formation of the self-concept), actions of meaning formation (establishing a connection between the result of mastering the IY and its motive), actions of moral and ethical assessment of the assimilated content, based on social and personal values ​​(assessment of what the student hears and reads in FL, and what he says and writes himself).

Communicative universal learning activities provide social competence and take into account the position of other people, partners in communication or activities; the ability to listen and engage in dialogue; participate in a collective discussion of problems; integrate into a peer group and build productive interaction and collaboration with peers and adults.

Personal and communicative LUDs are designed to help the student find his place in this world. In the new teaching materials, exercises are given for the development of personal and communicative UUD. Here are examples from the textbook for "Enjoy English":

Much attention is paid in the lesson to pair, group and individual forms of work.

Communicative actions
Types of actions	Assignments and exercises
Planning educational collaboration with teacher and peers	Control. 6, page 18. a) Answer the questionnaire about what your friend loves. b) Ask a friend if you answered correctly.
Proactive cooperation in the search and collection of information	Ex. 1, 2, p. 31 (Draft). Forest school students want to study well. To do this, you need not only to be attentive and diligent in the classroom, but also to eat right. Create and write down the school breakfast menu for one of the forest school students in your workbook. Draw a portrait of him. Invite two of your classmates to do this task together.
Asking questions	Control. 6, p. 104. Ask a classmate what he does at different times each day.
Partner behavior management	Control. 2, p. 33. Read the role dialogue from exercise 1 with a classmate. Check and evaluate the work of the neighbor.
Ability to express your thoughts in line with the tasks and conditions of communication	Control. 5, page 33. Think of the name of the animal. Describe it as described in Exercise 4. Have your classmates guess and name the animal.

Third, the psycho-didactic component. In accordance with the Federal State Educational Standard, a student today should not so much acquire knowledge as in the traditional education system, but learn how to acquire it. In accordance with the Federal State Educational Standard, we are talking about the formation of cognitive and regulatory ECD. Let us dwell in more detail on the features of the organization of a modern lesson.

The topic and objectives of the lesson are announced by the students themselves. They independently plan ways to achieve goals and objectives and carry out a search according to the plan. They exercise control, self-control, identify difficulties and correct them. They give an assessment of the activity. Reflection is carried out. Can choose homework.

Psycho-didactic components, application of innovative methods of teaching foreign languages:

Collaborative learning - group work. A project method that allows you to show independence. Portfolio technology that trains self-assessment skills.

Thus, in the new conditions, the learning process is aimed at the individualization and active position of the student himself. The teacher only coordinates and directs his actions, helps to increase motivation, a comfortable environment in the lesson. Whatever they are used on this path, it is necessary not to forget about such constantly demanded qualities of a teacher as understanding, attention to the personality of each child in order to create conditions for his success.