Inclusive education in a year. Ordinary conditions for unusual children

28.09.2020

Municipal state-financed organization

additional education

Children's Art School No. 12

"Problems of modern inclusive education"

Completed:

art teacher

branches

Shepeleva T.V.

Ulyanovsk

2017

Problems of modern inclusive education

Inclusive education (fr. inclusif - including, lat. include - conclude, include) - the process of development of general education, which implies the availability of education for all, in terms of adaptation to the various needs of all children, which provides access to education for children with special needs.

Inclusive Education seeks to develop a child-centered methodology that recognizes that all children are individuals with different learning needs, and seeks to develop an approach to teaching and learning that is more flexible to meet different learning needs. If teaching and learning become more effective as a result of the changes that inclusive education introduces, then all children (not just children with special needs) will benefit.

Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of developing general education, which implies the availability of education for all, in terms of adapting to the various needs of all children, which ensures access to education for children with special needs.

There are eight principles of inclusive education:

the value of a person does not depend on his abilities and achievements;

each person is capable of feeling and thinking;

every person has the right to communicate and to be heard;

all people need each other;

true education can only take place in the context of real relationships;

all people need the support and friendship of their peers;

for all learners, progress is more likely to be in what they can do than in what they cannot;

diversity enhances all aspects of human life.

Goals and main components of inclusive education

Inclusive education sets as its main goal the provision of equal access to obtaining one or another type of education and the creation of the necessary conditions for success in education by all children, without exception, regardless of their individual characteristics, previous educational achievements, mother tongue, culture, social and economic status of parents, mental and physical abilities.

The main elements of inclusion include:

including all children with different abilities in a school that they could attend if they did not have a disability;

the number of children with different abilities enrolled in school is in natural proportion with respect to the entire child population of that district as a whole;

lack of "sorting" and culling of children, training in mixed groups;

children with special needs are in classes appropriate for their age;

situationally determined interaction and coordination of resources and teaching methods;

efficiency as a style of school work, decentralized learning models.

Ways to solve problems related to inclusive

education

In order to successfully move towards inclusion, we must learn how to successfully solve problems. Of course, we are not talking only about the problems of any one child. It is about the problems of the whole school, about how the school meets the needs of all its students. Successfully solving problems as they arise, based on a clear pedagogical platform, shared values, and positive leadership, is the best way to move the school and classroom towards greater inclusiveness. Solving multiple problems is often a natural state of affairs for teachers, who constantly interact with students and adults throughout the day.

The introduction of children with disabilities into the human community is the main task of the entire system of correctional assistance. Social integration is understood as the ultimate goal of special inclusive education aimed at including the individual in the life of society. Educational integration, being a part of social integration, is considered as a process of raising and educating special children together with ordinary ones.

The integration of “problem” children into general educational institutions is a natural stage in the development of the system of special inclusive education in any country in the world, a process in which all highly developed countries, including Russia, are involved. This approach to the education of extraordinary children is brought to life by various reasons. Together, they can be described as the social order of those who have reached a certain level of economic, cultural, legal development of society and the state.

This stage is connected with the rethinking by society and the state of its attitude towards the disabled, with the recognition of not only the equality of their rights, but also the awareness by society of its obligation to provide such people with equal opportunities with all others in different areas of life, including education.

The goal of inclusive education is to create a barrier-free environment in learning and vocational training people with handicapped. This set of measures implies both the technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at developing their interaction with people with disabilities. In addition, special programs are needed to facilitate the process of adaptation of children with disabilities in a general education institution.

Benefits of Inclusive Education

The benefits of inclusion for children with disabilities are significant:

Children with special needs show more high level social interaction with their healthy peers in an inclusive environment compared to children in special schools. This becomes especially evident if the adults in the school purposefully support socialization and if the number of children with special needs is in natural proportion in relation to the rest of the students as a whole.

In an inclusive environment, the social competence and communication skills of children with disabilities improve. This is largely due to the fact that disabled children have more opportunities for social interaction with their healthy peers, who act as carriers of the model of social and communicative competence characteristic of this age.

In an inclusive environment, children with special needs have more learning programs. This results in improved skills and academic achievement.

The social acceptance of children with special needs is improved by the characteristic of inclusive classes of teaching in small groups. Children “step over” another student’s disability by working with him on a task in a small group. Gradually, ordinary children begin to realize that they have much in common with children with disabilities.

In inclusive classrooms, friendships between children with and without special needs become more commonplace. This is especially true when children with disabilities attend a school close to where they live and therefore have more opportunities to meet their classmates outside of school. Teachers play a leading role in establishing and strengthening such friendships.

Conclusion

The following benefits of inclusion for ordinary students or gifted children can be identified:

For ordinary or gifted children, being in a class of children with special needs is not a fact that poses a threat or poses a danger to their successful learning.

The notion that children with disabilities disrupt the learning process in the classroom is untenable. The time spent in the classroom for children with special needs is absolutely comparable to the time that a teacher spends on ordinary students.

Ordinary students and gifted children can benefit from an inclusive approach to education by improving the quality of education and improving the pedagogical technologies of working in the classroom. Some children with learning disabilities need new educational technologies; for example, using information technologies very often necessary when teaching children with disabilities. Other children benefit from the use of these technologies, and in addition, all other students can use these programs and technologies at a time when they are not necessary for the education of children with disabilities.

Ordinary children or gifted students benefit from inclusive spaces through increased financial resources for such learning. The money received from "special programs" can be used to support the education of not only children with disabilities, but also their healthy peers. These funds can be used in a variety of ways, such as organizing extracurricular activities, inviting guests to speak in class, providing the class with additional technical means learning that can be used by all children, not just children with disabilities.

In an inclusive class, ordinary or gifted children learn to respect and appreciate their classmates with disabilities, to see what lies beyond the line of disability or giftedness, and to distinguish between social stigmas.

It must also be said that the existence of inclusive schools has a positive effect on typically developing children, and not just students with disabilities. Helping peers with disabilities to actively participate in educational and social activities, ordinary children, imperceptibly for themselves, receive the most important life lessons. This positive experience consists in the growth of social consciousness, in the realization of the absence of differences between people, in the development of self-awareness and self-esteem, in the formation of one's own principles, and last but not least, it promotes sincere care and friendship.

Thus, we can conclude that the modern general education program should include the changes and conditions necessary for the successful implementation of inclusive education, namely, the acceptance of the individuality of each individual student and the satisfaction of the special needs of each child.

Currently, over 2 million children with disabilities live in Russia, and this is 8% of all children. 700 thousand of this number are children with disabilities. The group of children with special needs is heterogeneous in composition. The draft Special Educational Standard gives it a specific definition. These are children who cannot master the educational program without creating special conditions for their upbringing and education.

According to statistics, in 2011 in the Russian Federation about 35 thousand children did not receive education at all, 17 thousand children did not attend school due to poor health. 29,000 children are in boarding schools, in fact, in social isolation, and another 44,000 children are educated at home.

These problems can be solved through the development of inclusive education. The main idea of inclusion is based on the theory of "inclusive society". Society and its institutions must change in such a way as to favor the inclusion of other people (with disabilities, a different race, religion, culture).

Inclusive education is the education of children with disabilities (HIA) in a regular, and not in a specialized educational institution.

At the same time, such children have the right to study in specialized schools. This possibility is enshrined in the Law “On Education”, adopted on December 29, 2012.

The law defines inclusive education as ensuring equal access to knowledge, taking into account existing needs and opportunities.

What gives inclusive education

Why is it so important for a child with disabilities to study in the same team with healthy children? Scientists have proven that an environment created specifically for people with disabilities isolates from society, restricts, delays development.

Healthy students also benefit from interacting with their "special" peers. So a person learns sympathy, empathy and understand the other. The guys are becoming more sociable, more tolerant. It is difficult to overestimate, especially in a society with extremely low level tolerance, characteristic of modern Russia.

One of the main tasks of inclusive education is the special training of school directors and teachers, psychologists and other specialists involved in the educational process.

What is carried out within the framework of inclusion in the Russian Federation

Consider what is being done in Russia to develop inclusive education. In 2012, 300 Russian schools received state support for the development of an appropriate educational environment. Today, inclusive methods are used in 5.5% of schools.

The corresponding work on the training of psychological and pedagogical personnel is carried out by the Moscow State Pedagogical University - the Moscow City Psychological and Pedagogical University, MGPU - Moscow City Pedagogical University and other universities of the capital. In these higher educational institutions, you can enroll in a master's program in the direction of "Organization of inclusive education." The same universities regularly organize advanced training courses for relevant school specialists. The City Resource Center for the Development of Inclusive Education and the Institute for Problems of Inclusive Education operate under the auspices of the MSUPE.

There is a portal "Education without borders" on the Internet.

This is a useful knowledge base on inclusive education for teachers and parents of children with disabilities.

If you would like your child to attend an inclusive school, contact the District Resource Center. There are such centers in every district of Moscow.

District resource centers solve several problems at once:

systematize existing work experience;
develop interaction between schools and other educational institutions;
interact with local governments, public organizations, parents.

An important element of the work of an inclusive school is tutoring. Different people are called tutors: accompanying assistants who simply help the child overcome the distance from home to school and back, accompanying teachers, teachers who conduct additional classes. The main task of a tutor is to help a person in his socialization. The child should not feel his “inferiority”, but live the life of his peers.

Inclusive education today

The practice of inclusive education is spreading across Russia unevenly and slowly. The best situation is in Moscow, Samara, Karelia, Arkhangelsk, Perm Territory, Komi, Tomka region. Schools in these regions have accumulated rich teaching experience, and teachers have developed guidelines, certainly useful to their colleagues from other fields.

The development of inclusion in education in the regions depends on 5 factors:

positions of the leadership of educational bodies;
school funding;
the level of psychological and methodological assistance;
cooperation of schools with public organizations;
the preparedness of the teachers themselves.

Starting from September 1, 2016, the educational standard of primary general education for children with disabilities has been in force in the Russian Federation. The standard is being tested in 115 schools in 24 regions of the Russian Federation.

The adopted document is applicable not only to general education schools, but also in family education, when teaching children with special needs at home, as well as in medical institutions.

This standard applies to correctional schools. An inclusive system should not exclude a corrective one, and vice versa. Where their sons and daughters will study, parents decide. And the state should provide different options.

At the moment, the Ministry of Education has developed a professional standard for a teacher-psychologist, and the standard for an assistant (assistant) is almost ready. By the end of 2017, the tutor standard will be determined. Ahead is the development of appropriate programs, the calculation of salaries for assistants and tutors in educational institutions.

Children with autism spectrum disorders and class size

Speaking about inclusive education in the Russian Federation, it is necessary to mention the occupancy of classes according to SanPiN ( Sanitary rules and norms). In a class with 25 children, there may be two students with disabilities. Each student has their own curriculum.

Children with ASD - autism spectrum disorders can only be taught in an inclusive environment. Such children can be taught not only in a regular class, but also by including peers with other disabilities in the environment. As for the learning process among peers without disabilities, it should take place according to the first version of the program primary education for students with ASD.

According to the second version of this program, these students can also be taught in classes without disabilities. The terms of study are prolonged - 5 and 6 years. In this regard, a certain contradiction arises: how can such long-term education be realistically provided if children study in primary school for only 4 years?

According to the programs of primary, basic and secondary education, children with autism, depending on their level of development, can be taught in classes with children with mental retardation (mental retardation) and mental retardation.

For the education of children with mental retardation according to the second version of the program elementary school for this category, 5 years are provided (an additional first class is introduced).

A child with ASD can study in the ZPR classes according to the second version of the program, subject to prolonged education.

According to version 3 of the program for children with ASD, such children can be included in classes with students with mild mental retardation. In such a class there can be no more than 12 people, and subject to the inclusion of an autistic child - 9. Both children with intellectual disabilities and students with ASD study under prolonged programs.

According to the 4th version of the program, students with autistic disorders can study in classes with children with varying degrees of mental retardation - from moderate to profound. There can be no more than 5 people in such classes.

Therefore, autistic students can study together with healthy children if the psychological, medical and pedagogical commission decides on the need for training in the first version of the program for children with ASD.

SanPiN at the same time limits the overall occupancy of the class.

If there is one autistic person in the class, then the total number of children cannot exceed 20 people. If two autistics study, then there can be no more than 15 students.

Of course, inclusion can be different. For example, 2 autistics can study in the ZPR class according to the 2nd version of the program for ASD. Such a “special” class can also be created in a traditional school. According to option 3, children with ASD are included in classes for students with mild mental retardation, and according to option 4, in a class for children with varying degrees of mental retardation.

In the regions there may be classes for 12 people with the inclusion of autistic children according to the second option.

Comprehensive plan for 2016-2017

An integral part of the development of inclusive education in the Russian Federation is the adoption on June 27, 2016 of the Interdepartmental comprehensive plan on the organization of inclusive education for 2016-2017.

This document, adopted by the Ministry of Education and Science, provides:

development of manuals, educational and methodological kits, multimedia materials for disabled children, educational programs for students with disabilities;
regular holding of conferences, seminars, refresher courses on inclusive education;
holding competitions "Psychologist of the Year", "Best Inclusive School", "Best in Profession";
holding a sports contest among students with disabilities and other sports events;
regular monitoring of the conditions for the accessibility of education for children with disabilities, etc.

According to the Federal State Educational Standard (Federal State Educational Standard), inclusive education in the Russian Federation will be introduced in a certain order.

The order is as follows:

2016-2017 - in the 1st grade;
2017-2018 - in grades 1 and 2;
2018-2019 – 1st, 2nd and 3rd grade;
2019-2020 – 1st, 2nd, 3rd and 4th grade.

Implementation difficulties

Despite some progress in this direction, the work of an inclusive teacher in the Russian Federation is still associated with a number of difficulties.

Namely:

a nationwide program for the social integration of children with special needs has not yet been developed;
as a rule, children with disabilities learn the material more slowly than their healthy peers. Therefore, in many cases, teachers must be ready to change the learning environment for them to a more comfortable one;
sometimes teachers themselves are not ready for new responsibilities (due to psychological or professional reasons): public opinion - parents of healthy children are often biased towards children with disabilities; an insufficient amount teaching aids, programs, textbooks, teaching kits; unavailability of material equipment of schools and other educational institutions.

Olga Kozoriz
Inclusive Education: Problems and Solutions

One of the important educational problems in society is its accessibility for a number of social groups with unfavorable starting conditions. Among them special place occupied by disabled children. Getting quality education children with disabilities are prevented by multiple structural constraints, one way or another related to social inequality.

Experience shows that from any rigid educational of the system, some part of the children drop out because the system is not ready to meet the individual needs of such children in learning. This ratio is 15% of total number children in schools and thus way, dropped out children become isolated and excluded from common system. You need to understand that it is not the children who fail, but the system that excludes the children. Inclusive approaches can support these children in learning and achieving success, giving chances and opportunities for a better life. Inclusive or inclusive education - term, used to describe the learning process for children with special needs in general education schools. The basis inclusive education is based on the ideology which excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education implies accessibility education for all in terms of accommodating the different needs of all children, which ensures access to education for children with special needs.

Eight principles developed inclusive education:

1. The value of a person does not depend on his abilities and achievements;

2. Every person is capable of feeling and thinking;

3. Everyone has the right to communicate and to be heard;

4. All people need each other;

5. Genuine education can only be carried out in the context of real relationships;

6. All people need the support and friendship of their peers;

7. For all learners, progress may be more in what they can do than in what they cannot;

8. Diversity enhances every aspect of human life.

System inclusive education includes schools secondary, professional and higher education. Its goal is to create a barrier-free environment in the education and training of people with disabilities. This set of measures includes both technical equipment educational institutions and the development of special training courses for teachers and other students aimed at developing their interaction with people with disabilities. In addition, special programs are needed to facilitate the process of adaptation of children with disabilities in educational institution.

Abroad, since the 1970s, a package of regulations has been developed and implemented to promote the expansion educational opportunities for the disabled. In modern educational US and European policy has developed several approaches, including including: expand access to education(widening participation, mainstreaming (mainstreaming, integration (integration, inclusion, i.e. the inclusion (inclusion). Mainstreaming suggests that students with disabilities communicate with their peers on holidays, in various leisure programs. Integration means bringing the needs of children with mental and physical disabilities into line with the system education, which remains generally unchanged, not adapted for them. Turn on, or inclusion is the reform of schools and redevelopment classrooms so that they meet the needs and requirements of all children without exception.

Regulations on inclusive education included in the UN Convention "On the Rights of the Disabled", approved by the UN General Assembly on December 13, 2006. Article twenty-four of the Convention states that, in order to realize the right to education participating States must ensure inclusive education at all levels and lifelong learning.

First inclusive educational institutions appeared in our country at the turn of 1980-1990. A school inclusive education"The ark"

To date inclusive education in the territory Russian Federation regulated by the Constitution of the Russian Federation, federal law "About education» , federal law "O social protection disabled people in the Russian Federation", as well as the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms.

All children should be included from the very beginning educational and social life of the school in the community; task inclusive schools - to build a system that meets the needs of everyone; v inclusive schools all children, and not just those with disabilities, are provided with support that allows them to achieve success, feel safe, value being together in a team. Inclusive schools are aimed largely at other educational achievements than those that are most often recognized as ordinary education. The purpose of such a school is to give all students the opportunity for the most fulfilling social life, the most active participation in a team, local community, thereby ensuring the most complete interaction, helping each other as members of the community. This clearly shows that all members of the school community and society are interconnected and that students not only interact with each other in the learning process, but also develop when they take joint solutions about process management in the classroom.

Those teachers who already have experience working on the principles inclusive education developed the following methods inclusion:

1) accept students with disabilities "like any other kids in the class", 2) include them in the same species activities, although setting different tasks, 3) involve students in collective forms of learning and group problem solving 4) use other strategies of collective participation - games, joint projects, laboratory, field research, etc.

Inclusive educational communities in many ways change the role of the teacher, who is involved in various interacting with students, learning more about each of them, and also more actively entering into contacts with the public outside the school.

The opinions of parents and teachers agreed on what consequences they expect from the integration of children with disabilities into the mass school: more than two-thirds of the respondents believe that this will allow students to become more tolerant, learn to help each other, although conflicts between children are not excluded.

In accordance with the legislation, children with disabilities can receive education in general classes and groups of the general system education, on individual program at home, in special (correctional) educational institutions.

Apart from inclusive education, in Russia there are other options for teaching children- disabled people:

Special schools and boarding schools - educational institutions with round-the-clock stay of students, created in order to assist the family in raising children, developing their skills independent living, social protection and comprehensive disclosure creativity children. Also on the territory of the Russian Federation there is a system of boarding houses for social protection, in which various educational programs are implemented by social educators.

Correctional classes general educational schools - a form of differentiation education, allowing to solve the problems of timely active assistance to children with disabilities. A positive factor in this case is that children with disabilities have the opportunity to participate in many school activities on an equal basis with their peers from other classes, as well as the fact that children study closer to home and are brought up in a family.

Homeschooling is a form of education for children with disabilities in which teachers educational institutions visit the child in an organized manner and conduct classes with him directly at his place of residence. In this case, as a rule, training is carried out by the teachers of the nearest educational institution, however, in Russia there are specialized schools home-based education of children with disabilities. Homeschooling can be a general or supportive program tailored to the student's abilities. Upon graduation, the child is issued a school leaving certificate. sample indicating the program in which he was trained.

Distance learning - complex educational services provided to disabled children with the help of specialized information and educational environment based on the means of exchange educational information on distance (satellite television, radio, computer communications, etc.). For implementation distance learning multimedia equipment (computer, printer, scanner, webcam, etc.) is required to keep the child in touch with the distance learning center. During the learning process, both the teacher and the child communicate online and the student completes tasks sent to him in electronic form, with the subsequent sending of the results to the distance learning center.

Today in Russia, with the help of distance learning, you can get not only secondary, but also higher education– many domestic universities have actively joined the distance learning programs.

Integration « problematic» children in general education institutions is a natural stage in the development of a system of special education in any country in the world, a process in which all highly developed countries, including Russia, are involved. This approach to education extraordinary children are brought to life by reasons of a different nature. Together, they can be described as the social order of those who have reached a certain level of economic, cultural, legal development of society and the state.

This stage is connected with the rethinking by society and the state of its attitude towards disabled people, with the recognition not only of the equality of their rights, but also with the awareness by society of its obligation to provide such people with equal opportunities with all others in various areas of life, including education.

Implementation inclusive education in Russia is experiencing certain Problems:

The number of children officially receiving disability benefits in the country has increased dramatically (1.3 of the total number of children).

Special education, which includes students with special needs with disabilities, is experiencing severe shocks due to funding cuts and structural transformations.

Implementation inclusive education faces not only the difficulties of organizing the so-called "barrier-free environment"(ramps, one-story design of the school, the introduction of sign language interpreters into the staff, the refurbishment of common areas, etc., but also with social obstacles, consisting in common stereotypes and prejudices, including the readiness or refusal of teachers, schoolchildren and their parents take the form in question education.

For Russia to become a civilized country with a civilized education, it is necessary not only to adopt a law on special education,

or about education persons with disabilities, but also to have a favorable public opinion on this issue and create conditions for the realization of the rights of persons with disabilities.

Experience shows that the creation of accessible schools and collaborative learning ( "included", or « inclusive» education) contributes to the social adaptation of disabled people, their self-reliance and independence, and most importantly - changes public opinion towards disabled people, forms an attitude towards them as full-fledged people, helps "usual" children become more tolerant and learn to respect other personalities.

In my opinion, problem the state should pay more attention to the education of children with disabilities, because these children should have equal rights with healthy children, because among them there are also capable children in school, talented, gifted, but not capable "to join" v public life on one's own.

The basic principle inclusive education:

"Children should learn together"

Inclusive education- this is the participation of all citizens in society, and first of all, those who have difficulties in physical development, i.e. the education of students belonging to the group of children with disabilities in learning: children with disabilities, children who are homeschooled. This is a process of real inclusion of disabled people in active social life, which is equally necessary for all members of society. Disability is not a deprivation of fate, it is such image life under the circumstances, which can be very interesting to the disabled person and the people around him, if disability is considered within the framework of a social concept.

Values inclusions:

Everyone has the right to speak and be heard.

Everyone has the right to belong to society and be part of it.

Everyone has the right to education and lifelong learning.

Everyone has the right to friendship and meaningful relationships.

Everyone has the right to a fulfilling life.

Inclusive education:

Recognizes that all children can learn;

Working on improvement educational structures, systems and methodologies to meet the needs of ALL children;

Is part of a larger strategy to create inclusive society;

It is a dynamic process that is constantly evolving.

What gives inclusive education:

Offers a new social approach to disability;

welcomes diversity systems and methods of working with children;

Considers the difference between people as a resource, not as problem;

Personal development and social skills;

Development of independence and self-determination;

Develops equal rights and opportunities instead of discrimination.

Children who have physical, social, intellectual and other characteristics must be included in the system education and educate with their peers. Considering and studying foreign experience, it will take a lot of time to achieve the set goals, and most importantly, the participation and interaction of all participants educational process working with children with special needs educational needs, only under these conditions is it possible solving the problems of inclusive education.

In modern society inclusive education a progressive way of learning and every child with disabilities will have a chance to realize their right to receive quality education adapted to his abilities and needs, and the opportunity to find his place in life and realize his life potential.

Bibliography:

1. Alekhina S. V., Alekseeva M. N., Agafona E. L. Readiness of teachers as the main factor of success inclusive process in education // psychological science and education number 1: Inclusive approach and support of the family in modern education. M., 2011.

2. Medvedev D. A. Our new school. National educational initiative // Speech by the President of the Russian Federation at the opening ceremony of the Year of the Teacher in Russia, February 2010.

3. Mitchell D. Effective pedagogical technologies special and inclusive education// Using evidence-based learning strategies in inclusive educational space . Chapters from the book / Per. Anikeev I. S., Borisova N. V. M., 2009.

In the Moscow Region, over 10,000 students have special educational needs, of which more than 4,000 children receive an inclusive education. According to federal standards, which are effective from September 1, 2016, the conditions for inclusive education of children with disabilities must be provided at all levels of education. About what steps are being taken in the Moscow region to develop inclusive education, read the material of the portal site.

What is inclusive education

Source: Photobank of the Moscow Region, Ksenia Sidorova

Inclusive education implies joint education and upbringing of children with disabilities and healthy children, without restrictions.

It is based on the following basic principles: the value of a person does not depend on his abilities and achievements; each person is capable of feeling and thinking; every person has the right to communicate and to be heard; all people need each other; true education can only take place in the context of real relationships; all people need the support and friendship of their peers; for all learners, progress is more likely to be in what they can do than in what they cannot; diversity enhances all aspects of human life.

Legislatively, inclusive education is regulated by the Constitution of the Russian Federation, the Law "On Education", the Law "On the Social Protection of Disabled Persons in the Russian Federation", the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms.

Inclusive education excludes any discrimination of children and implies equal treatment of all people, but at the same time, individual conditions are created for children with special educational needs.

Accessible environment

Source: Photobank of the Moscow Region, Alexander Kozhokhin

To ensure quality inclusive education, it becomes necessary to create an environment in which children with special needs will feel comfortable. Thus, in educational institutions of the Moscow region, work is actively being done to create an accessible environment - ramps are being installed in schools, educational rehabilitation equipment is being purchased for disabled children.

According to the Ministry of Education of the Moscow Region, more than 4,000 children with disabilities receive inclusive education in more than 300 schools in the region, fully equipped for the free movement of children.

An accessible environment for such children is also being developed in kindergartens - for example, in Ivanteevka to implement inclusive education for children preschool age equipped with a sensory unloading room, a massage room, a swimming pool with a lift, a mechanical lift and a freight elevator.

According to the Commissioner for Children's Rights in the Moscow Region, Ksenia Mishonova, the Moscow Region is the leader in terms of the coverage of municipalities with an accessible environment, but an accessible environment is not only equipment and ramps, but also tolerance towards.

Children with disabilities from the Moscow region are helped to socialize even after school. Children from the Moscow region regularly participate in regional competition"The best in the profession." And in 2017, a student from the Moscow region became the winner of the All-Russian competition "The Best in Profession" among students educational organizations with intellectual disabilities.

Personnel training

All people are different, everyone has the right to be different from others, to be different from everyone else. Modern society should be ready for it. One of the most striking social innovations is inclusive education, which allows children with disabilities to study in ordinary classes on an equal basis with everyone else. Today, education has not only acquired the form of a free good, but has also begun to adapt to certain categories of people.

Legal side

Inclusive schools to some extent deform the role of the teacher, revealing it from the other side. The teacher is forced to enter into closer interactions with a disabled child in the classroom in order to find a special approach to him and help him get used to the team.

Teachers who already have experience working with children with disabilities in the classroom have developed some rules that allow them to competently organize the learning process:

1) accept students with disabilities “like any other child in the class”,

2) include them in the same activities, although set different tasks,

3) involve students in collective forms of learning and group problem solving,

4) use other strategies of collective participation (games, joint projects, laboratory, field research, etc.)

Compatibility – main principle inclusions. Completely different children interact in a closed space, from different social environments, with different abilities and needs. Although in public schools already quite often you can meet children with disabilities and people with disabilities, this phenomenon still remains one in response to which aggression can arise. negative emotions can come from class members and teachers, as well as from the parents of other students. The problem of compatibility and tolerance requires special attention, since it is not solved by additional investments of government funds - this is something else, human. The process of establishing relationships between members of the educational team requires them to be attentive and polite. People should be able to tolerate others for comfortable coexistence with them in the same group.

“Compatibility is the main principle of inclusion”

Researchers identify eight principles of inclusive education, which characterize in detail the features of this phenomenon:

The value of a person does not depend on his abilities and achievements.
Every person is capable of feeling and thinking.
Everyone has the right to communicate and to be heard.
All people need each other.
Genuine education can only take place in the context of real relationships.
All people need the support and friendship of their peers.
For all learners, progress may be more about what they can do than what they cannot do.
Diversity enhances all aspects of human life.

It seems that these points are quite obvious and simple, they will impress any teacher. However, in practice it is difficult to ensure their joint implementation. It is worth emphasizing the role of the teacher in organizing the educational process in such a way that each child in the class feels comfortable and successfully learns educational material regardless of his personality. It is very important to be able to create a warm, trusting atmosphere within the class so that no one feels disadvantaged. The classroom is a place where children can open up, try themselves in different roles, and show their talents.

Adapted educational programs

Today, in the field of education, the terms "IEP" (individual academic plan), "adapted program". Article 79 federal law RF on education, the conditions for organizing the education of children with disabilities should be determined by a specially developed adaptive program, tailored to the characteristics of each child. The peculiarity of such a program is that it does not force the child to follow a simplified version of the training or partially go through the educational material, it only involves the individualization of the methods of assimilation of information. Thus, the student receives the same education as his classmates, but at the same time he is helped to master the necessary skills by special methods. Adapted educational programs are still a new phenomenon in Russia, however, in Russian educational institutions one can already observe a tendency towards individualization of approaches to students.

Inclusive education is a new trend that is only developing and spreading in society. Like any social phenomenon, inclusion has a number of positive and negative consequences, some of which will be discussed below.

“It is very important to be able to create a warm, trusting atmosphere inside the class so that no one feels disadvantaged”

Benefits of Inclusive Education

1. A child in a team gains important social experience by interacting with classmates. Feeling the same attitude towards himself as towards everyone else, he does not feel his shortcomings and does not perceive himself as excluded, an outsider. He is subject to the same requirements as everyone else, as a result of which the development of a child with special needs is not much different from the development of a child without special needs.

« The first goal of introducing such education is that a child with special needs should be able to get an education.", - says a member of the international association "Autism. Europe", Head of the Center for the Rehabilitation of the Disabled "Our Sunny World" and Advisor to the Rector of the Moscow State University of Psychology and Education on Assistance to Children with Autism Spectrum Disorders Igor Spitsberg.

2. Difficult, at first glance, tasks that force the student to adapt to the basic program, make it possible to update his internal complexes and problems. Difficulties that appear in the child in the learning process make him somehow cope with them, the internal resources of the child turn on and help him adapt to his environment.

3. The educational potential of inclusive education is also manifested in relation to “ordinary” children. A child with disabilities appears in the class, he is different from the rest, he is not so special. The other members of the team must somehow determine their attitude towards this child. Self-determination occurs, many questions arise in the head: How to treat a disabled person? Is it possible to consider him the same person? Does he deserve respect?

Successful self-determination is very important for an emerging personality: in the process, she realizes that a person needs to be perceived as he is, that all people are different. The child begins to understand that external physical defects do not determine the essence of a person.

« .. it's great when there is a "special" child in the class. This is incredibly useful and important for ordinary children, they learn mercy, attention to every person. A society in which disabled people are not separated from childhood is growing much more humane and noble», - claims Igor Spitsberg.

“The child begins to understand that external physical defects do not determine the essence of a person”

Negative features of inclusive education

1. The first two pluses can turn into psychological trauma if the child is not able to adequately exist in the circumstances.

A student with disabilities can act as a "laughing mark" in the team. Other children are not yet fully formed and mature personalities, they may inadequately perceive a disabled person, call him names, and express signs of aggression. It is possible to avoid this. An example of the right attitude towards "special" children can be demonstrated by the teacher, it is important that he helps the rest of the children to contact with the disabled.

« Children, due to their youth and lack of experience, can be cruel, but this is all in the power of the teachers who educate them. If teachers behave correctly, children get used to the fact that there is a place for people with disabilities in the world too.' says the psychotherapist Irina Loginova.

2. The third plus can also be turned into a minus. "Ordinary" children may suffer from the presence of disabled people in the classroom. The teacher has twice as much paperwork for which he does not receive remuneration, as a result of which his motivation to work does not increase. Teachers need to be additionally prepared to work with inclusive classes so that they can work efficiently in the new conditions.

« Special "children will greatly slow down the rest of the class, dampen it, violate studying proccess. The quality of education for ordinary children will decrease”, - convinced the teacher, vice-president of the Fund for Social and Psychological Assistance to the Family and the Child Tatyana Shishova.

The argument is quite weighty, however Negative consequences reversible.

« I know schools that have been using inclusive approaches for many years, and there are no problems with the quality of children's education. Specially designed federal government educational standards for students with disabilities. Each child must be provided with the conditions that he needs to realize his potential. To do this, we conduct large-scale training events for teachers, test the standards in advance. This makes it possible to identify, along with positive aspects, the difficulties that teachers, children, and parents face.", - says the Deputy Minister of Education Kaganov V.Sh.

3. Not all schools have the ability to financially create the necessary conditions for invalids. The state does not allocate enough funds to create a barrier-free environment, that is, a school in which a child with disabilities will feel comfortable.

« We are concerned that only 20% of schools have fragments of a barrier-free environment", - says the head of the sector special education Ministry of Education of the Stavropol Territory Natalia Timoshenko.

“An example of the correct attitude towards “special” children can be demonstrated by a teacher: it is important that he helps other children to contact with people with disabilities”

Inclusion in practice

The motivation of supporters and opponents of teaching children with disabilities in general education schools is understandable. It is of interest how it is reflected in reality and how in Russian schools the concept of inclusive education is being implemented.