Types and forms of education for children with special needs. Teaching children with disabilities. Principles of teaching, methods and techniques of working with such students

Teaching children with disabilities

Perhaps this information will be useful to teachers working in the system remedial education... It contains information on the principles of teaching, methods and techniques for working with such students.

Problems special education today they are among the most relevant in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions... This is primarily due to the fact that the number of children with disabilities health and disabled children is growing steadily. Currently, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are disabled children. In addition to an increase in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child.

The education of children with disabilities and children with disabilities provides for the creation for them of a special correctional and developmental environment that provides adequate conditions and equal opportunities with ordinary children to receive education within special educational standards, treatment and health improvement, upbringing and training, correction of developmental disorders, social adaptation.
Obtaining education by children with disabilities and children with disabilities is one of the main and integral conditions for their successful socialization, ensuring their full participation in the life of society, effective self-realization in various types of professional and social activities.
In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development. Russian Federation.
The Constitution of the Russian Federation and the Law "On Education" state that children with developmental problems have equal rights to education with all. The most important task modernization is to ensure the availability of quality education, its individualization and differentiation, a systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as creating conditions for achieving a new modern quality general education.

FEATURES OF CHILDREN WITH DISABILITIES.
Children with disabilities are children whose health conditions impede the development of educational programs outside special conditions training and education. The group of students with disabilities is extremely heterogeneous. This is determined, first of all, by the fact that it includes children with various developmental disorders: hearing, vision, speech, musculoskeletal, intellectual disorders, with pronounced disorders of the emotional-volitional sphere, with delay and complex developmental disorders. Thus, the highest priority in working with these children is individual approach taking into account the specifics of the psyche and health of each child.
Special educational needs differ for children of different categories, since they are set by the specifics of the violation mental development and determine the special logic of building the educational process, are reflected in the structure and content of education. Along with this, it is possible to highlight the special needs inherent in all children with disabilities:
- begin special training the child immediately after the detection of the primary developmental disorder;
- to introduce into the content of the child's education special sections that are not present in the education programs of normally developing peers;
- to use special methods, techniques and teaching aids (including specialized computer technologies) that ensure the implementation of "workarounds" of teaching;
- individualize training in to a greater extent than is required for a normally developing child;
- to provide a special spatial and temporal organization of the educational environment;
- maximize the educational space outside the educational institution.
General principles and rules correctional work:
1. An individual approach to each student.
2. Preventing the onset of fatigue using a variety of means (alternating mental and practical activities, presenting material in small doses, using interesting and colorful didactic material and visual aids).
3. The use of methods that activate the cognitive activity of students, develop their oral and written speech and forming the necessary learning skills.
4. Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development in him of faith in his own strength and capabilities.
Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are:
- game situations;
- didactic games, which are associated with the search for specific and generic features of objects;
- game trainings that contribute to the development of the ability to communicate with others;
- psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands.

The majority of students with disabilities have an insufficient level of cognitive activity, immaturity of motivation for learning activities, reduced level of efficiency and independence. Therefore, the search and use of active forms, methods and techniques of teaching is one of the necessary means of increasing the effectiveness of the correctional and developmental process in the work of a teacher.
Objectives school education, which put the state, society and family before the school, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child's potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, to show initiative and independence, to freely realize their abilities and educational needs, is optimal for achieving these goals. The inclusion of active teaching methods in the educational process allows you to create such an environment both in the classroom and in extracurricular activities, including for children with disabilities.
The rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, find optimal solutions difficult issues, showing flexibility and creativity, not to get lost in a situation of uncertainty, to be able to establish effective communication with different people.
The task of the school is to prepare a graduate who has the necessary set modern knowledge, skills and qualities that allow him to feel confident in an independent life.
Traditional reproductive training, the passive subordinate role of the student cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organization educational process, active teaching methods.
Cognitive activity is the quality of the student's activity, which manifests itself in his attitude to the content and process of learning, in his striving for effective mastering of knowledge and methods of activity in the optimal time.
One of the basic principles of teaching in general and special pedagogy is the principle of students' consciousness and activity. According to this principle, “learning is effective only when students show cognitive activity are subjects of training. " As Yu. K. Babansky pointed out, the activity of students should be directed not just at memorizing the material, but at the process of independently acquiring knowledge, researching facts, identifying errors, and formulating conclusions. Of course, all this should be carried out at a level accessible to students and with the help of a teacher.
The level of students' own cognitive activity is insufficient, and in order to increase it, the teacher needs to use means that promote the activation of educational activity. One of the features of students with developmental problems is the insufficient level of activity of all mental processes. Thus, the use of means of enhancing educational activity in the course of teaching is a necessary condition for the success of the learning process for schoolchildren with disabilities.
Activity is one of the most important characteristics of all mental processes, which largely determines the success of their course. An increase in the level of activity of perception, memory, thinking contributes to a greater efficiency of cognitive activity in general.
When choosing the content of classes for students with disabilities, it is necessary to take into account, on the one hand, the principle of accessibility, and on the other hand, avoid oversimplification of the material. The content becomes effective remedy activation of educational activity if it corresponds to the mental, intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the task of the teacher is to select the content in each specific situation and methods and forms of teaching organization that are adequate to this content and students' capabilities.
The next very important means of activating learning are teaching methods and techniques. It is through the use of certain methods that the content of training is realized.
The term "method" comes from the Greek word "metodos", which means a path, a way of moving towards the truth, towards the expected result. In pedagogy, there are many definitions of the concept of "teaching method". These include the following: “teaching methods are methods of interrelated activity of a teacher and students, aimed at solving a complex of problems of the educational process” (Yu. K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving educational problems” (IP Podlasy).
There are several classifications of methods that differ depending on the criterion that is used as a basis. The most interesting in this case are two classifications.
One of them, proposed by M. N. Skatkin and I. Ya. Lerner. According to this classification, methods are distinguished depending on the nature of cognitive activity, the level of student activity.

It highlights the following methods:
explanatory and illustrative (informational and receptive);
reproductive;
partially search (heuristic);
problem statement;
research.
Another, the classification of methods for the organization and implementation of educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control, proposed by Yu. K. Babansky. This classification is represented by three groups of methods:
methods of organizing and implementing educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, labor actions, etc.); reproductive and problem-search (from private to general, from general to specific), methods of independent work and work under the guidance of a teacher;
methods of stimulating and motivating educational and cognitive activities: methods of stimulating and motivating interest in learning (the entire arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, incentives to learn), methods of stimulating and motivating duty and responsibility in learning;
methods of control and self-control over the effectiveness of educational and cognitive activity: methods of oral control and self-control, methods of written control and self-control, methods of laboratory-practical control and self-control.
The most acceptable methods in practical work teachers with students with disabilities are considered explanatory and illustrative, reproductive, partially search, communicative, information and communication; methods of control, self-control and mutual control.
The group of search and research methods provides the greatest opportunities for the formation of cognitive activity in students, but for the implementation of problem-based teaching methods, a sufficiently high level of formation of students' ability to use the information provided to them, the ability to independently search for ways to solve the problem is required. Not all junior schoolchildren people with disabilities possess such skills, which means that they need additional help from a teacher and a speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and to introduce tasks based on elements of creative or search activity into learning only very gradually, when a certain basic level of their own cognitive activity has already been formed.
Active teaching methods, play methods- very flexible methods, many of them can be used with different age groups and in different conditions.
If play is a habitual and desirable form of activity for a child, then it is necessary to use this form of organization of activity for learning, combining play and the educational process, more precisely, applying game form organization of students' activities to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective mastering by schoolchildren of the educational program, which is important not only for schoolchildren with speech impairments, but also especially important for schoolchildren with disabilities.
The role of motivation in successful learning children with disabilities can hardly be overestimated. The conducted studies of student motivation revealed interesting patterns. It turned out that the value of motivation for successful learning is higher than the value of the student's intelligence. High positive motivation can play the role of a compensating factor in the case of insufficiently high abilities of the student, but this principle does not work in the opposite direction - no abilities can compensate for the absence of an educational motive or its low severity and ensure significant academic success. The possibilities of various teaching methods in the sense of enhancing educational and educational-production activities are different, they depend on the nature and content of the corresponding method, the ways of using them, and the teacher's skill. Each method is made active by the one who uses it.
The concept of "teaching technique" is closely related to the concept of the method. Teaching methods are specific operations of interaction between a teacher and a student in the process of implementing teaching methods. Teaching methods are characterized by subject content, organized by them cognitive activities and are determined by the purpose of the application. The real learning activity consists of separate techniques.
In addition to methods, forms of organization of training can act as a means of enhancing educational activity. Talking about different forms teaching, we mean "special constructions of the learning process", the nature of the teacher's interaction with the class and the nature of the presentation teaching material in a certain period of time, which is due to the content of training, methods and types of activities of students.
Form of organization joint activities teacher and student is the lesson. During the lesson, the teacher can use various teaching methods and techniques, selecting the most appropriate for the content of learning and the cognitive capabilities of students, thereby contributing to the activation of their cognitive activity.
To enhance the activities of students with disabilities, you can use the following active teaching methods and techniques:
1. The use of signal cards when performing tasks (on the one hand it shows a plus, on the other - a minus; circles of different colors for sounds, cards with letters). Children complete the task, or assess its correctness. Cards can be used in the study of any topic in order to test the knowledge of students, identify gaps in the material covered. Their convenience and efficiency lies in the fact that the work of each child is immediately visible.
2. The use of inserts on the board (letters, words) when completing a task, solving a crossword puzzle, etc. Children really like the competitive moment during this type of task, because in order to attach their card to the board, they need to answer correctly to a question, or to perform the proposed task better than others.
3. Knots for memory (compilation, recording and hanging on the board of the main points of the study of the topic, conclusions that need to be remembered).
This technique can be used at the end of the study of the topic - to consolidate, summarize; during the study of the material - to assist in completing assignments.
4. Perception of the material at a certain stage of the lesson with closed eyes is used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to motivate children to take classes after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.
5. Using the presentation and presentation fragments during the lesson.
Implementation of modern computer technology in school practice allows you to make the teacher's work more productive and effective. The use of ICT organically complements the traditional forms of work, expanding the possibilities of organizing teacher interaction with other participants in the educational process.
Using the presentation software is very convenient. On the slides, you can place the necessary picture material, digital photographs, texts; you can add music and voice to the presentation demonstration. With such an organization of the material, three types of children's memory are included: visual, auditory, and motor. This allows the formation of stable visual-kinesthetic and visual-auditory conditioned-reflex connections of the central nervous system... In the process of correctional work, on their basis, children form correct speech skills, and in the future, self-control over their speech. Multimedia presentations bring the effect of clarity to the lesson, increase motivational activity, and contribute to a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children have the opportunity to perform exercises more carefully and fully. The use of animation and surprises makes the correction process interesting and expressive. Children receive approval not only from the speech therapist, but also from the computer in the form of pictures-prizes, accompanied by sound design.
6. Using picture material for changing the type of activity during the lesson, developing visual perception, attention and memory, activating vocabulary, developing coherent speech.
7. Active methods of reflection.
The word reflection comes from the Latin "reflexior" - turning back. Explanatory dictionary Russian language interprets reflection as a reflection on his inner state, introspection.
In modern educational science reflection is usually understood as introspection of activity and its results.
In the pedagogical literature, there is next classification types of reflection:
1) reflection of mood and emotional state;
2) reflection of the content of the educational material (it can be used to find out how the students realized the content of the passed material);
3) reflection of activity (the student must not only realize the content of the material, but also comprehend the ways and techniques of his work, be able to choose the most rational ones).
These types of reflection can be carried out both individually and collectively.
When choosing one or another type of reflection, one should take into account the purpose of the lesson, the content and difficulties of the educational material, the type of lesson, methods and methods of teaching, the age and psychological characteristics of students.
In the classroom, when working with children with disabilities, the reflection of mood and emotional state is most often used.
The technique with various color images is widely used.
Students have two cards of different colors. They show a card according to their mood at the beginning and at the end of the session. In this case, you can trace how the student's emotional state changes during the lesson. The teacher should be sure to clarify the changes in the child's mood during the lesson. This is valuable information for thinking and adjusting your activities.
"Tree of Feelings" - students are encouraged to hang red apples on the tree if they feel good, comfortable, or green if they feel uncomfortable.
"Sea of ​​Joy" and "Sea of ​​Sadness" - let your boat into the sea according to your mood.
Reflection of the end of the lesson. The most successful at the moment is the designation of the types of tasks or stages of the lesson with pictures (symbols, various cards, etc.), which help children at the end of the lesson to update the material they have passed and choose the stage of the lesson they like, remember, the most successful for the child, attaching their own picture.
All of the above methods and techniques for organizing training, to one degree or another, stimulate the cognitive activity of students with disabilities.
Thus, the use of active teaching methods and techniques increases the cognitive activity of students, develops them Creative skills, actively involves students in the educational process, stimulates the independent activity of students, which equally applies to children with disabilities.
The variety of existing teaching methods allows the teacher to alternate different kinds work, which is also an effective means of revitalizing learning. Switching from one type of activity to another, prevents overwork, and at the same time does not allow distraction from the material being studied, and also ensures its perception from different angles.
The means of activation must be used in a system that, by combining properly selected content, methods and forms of organizing training, will stimulate various components of educational and correctional development activities in students with disabilities.
Application modern technologies and techniques.

Currently urgent problem is the preparation of schoolchildren for life and work in new socio-economic conditions, in connection with which there was a need to change the goals and objectives of correctional education for children with disabilities.
An important place in the educational process is occupied by a correctional and developmental teaching model (Khudenko E.D.), which provides schoolchildren with complex knowledge that performs a developmental function.
In the author's method of correctional education, the emphasis is on the following aspects of the educational process:
- development of a compensation mechanism for a student with disabilities through studying proccess, which is built in a special way;
- the formation of a system of knowledge, skills and abilities defined by the Program, in the context of the development of an active life position in a student, before professional career guidance, development of future prospects;
- mastering by the student with a set of models of educational / extracurricular behavior, which provide him with successful socialization, corresponding to a certain age category.
As a result of correctional and developmental training, overcoming, correction and compensation of violations of the physical and mental development of children with intellectual disabilities occurs.
For the development of the child's personality as a whole, correctional and developmental lessons play a very important role. These are lessons in the course of which educational information is worked out from the position of the maximum activity of the work of all analyzers (sight, hearing, touch) of each particular student. Correctional and developmental lessons contribute to the work of all higher mental functions (thinking, memory, speech, perception, attention), aimed at solving the set goals and objectives of the lesson. Correctional and developmental lessons are based on the principles of technology:
The principle of developing the dynamism of perception involves the construction of training (lessons) in such a way that it is carried out at a sufficiently high level of difficulty. We are not talking about complicating the program, but about developing such tasks, during the performance of which the student has some obstacles, overcoming which will contribute to the development of the student, the disclosure of his capabilities and abilities, the development of a mechanism for compensating various mental functions in the process of processing this information.

For example, in the lesson on the topic "Declination of nouns" the task is given "divide these words into groups, add the word to the desired group."
On the basis of the constant active inclusion of inter-analytic connections, an efficiently responsive system of information processing, which comes to the child, develops. For example, in a literature lesson, the assignment is "Find a passage in the text that is shown in the illustrations." which contributes to the dynamism of perception and allows you to constantly exercise in information processing. The dynamism of perception is one of the main properties this process... There is also “meaningfulness” and “constancy”. These three characteristics are the essence of the process of perception.
The principle of productive information processing is as follows: training is organized in such a way that students develop the skill of transferring methods of information processing and thereby develop a mechanism for independent search, selection and decision-making. It is about developing the child's ability to independently respond appropriately in the course of learning.

For example, when studying the topic "Composition of a word", the task is given - "Collect the word" (From the first word, take the prefix, from the second - the root, from the third - the suffix, from the fourth - the ending).
The principle of development and correction of higher mental functions presupposes the organization of training in such a way that in the course of each lesson, various mental processes are practiced and developed. To do this, it is necessary to include in the content of the lesson special correction exercises: for the development of visual attention, verbal memory, motor memory, auditory perception, analytical and synthetic activity, thinking, etc. For example,
for concentration of attention I give the task "Don't miss a mistake";
to verbal and logical generalization - "What season is described in the poem, how was it defined?" (animal, tree, etc.).
on auditory perception - "Correct the incorrect statement."
The principle of motivation for learning is that tasks, exercises, etc. should be interesting to the student. The entire organization of training is focused on the voluntary inclusion of the student in the activity. To do this, I give creative and problematic tasks, but appropriate to the child's capabilities.
A steady interest in educational activities among mentally retarded schoolchildren is formed through conducting travel lessons, game lessons, quiz lessons, research lessons, meeting lessons, plot lessons, lessons in protecting creative assignments, through the attraction of fairy-tale characters, play activities, extracurricular work and the use of various techniques.
Information resources allow to achieve a high level of effectiveness of lessons. In the office there are discs on the theoretical and practical sections of the Russian language, with test items. The use of computer disks in Russian lessons allows students to better perceive the teacher's explanations, learn a lot of new information, and test their knowledge and skills with the help of tests.
Health is a state of complete physical, mental and social well-being, and not just the absence of diseases or physical defects, therefore health-preserving technologies are used by me both in classroom activities and in extracurricular work.
In its practice, it is important to ensure the strengthening mental health learners using:
- Methods for the prevention and correction of psychoemotional stress in children (Warm-up during intense intellectual activity, musical rhythmic gymnastics).
- Removal exercises nervous tension in children ("Balloon." physical stress), "Silence" (relaxation of the whole organism), "Bell", "Blow out the candle", "Summer day", "Fly").
- Development exercises emotional sphere("Humpty Dumpty", "Relaxation", "Gymnastics", " Good mood”,“ Let's sing ”,“ Two cockerels quarreled ”,“ Needle and thread ”,“ The dragon bites its tail ”,“ Fox, where are you? ”,“ Listen to the command ”,“ I didn't know! ”,“ Take it and pass it on ” , "Thought").

Children are a long-awaited miracle! For each parent, his child is special, the best, the smartest, the most beautiful and wonderful! Moms and dads are doing everything in their power to raise from their beloved babies self-sufficient and successful people... Of course, on the path of development and learning, all children face difficulties that they have to overcome in order to achieve the desired results. However, there are children who begin this struggle from birth. These are children with disabilities who, from the moment they are born, are forced, for one reason or another, to fight for the right to a normal existence due to their particular developmental characteristics. Unfortunately, in modern society, the opinion still persists that people with developmental disabilities cannot count on a full-fledged education, a prestigious profession and a decent life. However, most experts agree that with proper training and proper attention, children with disabilities are able to adapt and become a harmonious part of society. This article is devoted to how to properly organize the education of children with disabilities in the family and at school.

Working with children with disabilities

To begin with, we suggest that you figure out what the features of children with disabilities are, because such children differ not only in physical or mental criteria. They both think and feel differently than healthy children. Therefore, parents and teachers should take these features into account in the construction of the educational process.

Children with disabilities are those children who, due to the state of their health, cannot acquire the necessary knowledge on an equal basis with normal children. Such children need special conditions for study, life and upbringing. It should be said that working with children with disabilities is always complicated by the fact that the group of such students is very heterogeneous, since it includes children with diverse disorders: hearing, vision, speech, problems with the musculoskeletal system, intellectual retardation, emotionally - volitional disorders, as well as with general retardation and developmental disorders. Naturally, in such a situation, the correct upbringing of a child with disabilities in the family and an individual approach during education are of paramount importance. The most important thing is not to "dwell" on problems, but to instill in the child the idea that he is complete, that he will be able to cope with his illness, he will be able to develop and be an independent person.

The family of a child with disabilities should profess the principles of calmness, mutual understanding and mutual assistance. The task of parents is to assist the child in his attempts to become independent, to help the child accept himself as he is, and to learn how to enjoy life. Family members are required not to overprotect and take over the child's functions, but to teach him the basics of independence and the ability to communicate. You should not limit the physical activity of the baby in order to avoid injury, it is better to explain to the child that you just need to be careful, as the parents of ordinary children do. Do not limit the child's communication with peers, trying to avoid ridicule or inherent cruelty in children, so as not to cause psychological trauma to the baby. It is better to help your son or daughter realize his own characteristics, accept them and compensate with some other skills and talents (for example, write poetry, draw, play music) so that he can calmly agree that everything is not like everyone else's, but at the same time he knows how to do something extremely well.

Development of children with disabilities

Every child should go to school and study basic disciplines. The development of children with disabilities in no way precludes normal learning and communication with peers. Children with disabilities attend kindergartens, schools, study literature, music, mathematics, languages ​​and other school subjects. In a word, they do everything that needs to be done for every child on the way of their formation. The education of children with disabilities can be organized both in the same class as ordinary children in an ordinary school, and in specialized classes, groups and even institutions that are engaged in children's education. It all depends on the specific case.

As a rule, in special institutions for the education of children with disabilities, special conditions have been created that are designed to facilitate the learning process, both from an intellectual and from a purely technical point of view. This includes an adapted educational program for children with disabilities, as well as the use of special teaching and upbringing methods, the use of special didactic material, textbooks, the provision of assistance to students by an assistant, remedial classes, ensuring comfortable access to the school premises, etc.

I must say that adapted program for children with disabilities, this is not at all a minimum program, according to which children will deliberately lag behind their peers intellectually. Most often, it differs from the standard school curriculum is expressed in the fact that it does not imply an assessment system, as in ordinary school... Children are not chasing grades, and teachers, their goal is not to fulfill the plan for academic performance, but to convey as much information as possible to each student. Classes in specialized schools are held in a friendly atmosphere, in which the teacher patiently explains to his students the task, provides them with detailed audio-visual instructions, alternates various tasks, and at the same time is ready to help at any time if something does not work out. Depending on the various defects that are inherent in students, teachers use a variety of teaching methods. Ultimately, when teaching children with disabilities, it is more important not what grade the child will receive on the test, but that the student will want to move on after class, preparing for a full life. That's what's most important!

Alekhina S.V. Inclusive education for children with disabilities // Modern educational technologies in working with children with disabilities: monograph / N.V. Novikova, L.A. Kazakova, S.V. Alekhine; under total. ed N.V. Laletin; Sib. Feder. un-t, Krasnoyar. state ped. un-t them. V.P. Astafiev [and others]. Krasnoyarsk, 2013.S. 71 - 95.

Inclusive education for children with disabilities.

The idea of ​​inclusion was born within the framework of large-scale changes in the understanding of human rights, human dignity, identity, as well as the mechanisms of social and cultural processes that determine its status and affect the provision of its rights. The change in attitudes towards people with disabilities was just one manifestation of these changes.

Inclusive education is the first innovation in Russian educational practice initiated by parents of children with disabilities and those teachers, psychologists who believe in its necessity not only for children with disabilities, but for education as a whole. It is important to emphasize once again that inclusive education in most European countries and in Russia is one of the first examples of the struggle of parents for the educational rights of their own children, a precedent for the behavior of parents as genuine subjects of the educational process.

It is no coincidence that the introduction of the concept of inclusive education by the Salamanca Declaration of Persons with Special Needs (1994) and the adoption of the UNESCO Declaration on Cultural Diversity (2001) are close in time of their appearance: both of these documents express not only the recognition of the heterogeneity of society and its culture, but and changing the attitude in society towards this diversity - awareness of its value, awareness of the value of differences between people.

The idea of ​​inclusion is based on the concept of an “inclusive society”. It means changing society and its institutions in such a way that they are conducive to the inclusion another(a person of a different race, religion, culture, a person with disabilities). Moreover, it is assumed such a change in institutions so that this inclusion promotes the interests of of all members of society, increasing their ability to live independently (including people with disabilities), ensuring equality of their rights, etc. If inclusion is not ensured by a corresponding change in institutions, then its result may be a deepening of the social maladjustment of people with disabilities and an increase in intolerance towards them on the part of those who do not have such restrictions. It is important that the practice of inclusion is not based on the desire or, moreover, the compulsion to “be like everyone else,” since in this case it conflicts with the right to “be oneself”. The willingness of a society to change towards the other is an important prerequisite for successful inclusion and must be nurtured.

Today, inclusive or inclusive education is the co-education of children with disabilities with normatively developing peers. Children with special educational needs in this practice will be able to grow and develop together with other children, attend regular educational institutions, and make friends there. In general, to live as all other children live. The idea is that in order to receive quality education and psychological adaptation in society, children with special needs need to actively interact with other children. But such communication is no less important for those children who do not have any restrictions in their development or health. All this significantly increases the role of inclusive, collaborative learning, which allows to fundamentally expand the opportunities for socialization of children with disabilities 1.

Today in Russia inclusive education is developing in relation to children with disabilities. This consideration of the idea of ​​inclusion in a certain way narrows the interpretation accepted throughout the world, and, consequently, the very concept of inclusive education. This simplification gives rise to many contradictions between special and general education, leading to irreversible and destructive decisions associated with the systematic reduction in the number of correctional schools. N.M. Nazarova defines this Russian model as a “takeover” model and expresses serious concerns about the unwillingness of the general education system to accept the principles of inclusion. Most European countries, including Japan, are implementing a different model - “coexistence”, which does not distort the key ideas of educational integration. The study of the experience of foreign countries shows that the priority of inclusive education should not destroy other options for the education of children with disabilities. Only their coexistence and mutual enrichment can provide the variability in education necessary for each child, and, as a consequence, the adequacy of the choice of the educational route. There is no doubt that without the support of correctional teachers, inclusion in general education will never become a quality and sustainable process of changing educational conditions for children with developmental disabilities.

Inclusive education is focused on changing the general education itself, the conditions for learning different children, taking into account their individual educational needs and opportunities.

According to statistics, every twentieth inhabitant of our country belongs to the category of disabled people. 2. These include almost half a million children, in relation to whom, according to the Law of the Russian Federation "On Education" (clause 6, article 5), "the state is obliged to create conditions for citizens with developmental disabilities to receive an education, correct developmental disorders and social adaptation based on special pedagogical approaches ”. It should be noted that the number of children officially receiving disability benefits in our country is constantly growing 3.

An important federal document in the field of education of disabled children is state program of the Russian Federation "Accessible Environment" for 2011 - 2015, approved by the Decree of the Government of the Russian Federation of March 17, 2011 No. 175

Target indicators and indicators of the Program:

The share of educational institutions in which a universal barrier-free environment has been created that allows for joint education of disabled people and persons without developmental disabilities in the total number of educational institutions.

The program determines that one of the priority directions of state policy should be the creation of conditions for providing children with disabilities, taking into account the peculiarities of their psychophysical development, equal access to quality education in general education and other educational institutions implementing educational programs of general education (ordinary educational institutions), and with taking into account the conclusions of the psychological, medical and pedagogical commissions.

By the Decree of the President of the Russian Federation of June 1, 2012 No. 761 "On the National Strategy of Action in the Interests of Children for 2012 - 2017", which emphasizes that in the Russian Federation, in all cases, special and sufficient attention should be paid to children belonging to vulnerable categories. "It is necessary to develop and introduce forms of work with such children, which would allow them to overcome their social exclusion and promote rehabilitation and full integration into society." The Strategy provides for the legislative consolidation of legal mechanisms for the implementation of the right of children with disabilities and children with disabilities to be included in the existing educational environment at the level of preschool, general and vocational education (the right to inclusive education).

What needs to be changed in education to make it inclusive?

Realizing well that a mass school has the boundaries of the changes allowed in it, intended for children of different children, I will name the main criteria for compliance:

the presence and implementation in the country of the relevant legislation that enshrines the IO and the security of its economic basis

systemic transformations of the educational process, its organizational forms and value attitudes

availability of an individual support system and special educational environment for children in need

Well-established systems of early comprehensive care

the presence in schools of psychological and pedagogical councils and support specialists, in tchtutors

methodological support of a mass teacher from correctional teachers

And lastly, IO will be able to achieve its goal only when it is realized at all levels of education - from kindergarten to the university.

“Based on a series of case studies, Dyson et al. (2004) have shown that for schools to become inclusive, they need to develop learning in an 'inclusive ecology'. The ecology of inclusion is a fundamental concept that explains the difference between special education and inclusive education. This concept indicates that schools are responsible for providing such a parameter of the educational environment as monitoring group dynamics in the classroom instead of focusing on the diagnosis of a student with disabilities ”4.

Formation of an inclusive education model for children with disabilities means creating a free learning environment for them, adapting the environment to their needs and providing the necessary support for the joint education and upbringing of children with disabilities and children without such limitations. It should be borne in mind that inclusive education is a set of values, principles and methods aimed at providing targeted, effective and quality education for all students, within which, first of all, the country's education system is focused on increasing the number of inclusive schools in the variety of learning conditions and educational needs not only of children with disabilities, but also of all students.

In 2012, about 300 Russian schools received financial support from the Ministry to create an inclusive educational environment. On average, such schools in Russia today are about 5.5% of the total number. In total, over the next few years, until 2015, it is planned to create conditions for unimpeded access for disabled people in 20% (10,000) of ordinary educational institutions 5.

Currently, there are more than 2 million children with disabilities in Russia (8% of the entire child population), of which about 700 thousand are children with disabilities. Children with disabilities are a heterogeneous group. The draft Special Educational Standard states: "Children with disabilities are children whose health conditions impede the development of educational programs outside the special conditions of education and upbringing."

The Ministry of Education of Russia 6 is focused on increasing the share of children with disabilities and children with disabilities, who will be provided with conditions for receiving a high-quality general education, from a baseline value of 30% to 71% in 2015. It should be noted that more than half of children with disabilities study in ordinary educational institutions 7. According to 2011 data, about 35 thousand children in Russia do not receive education, including about 17 thousand children for health reasons. About 29 thousand children with intellectual disabilities are actually isolated from society and education in boarding schools of the social protection system. More than 44 thousand children study at home, being in difficult conditions of leaving home.

The complexity and lack of support of the task of building inclusive education gives rise to a tendency to simplify, primitivize the necessary changes. The very fact of having a child with disabilities at school does not make it inclusive, just like inclusion will not immediately become a culture of practice at school, even if it has an elevator or a ramp. The most negative effect of the spontaneous introduction of inclusion can be the perception of the problem of inclusive education as a "fashionable" topic, changes in education only at the organizational and administrative level. This creates the danger of “imitation of inclusion” and, through this, discrediting the very idea of ​​inclusive education.

An inclusive approach to the education of children with disabilities is brought to life by the social order of society and the state and involves solving a number of issues related, in particular, to personnel training, changing society's attitude to the problem, legislative provision of adaptability and variability of services and conditions of a general educational institution. The solution to these problems largely depends on the territorial specifics of each region, due to the evolutionary processes in general and special education, as well as on the available resources and experience in implementing an inclusive approach.

The systematic implementation of the practice of inclusive education in Russia is extremely slow and rather uneven. In certain regions of the country (Moscow, Samara, Arkhangelsk, the Republic of Karelia, the Komi Republic, the Perm Territory, the Tomsk Region), the processes of inclusion in education have significantly advanced in their development, a rich pedagogical experience has been accumulated, schools more inclusive. Regional models of the development of the process of inclusion in education differ from each other in 5 main factors:

the interested position of the administrative bodies of the management of education;

options for financing the activities of educational institutions;

development of psychological and pedagogical support services;

activity of public organizations;

availability of trained personnel.

Tasks a holistic system for the development of inclusive education is determined, first of all, by the fact that the current shortage of scientific and methodological support for the development of inclusive processes in education, a shortage of staffing, the organization of training and advanced training of specialists in the field of psychological and pedagogical support of inclusive education allow us to raise the question on the need to create a resource base to support the inclusive process in the general education system.

With a high level of financial support for education, it is the capital's practice of inclusion that can be viewed as a springboard for testing the reliability of forecasts and hopes. The Moscow model of inclusive education for children with disabilities is based on a systematic approach. The capital's experience of coeducation is regulated by the law "On the Education of Persons with Disabilities" and since 2003 has a rich history of experimental activity. Financial support for the tasks of inclusive education practice is enshrined in a decree of the Moscow Government on additional financing of educational services for children with disabilities in general education. eight

In each district, on the basis of the Centers for psychological, medical and social support, a district resource center for the development of inclusive practice has been created. A City resource center has been created in the structure of the Moscow City Psychological and Pedagogical University. The development of scientific and methodological support and research activities in the field of inclusive education is carried out by the Institute for Problems of Inclusive Education, MSUPE. The development of scientific and methodological support for the development of inclusive educational practice in the education system of Moscow includes not only the development of a methodology for inclusive education and the content of an inclusive educational environment, but also the organization of a competent system of psychological and pedagogical support, including, in addition to systematic observation of the child's development with disabilities, the development of individual training and correction programs, such an important component as work with the social environment, into which a child, adolescent, young person integrates.

All this makes us look for new principles and forms of organization of the education system as a whole, psychological and pedagogical support for the education of children with disabilities, children with disabilities in any educational institutions of the city, increasing the efficiency of correctional and developmental work, searching for new forms, methods and technologies of educational activities, providing fundamentally new types of assistance for people with disabilities and their families.

A school that has chosen for itself the path of implementing an inclusive process must first of all accept as its school culture the observance of the basic principles of inclusive education. There are eight of them:

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 peer support and friendship

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

The implementation of the basic principles of inclusive education for children with disabilities in educational institutions is based on the following substantive and organizational approaches, methods, forms:

individual syllabus and an individual educational program for a student - a child with disabilities - for the development of academic knowledge and life competencies;

social rehabilitation of a child with disabilities in an educational institution and outside of it;

psychological and pedagogical support of a child with disabilities in the process of learning and socialization;

psychological and pedagogical council of an educational institution;

an individual psychological and pedagogical map of the development of a child with disabilities;

portfolio of a student - a child with disabilities;

teacher competence in the field of general education with elements of special education, in the field of social adaptation and rehabilitation;

professional development of teachers of general education institutions in the field of inclusive education;

work programs for mastering the subjects of the educational program in the conditions of inclusive education of children with disabilities in accordance with educational standards;

tutor support of a child with disabilities in the learning process;

adaptive educational environment- accessibility of classrooms and other premises of the institution (elimination of barriers, ensuring a friendly environment of the institution);

adaptive educational environment - equipping the educational process with assistive means and technologies (technical means of providing comfortable and effective access);

adaptive educational environment - correctional and developmental subject environment for learning and socialization;

rallying the student body, developing the skills of cooperation, interaction and mutual assistance;

orientation of the educational system of the institution to the formation and development of tolerant perception and relations of participants in the educational process.

Today it became clear that the school itself must change in order to become inclusive, focused on any child with any educational needs. This is a complex process that requires organizational, meaningful, value changes. It is necessary to change not only the forms of organization of training, but also the methods of educational interaction of students. The tradition of school teaching as a translation of knowledge should become a specially organized activity for the communication of training participants, for the joint search for new knowledge. Professional orientation of the teacher on educational program must inevitably change to the ability to see the individual capabilities of the student and the ability to adapt the curriculum. The professional position of support specialists should be aimed at accompanying the educational process, supporting the teacher in the lesson, helping the student in mastering the program material and ways of communicating with other children. Inclusive education presupposes a whole range of serious changes in the whole school system, in value attitudes, in understanding the role of teachers and parents, in pedagogy (pedagogical process) in general. There are a number of main difficulties faced by a school implementing an inclusive process:

The limited regulatory framework (there is no legislative consolidation of the very possibility of teaching children with disabilities according to individual educational programs).

There is no mechanism for the implementation of special educational conditions for teaching children with disabilities in general education institutions.

Professional and psychological unpreparedness of teachers to work with children with disabilities (clearly insufficient knowledge of special methods, techniques, teaching aids, insufficient level of academic training, psychological unpreparedness of teachers).

Psychological "barriers" associated with public opinion (attitude towards disabled people on the part of parents of children without disabilities, the public in the broadest sense of the word).

Insufficient provision of textbooks, educational and methodological kits, teaching aids, programs for working with children with disabilities.

Unreadiness (non-adaptation) of the architectural and material and technical environment of educational institutions.

The main purpose of educational institution, who embarked on the path of developing inclusive practice - creating special conditions for the development and social adaptation of students with special educational needs and their peers.

The creation of special conditions for education and upbringing, allowing to take into account the special educational needs of children with disabilities through the individualization of the educational process, are described in Correctional work program in an educational institution 9 (in accordance with clause 19.8. FSES of primary general education).)

Special conditions for obtaining education disabled children (children with disabilities), enshrined in regulatory, regulatory and recommendatory documents, can be conditionally divided into several groups that determine the areas of work of an educational institution that implements inclusive practice.

The most general and basic condition for the inclusion of a child with disabilities into the social and, in particular, educational space is the creation of a universal barrier-free environment that allows for the full integration of disabled children into society. At the same time, at the level of an educational institution, this condition is complemented by the task of creating an adaptive educational environment.

1. Material and technical base, equipping with special equipment; the possibility of organizing distance learning.

2. Organizational support of the educational process, including the regulatory framework, financial and economic conditions, the creation of an inclusive culture in the organization, interaction with external organizations and parents (it is necessary to develop regulations for interaction with external organizations, local acts of an educational institution that implements inclusive practice) , information and educational support.

3. Organizational and pedagogical support. Implementation of educational programs taking into account the characteristics of psychophysical development and the capabilities of children. Providing the possibility of mastering educational programs within the framework of an individual curriculum. Software and methodological support of the educational process. Implementation of variable forms and methods of organizing educational and extracurricular work. Using different types of education. Application of modern education technologies and psychological and pedagogical support. Adaptation of teaching and upbringing methods to the special educational needs of students and pupils with disabilities.

4. Comprehensive psychological and pedagogical support, organization of correctional work.

5. Staffing. Special training of the teaching staff for working with children with disabilities (disabled children), working in an inclusive practice.

Thus, the creation of special conditions for education by children with disabilities (disabled children) is associated not only and not so much with the creation of a certain material and technical base of an educational institution, but with a change in the entire educational environment.

An inclusive educational environment is based on a methodology aimed at developing a child's personality and recognizing his uniqueness, originality and the right to fulfill various needs in organizing a joint, leading for a certain age activity (play, educational), a joint world of children's life.

The goal of inclusion is not only the integration of children with disabilities into mass educational institutions. The leading principle of an inclusive educational environment is its readiness to adapt to the individual needs of various categories of children through structural, functional, content and technological modernization of the educational system of the institution.

An inclusive educational environment is characterized by a system of value attitudes towards teaching, upbringing and personal development of children with disabilities, a set of resources (means, internal and external conditions) of their life in mass educational institutions and a focus on individual educational strategies of students. An inclusive educational environment serves to realize the right of every child to an education that meets his needs and capabilities, regardless of the region of residence, the severity of the impairment of psychophysical development, the ability to master the qualification level of education and the type of educational institution.

In the process of implementing inclusive practice, significant adjustments of a content and procedural nature are introduced into the work of the teaching staff. The organization of joint education and upbringing of children with different developmental characteristics and their conventionally normative peers is a two-way process, which includes, on the one hand, the inclusion of a child in a new educational space for him, on the other, adaptation of the educational institution itself to the inclusion of "unusual" children. A new social situation arises, in which new mechanisms of interaction, relationships and new social ties are created.