The main principle of inclusive education document. Basic principles of inclusive education of children with disabilities in a general education institution; approaches and ways of its implementation. Basic principles of inclusion
Modern system education of a developed democratic community is designed to meet the individual educational needs of the individual.
1.1. What is inclusion in education
The modern education system of a developed democratic community is designed to meet the individual educational needs of the individual, including:
- the need for a full and varied personal formation and development - taking into account individual inclinations, interests, motives and abilities (personal success);
- the need for an organic entry of the individual into the social environment and fruitful participation in the life of society (social success);
- the need for the development of the personality of universal labor and practical skills, readiness to choose a profession (professional success).
Creating opportunities in schools to meet these individual educational needs is the foundation of many learning systems around the world. At the same time, there are groups of children whose educational needs are not only individual, but also have special features.
Special educational needs arise in children when, in the process of their education, difficulties arise in the discrepancy between the capabilities of children and generally accepted social expectations, school educational standards for success, and socially established norms of behavior and communication. These special educational needs of the child require the school to provide additional or special materials, programs or services.
Inclusion of children with special educational needs (children with disabilities, children with handicapped health, children with special needs) educational process in general schools in the community - this is a relatively new approach for Russian education. This approach is terminologically related to the process called inclusion in education, and, accordingly, education in line with this approach is inclusive education.
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Inclusive education is such an organization of the learning process in which ALL children, regardless of their physical, mental, intellectual, cultural, ethnic, linguistic and other characteristics, are included in the general education system and study at the place of residence together with their peers without disabilities in the same and the same general education schools - in such general schools that take into account their special educational needs and provide their students with the necessary special support. Inclusive education of children with special needs together with their peers- this is the education of different children in the same class, and not in a specially allocated group (class) at a general education school. |
1.2 Social approach to understanding disability
An inclusive approach to education has become established due to the fact that in modern society to replace the "medical" model, which defines disability as
impairment of health and limits support for people with disabilities by the social protection of the sick and incapable, comes the "social" model, which states:
- the cause of disability is not in the disease itself;
- the cause of disability is the physical ("architectural") and organizational ("relational") barriers, stereotypes and prejudices that exist in society.
The social approach to understanding disability is enshrined in the Convention on the Rights of Persons with Disabilities (2006):
“Disability is the result of an interaction that occurs between people with disabilities and attitudinal and environmental barriers that prevents them from fully and effectively participating in society on an equal basis with others.”
With the social model of understanding disability, a child with a disability or other developmental features is not a “carrier of a problem” that requires special education. On the contrary, problems and barriers in the education of such a child are created by society and the imperfection of the public education system, which cannot meet the diverse needs of all students in a general school. Successful implementation of the inclusion of students with special educational needs in the general educational process and the implementation of a social approach requires changes in the education system itself. The general education system needs to become more flexible and capable of providing equal rights and educational opportunities for all children – without discrimination or neglect. (cm. Rice. 1.1).
Following the principles of the social model, society needs to overcome negative attitudes regarding childhood disability, get rid of them and provide children with disabilities with equal opportunities for full participation in all areas of school and extracurricular activities in the general education system.
Rice. 1 Various approaches in education: medical (child as a problem) and social (education system as a problem)
1.3. barriers in education
For a school that has chosen the path of inclusive teaching practice, it is important to establish what may be the specific reason for the emergence of obstacles (barriers) in the education of a particular student with special educational needs. The significance of the barriers of the “architectural” environment of the student is obvious - the physical inaccessibility of the environment (for example, the lack of ramps and elevators at home and at school, the inaccessibility of transport between home and school, the absence of sound traffic lights at the crossing on the way to school, etc.). A school with standard regulatory funding faces a financial barrier if additional expenses are needed to organize special pedagogical support.
But even more significant are the barriers that arise as a result of the relationship of students and the social contexts of their existence - barriers social relations. Otherwise they are called "relational" or social barriers.
Social barriers do not have an external, "architectural" expression; they are not directly related to material and financial costs. They can be found both directly in the school and in the local community, in the regional and national social policy in the current legal system.
Examples of such barriers can be the existing professional attitudes of teachers in general and special education, an inflexible system for assessing student achievement, the insufficiency of the existing regulatory framework, etc. Schools are able to overcome many barriers on their own if there is an understanding that the lack of material resources is not the main and only barrier to the development of educational inclusion.
To remove barriers to the development of inclusive education, it is necessary to:
- not only change the physical environment of the school, city/village and transport to achieve "architectural" and "transport" accessibility;
- not only increase funding to provide special support to a student with special educational needs;
- but also, first of all, to eliminate social barriers: to gradually and purposefully change the culture, policy and practice of general education and special schools.
1.4. Integration and inclusion in education
An important step towards the formation of an inclusive approach in education is the model of educational and social integration of students with special educational needs into the general education system. The essence of the gradual transition from the concept of integration to the concept of an inclusive reorganization of the school system is figuratively presented in Rice. 1.2.
Comparing these various models organization of school education, we can conclude that with an integration approach, a child with special educational needs adapts to the education system, which remains unchanged, and with an inclusive approach, the education system goes through a cycle of transformations and acquires the ability to adapt to the special educational needs of students.
Integration approach, which has its own long history of development in Russia, Europe, North America, and a number of other countries, is achieved by transferring elements of special education into the general education system. Unfortunately, with this approach, only a small group of children with disabilities, with disabilities, can be fully included in the general education environment. The main limitation of integration was that there were no changes in the organization of the general education system, i.e. in programs, methods, teaching strategies. The absence of such organizational changes during integration was
main barrier to the broad implementation of policies and practices for the inclusion of children with disabilities in general educational environment. Rethinking this process has led to a change in the concept of "special educational needs" and the emergence of a new term - "inclusion".
Inclusive approach puts the question in such a way that the barriers and learning difficulties faced by students with special educational needs in mainstream schools are due to the existing organization and practice of the educational process, as well as due to outdated inflexible teaching methods. With an inclusive approach, it is necessary not to adapt students with certain learning difficulties to the existing requirements of a standard school, but to reform schools and look for other pedagogical approaches to learning in such a way that it is possible to most fully take into account the special educational needs of all those students who have them. .
Rice. 1.2 Different organization of the education system: general / special - integrated - inclusive
1.5. Inclusive education as a realization of the right
The inclusive approach poses the issue in such a way that the barriers and learning difficulties faced by students with special educational needs in mainstream schools are due to the current organization and practice of the educational process, as well as due to outdated inflexible teaching methods. With an inclusive approach, it is necessary not to adapt students with certain learning difficulties to the existing requirements of a standard school, but to reform schools and look for other pedagogical approaches to learning in such a way that it is possible to most fully take into account the special educational needs of all those students who have them. .
Inclusive education is one of the main directions of reform and transformation of the system of special education in many countries of the world, the purpose of which is to realize the right to education without discrimination. At the heart of the transformation of the system of special education in a global context and the development of inclusive approaches in education are, first of all, the most important international legal acts- declarations and conventions concluded under the auspices of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNE SCO) concerning human rights and the inadmissibility of discrimination for any reason:
- Universal Declaration of Human Rights (UN, 1948).
- Declaration of the Rights of the Child (UN, 1959).
- Convention against Discrimination in Education (UNE SKO, 1960).
- Declaration of Social Progress and Development (UN, 1969).
- Declaration on the Rights of Mentally Retarded Persons (UN, 1971).
- Declaration on the Rights of Persons with Disabilities (UN, 1975).
- Convention on the Elimination of All Forms of Discrimination against Women (UN, 1979)
- Sunberg Declaration (UNESCO, Torremolinos, Spain, 1981).
- World Program of Action for Persons with Disabilities (UN, 1982).
- Convention on the Rights of the Child (UN, 1989).
- World Declaration on Education for All - Meeting Basic Educational Needs (World Conference on Education for All, Jomtien, Thailand, 1990).
- UN Standard Rules on Equalization of Opportunities for Persons with Disabilities (UN, 1993).
- Salamanca Declaration on Principles, Policies and Practices in the Education of Persons with Special Needs (World Conference on the Education of Persons with Special Needs, Salamanca, Spain, 1994).
- Hamburg Declaration on Adult Education (V International Conference on Adult Education, Hamburg, Germany, 1997).
- Dakar Framework for Action. Education for All: Meeting Our Common Commitments (World Education Forum, Dakar, Senegal, 2000).
- Convention on the Rights of Persons with Disabilities (UN, 2006).
These international legal acts, as well as modern Russian legislation, affirm the right of every individual to education and the right to receive an education that does not discriminate him on any grounds - whether it be gender, race, religion, cultural, ethnic or linguistic affiliation, health status, social origin, socio-economic status, status of a refugee, immigrant, internally displaced person, etc.
The main ideas and principles of inclusive education as an international practice for the realization of the right to education of persons with special needs were for the first time most fully formulated in the Salamanca Declaration "On the principles, policies and practices in the field of education of persons with special needs" (1994). More than 300 participants, representing 92 governments and 25 international organizations, declared in the Salamanca Declaration the need to "carry out a radical reform of general education institutions", recognizing "the need and urgency to provide education for children, youth and adults with special educational needs within the regular education system" .
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We believe and solemnly declare that:
Salamanca declaration of principles, policies and practices in the field of education for persons with special needs, adopted by the "World Conference on Education for Persons with Special Needs: Access and Quality" |
Inclusive education inherently counteracts discriminatory views on the education of children belonging to various groups of social minorities, and therefore turns out to be the only possible norm for the comprehensive implementation of anti-discrimination international legal acts (for more details, see Appendix No. 1.1 "Legal Basis for Inclusion in Education").
The possibility of implementing an inclusive approach is already laid down in the framework of the current legislation Russian Federation in the field of education.
The Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education" guarantees education for all citizens, regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, belonging to public organizations(associations), age, state of health, social, property and official status, criminal record (clause 1, article 5).
The current law of the Russian Federation "On Education" allows the education of children with disabilities:
- parents and legal representatives of the child have the right to choose both the form of education and the educational institution at the place of residence of the family - in accordance with paragraph 1 of article 52;
- according to the conclusion of the psychological and medical pedagogical commission (PMPC), but only with the consent of the parents ( legal representatives), it is allowed to send children with disabilities to special (correctional) educational institutions (classes, groups) - in accordance with paragraph 10 of article 50.
An analysis of the state of the legislation of the Russian Federation in the field of education shows that inclusive approaches in education in modern Russia are fundamentally possible and not prohibited, but practically difficult to implement: they are hindered by the lack of the necessary legal framework and financial justification, the inertia of thinking of teachers and parents, burdened with previous views and stereotypes.
Rice. 1.3 Legal framework for inclusive education
2012
In May 2012, the State Duma of the Russian Federation adopts a law on the ratification of the UN Convention on the Rights of Persons with Disabilities.
On May 3, the law was signed by the President of the Russian Federation D.A. Medvedev.
2010
In December 2010, the State Duma of the Russian Federation began practical work on amending Russian legislation in order to bring it into line with the Convention on the Rights of Persons with Disabilities - in preparation for the ratification of the Convention. The established dates for the adoption of the necessary changes in a number of Laws of the Russian Federation are from January 1, 2013 and from July 1, 2013.
2008
On September 24, 2008, Russia signed the Convention on the Rights of Persons with Disabilities.
Recommendations of the Ministry of Education and Science of the Russian Federation dated April 18, 2008 on the creation of conditions for the education of children with disabilities and children with disabilities in the constituent entity of the Russian Federation:
"The current legislation currently allows organizing the education and upbringing of children with disabilities in ordinary ... educational institutions ... that are not correctional, ... in the same class with children who do not have developmental disabilities."
2006
Convention on the Rights of Persons with Disabilities
It is based on the principle of replacing social security and charity with a system of rights and freedoms.
The Preamble articulates a social approach to understanding disability: "Disability is the result of the interaction that occurs between people with disabilities and attitudinal and environmental barriers."
Article 24 “Education” establishes the concept of “inclusive education” and the obligation of the participating states to provide “inclusive education at all levels and lifelong learning”.
1994
Salamancadeclaration of principles, policies and practices in the field of education for persons with special needs
Recognized "the need and urgency to provide education for children, youth and adults with special educational needs within the regular education system."
Declared:
- each child has unique characteristics, interests, abilities and learning needs;
- persons with special educational needs should have access to mainstream schools, which should provide them with conditions based on child-centred pedagogical methods in order to meet these needs.
Appeal to all governments:
- adopt the principle of inclusive education in the form of a law or a political declaration.
A call to the international community:
- endorse the approach of teaching in inclusive schools.
1993
UN Standard Rules for the Equalization of Opportunities for Persons with Disabilities
Rule 6. Education.
States should recognize the principle of equal opportunity in primary, secondary and higher education for children, youth and adults with disabilities in integrated structures. They should ensure that the education of persons with disabilities is an integral part of the general education system.
1992
Law of the Russian Federation "On Education" dated July 12, 1992 No. 3266-1
In article 52, paragraph 1, the parents are assigned “the right to choose the forms of education, educational institutions”.
Article 50, paragraph 10 states that referral to special educational institutions is carried out "only with the consent of the parents (legal representatives)".
1990
The USSR signed and ratified the Convention on the Rights of the Child
For the Russian Federation, the Convention entered into force on 15 September 1990.
World Declaration on Education for All - Meeting Basic Educational Needs
"It is necessary to take measures to ensure equal access to education for all categories of persons with disabilities as an integral part of the education system."
1989
Convention on the Rights of the Child
The right of all children to education without any discrimination is secured:
- the objective is “the progressive achievement of the realization of this right on the basis of equal opportunity”.
1982
World Program of Action for Persons with Disabilities
This is the first UN document that sets out the basic principles for treating people with disabilities:
“Creating equal opportunity means the process by which common systems of society such as … access to education and … are made available to all.
… to a large extent, it is the environment that determines the impact of a defect or disability on everyday life person.
… societies must identify and remove barriers to the full participation of persons with disabilities.
Thus, learning should take place, as far as possible, in the regular school system…”
1971
Declaration on the Rights of Mentally Retarded Persons
Declared the right of every person with mental retardation to "education, training, rehabilitation and patronage which will enable him to develop his abilities and to his maximum potential."
1960
Convention against Discrimination in Education
The expression "discrimination" is defined as "any distinction, exclusion, limitation or preference".
Discrimination also includes “the creation or maintenance of separate educational systems or educational institutions for any person or group of persons” in cases where this is not in accordance with the “choice of the parents or legal guardians of students”.
1959
Declaration of the Rights of the Child
Principle 1.
The child shall have all the rights set forth in this Declaration. These rights must be recognized for all children without exception and without distinction or discrimination...
Principle 7.
The child has the right to an education... He must be given an education which will contribute to his general cultural development and through which he may, on the basis of equality of opportunity, develop his abilities and personal judgment, as well as the consciousness of moral and social useful member of society.
1948
Universal Declaration of Human Rights
Article 26 enshrines the right of all to compulsory free elementary education, "accessible to all based on the ability of each".
Wherein:
"Education should be directed towards the full development of the human personality and towards increasing respect for human rights and fundamental freedoms."
Certain legislative initiatives of a number of regions of the Russian Federation in relation to the education of persons with disabilities (Samara Region, Arkhangelsk Region, the Republic of Karelia, the city of Moscow) are quite effective in terms of overcoming the legislative "inertia" of the federal level and will be partially discussed below, in the relevant sections of this editions.
December 13, 2006 The United Nations General Assembly approved by consensus the Convention on the Rights of Persons with Disabilities, which aims to protect and promote the rights and dignity of persons with disabilities.
The Convention on the Rights of Persons with Disabilities (UN, 2006) is an extremely important legal document: before the adoption of this convention, the rights of people with disabilities were never enshrined in a single
international legal document. The Convention on the Rights of Persons with Disabilities, as the first human rights instrument of the new millennium, introduces a conceptual change in relation to people with disabilities, as it is based on the principle of replacing welfare and charity with a system of rights and freedoms.
As an international document, the Convention on the Rights of Persons with Disabilities recorded the result of the historical development of international law in the field of education: from the statement in the Universal Declaration of Human Rights (1948) on the right of every person to education to the obligation of the UN member states to ensure the realization of this right through inclusive education
The Convention entered into force on May 3, 2008. By 2011, the Convention had been signed by 147 United Nations member states, of which 99 had already ratified this international instrument.5 The Russian Federation signed the Convention on the Rights of Persons with Disabilities on 24 September 2008.
Currently, Russia is preparing for the ratification of the Convention:
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From the Explanatory Note to the Draft Federal Law “On Amendments to Certain Legislative Acts of the Russian Federation on the Social Protection of Persons with Disabilities in Connection with the Ratification of the United Nations Convention on the Rights of Persons with Disabilities” dated December 8, 2010: “In accordance with Article 15 of the Constitution of the Russian Federation, after ratification, the Convention will become integral part the legal system of the Russian Federation, and its established provisions are mandatory for application. In this regard, the legislation of the Russian Federation must be brought into line with the provisions of the Convention ... The date of entry into force of the articles of the law that do not require the creation of additional legal and other conditions for their implementation is envisaged to be July 1, 2012.” The established dates for the adoption of the necessary changes in a number of Laws of the Russian Federation are from January 1, 2013 and from July 1, 2013. |
Principles of the Convention on the Rights of Persons with Disabilities (UN, 2006):
- respect for the inherent dignity of the individual, his personal autonomy, including the freedom to make his own choices, and independence;
- non-discrimination;
- full and effective involvement and inclusion in society;
- respect for the characteristics of persons with disabilities and their acceptance as a component of human diversity and part of humanity;
- equality of opportunity;
- availability;
- equality of men and women;
- respect for the evolving capacities of children with disabilities; and respect for the right of children with disabilities to maintain their individuality.
Each article of the Convention aims to protect against discrimination and to include persons with disabilities in society.
Article 24 of the Convention on the Rights of Persons with Disabilities, on education, directly links the right of persons with disabilities to education to the duty of the state to ensure the realization of this right through “inclusive education at all levels and lifelong learning”. This means that the States Parties to the Convention, guided by the principle of non-discrimination and on the basis of equality of opportunity, are obliged to ensure an inclusive vertical of education for persons with disabilities at all levels, starting from preschool age, directly in schools, and further in secondary vocational and higher educational institutions. The same article establishes a fairly strict framework for ensuring inclusive education through the provision of access to free primary and secondary education within the general education system and at the place of residence, as well as a reasonable adaptation of the environment and individualized support for the educational process.
Article 24 of the Convention also assumes that when teaching and mastering life and socialization skills, persons with disabilities will use various means of communication, including alternative ones, and the training itself will be carried out using the language, methods and methods of communication that are most suitable for the individual and in the environment, providing the maximum assimilation of knowledge and social development.
Practical implementation The provisions of the Convention require significant efforts on the part of state and non-governmental organizations, the pedagogical community, and parents. But the need for these efforts and active targeted actions to develop inclusive approaches in order to ensure the rights of children with disabilities to education is now more relevant and obvious than ever.
conclusions
1. Inclusive education is a component of the implementation of a social approach in understanding disability and the right to education for persons with disabilities, enshrined in many international legal instruments.
2. In the Russian Federation, inclusive education, being one of the main forms of realizing the right to education for people with disabilities, should become a legislatively fixed institution that has all the necessary components, from the preparation of a complete package of documents of the regulatory framework, the definition of norms and principles for appropriate funding , mechanisms for creating special conditions and principles for adapting the educational environment for children with special educational needs.
“From the history of the development of inclusive approaches in countries Western Europe and CIS
1.1. What is inclusion in education
The modern education system of a developed democratic community is designed to meet the individual educational needs of the individual, including:
- the need for a full and varied personal formation and development - taking into account individual inclinations, interests, motives and abilities (personal success);
- the need for an organic entry of the individual into the social environment and fruitful participation in the life of society (social success);
- the need for the development of the personality of universal labor and practical skills, readiness to choose a profession (professional success).
Creating opportunities in schools to meet these individual educational needs is the foundation of many learning systems around the world. At the same time, there are groups of children whose educational needs are not only individual, but also have special features. +
Special educational needs arise in children when, in the process of their education, difficulties arise in the discrepancy between the capabilities of children and generally accepted social expectations, school educational standards for success, and socially established norms of behavior and communication. These special educational needs of the child require the school to provide additional or special materials, programs or services.
The inclusion of children with special educational needs (children with disabilities, children with disabilities, children with special needs) in the educational process in general schools at the place of residence is a relatively new approach for Russian education. This approach is terminologically related to the process called inclusion in education, and, accordingly, education in line with this approach is inclusive education.
Inclusive education is such an organization of the learning process in which ALL children, regardless of their physical, mental, intellectual, cultural, ethnic, linguistic and other characteristics, are included in the general education system and study at the place of residence together with their peers without disabilities in the same and the same general education schools - in such general schools that take into account their special educational needs and provide their students with the necessary special support.
Inclusive education of children with developmental disabilities together with their peers is the education of different children in the same class, and not in a specially allocated group (class) at a general education school.
1.2 Social approach to understanding disability
An inclusive approach in education began to take hold due to the fact that in modern society the “medical” model, which defines disability as a health disorder and limits support for people with disabilities with the social protection of the sick and incapable, is being replaced by a “social” model that states:
- the cause of disability is not in the disease itself;
- the cause of disability is the physical ("architectural") and organizational ("relational") barriers, stereotypes and prejudices that exist in society.
The social approach to understanding disability is enshrined in the Convention on the Rights of Persons with Disabilities (2006):
“Disability is the result of an interaction that occurs between people with disabilities and attitudinal and environmental barriers that prevents them from fully and effectively participating in society on an equal basis with others.”
With the social model of understanding disability, a child with a disability or other developmental features is not a “carrier of a problem” that requires special education. On the contrary, problems and barriers in the education of such a child are created by society and the imperfection of the public education system, which cannot meet the diverse needs of all students in a general school. Successful implementation of the inclusion of students with special educational needs in the general educational process and the implementation of a social approach requires changes in the education system itself. The general education system needs to become more flexible and capable of providing equal rights and educational opportunities for all children – without discrimination or neglect. (see Fig. 1.1).
Following the principles of the social model, society needs to overcome negative attitudes regarding childhood disability, get rid of them and provide children with disabilities with equal opportunities for full participation in all areas of school and extracurricular activities in the general education system.
Rice. 1 Different approaches in education: medical (child as a problem) and social (education system as a problem)
1.3. barriers in education
For a school that has chosen the path of inclusive teaching practice, it is important to establish what may be the specific reason for the emergence of obstacles (barriers) in the education of a particular student with special educational needs. The significance of the barriers of the “architectural” environment of the student is obvious - the physical inaccessibility of the environment (for example, the lack of ramps and elevators at home and at school, the inaccessibility of transport between home and school, the absence of sound traffic lights at the crossing on the way to school, etc.). A school with standard regulatory funding faces a financial barrier if additional expenses are needed to organize special pedagogical support.
But even more significant are the barriers that arise as a result of the relationship of students and the social contexts of their existence - the barriers of social relations. Otherwise they are called "relational" or social barriers.
Social barriers do not have an external, "architectural" expression; they are not directly related to material and financial costs. They can be found both directly in the school and in the local community, in regional and national social policy, in the existing system of legislation.
Examples of such barriers can be the existing professional attitudes of teachers in general and special education, an inflexible system for assessing student achievement, the insufficiency of the existing regulatory framework, etc. Schools are able to overcome many barriers on their own if there is an understanding that the lack of material resources is not the main and only barrier to the development of educational inclusion.
To remove barriers to the development of inclusive education, it is necessary to:
- not only change the physical environment of the school, city/village and transport to achieve "architectural" and "transport" accessibility;
- not only increase funding to provide special support to a student with special educational needs;
- but also, first of all, to eliminate social barriers: to gradually and purposefully change the culture, policy and practice of general education and special schools.
1.4. Integration and inclusion in education
An important step towards the formation of an inclusive approach in education is the model of educational and social integration of students with special educational needs into the general education system. The essence of the gradual transition from the concept of integration to the concept of inclusive reorganization of the school system is figuratively presented in Fig. 1.2.
Comparing these different models of organizing school education, we can conclude that with an integration approach, a child with special educational needs adapts to the education system, which remains unchanged, and with an inclusive approach, the education system goes through a cycle of transformations and acquires the ability to adapt to special educational conditions. the needs of students.
Integration approach, which has its own long history of development in Russia, Europe, North America, and a number of other countries, is achieved by transferring elements of special education into the general education system. Unfortunately, with this approach, only a small group of children with disabilities, with disabilities, can be fully included in the general education environment. The main limitation of integration was that there were no changes in the organization of the general education system, i.e. in programs, methods, teaching strategies. The absence of such organizational changes during integration has been the main barrier to the broad implementation of the policy and practice of including children with disabilities in the general education environment. Rethinking this process has led to a change in the concept of "special educational needs" and the emergence of a new term - "inclusion".
Inclusive approach puts the question in such a way that the barriers and learning difficulties faced by students with special educational needs in mainstream schools are due to the existing organization and practice of the educational process, as well as due to outdated inflexible teaching methods. With an inclusive approach, it is necessary not to adapt students with certain learning difficulties to the existing requirements of a standard school, but to reform schools and look for other pedagogical approaches to learning in such a way that it is possible to most fully take into account the special educational needs of all those students who have them. .
Rice. 1.2 Different organization of the education system: general / special - integrated - inclusive
1.5. Inclusive education as a realization of the right
The peculiarities in general education schools are due to the existing organization and practice of the educational process, as well as due to outdated inflexible teaching methods. With an inclusive approach, it is necessary not to adapt students with certain learning difficulties to the existing requirements of a standard school, but to reform schools and look for other pedagogical approaches to learning in such a way that it is possible to most fully take into account the special educational needs of all those students who have them. .
Inclusive education is one of the main directions of reform and transformation of the system of special education in many countries of the world, the purpose of which is to realize the right to education without discrimination. At the heart of the transformation of the system of special education in a global context and the development of inclusive approaches in education are, first of all, the most important international legal acts - declarations and conventions concluded under the auspices of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization ( UNE SCO) concerning human rights and non-discrimination for any reason:
- Universal Declaration of Human Rights (UN, 1948).
- Declaration of the Rights of the Child (UN, 1959).
- Convention against Discrimination in Education (UNE SKO, 1960).
- Declaration of Social Progress and Development (UN, 1969)
- Declaration on the Rights of Mentally Retarded Persons (UN, 1971).
- Declaration on the Rights of Persons with Disabilities (UN, 1975).
- Convention on the Elimination of All Forms of Discrimination Against Women (UN, 1979).
- Sunberg Declaration (UNESCO, Torremolinos, Spain, 1981).
- World Program of Action for Persons with Disabilities (UN, 1982).
- Convention on the Rights of the Child (UN, 1989).
- World Declaration on Education for All - Meeting Basic Educational Needs (World Conference on Education for All, Jomtien, Thailand, 1990).
- UN Standard Rules on Equalization of Opportunities for Persons with Disabilities (UN, 1993).
- Salamanca Declaration on Principles, Policies and Practices in the Education of Persons with Special Needs (World Conference on the Education of Persons with Special Needs, Salamanca, Spain, 1994).
- Hamburg Declaration on Adult Education (V International Conference on Adult Education, Hamburg, Germany, 1997).
- Dakar Framework for Action. Education for All: Meeting Our Common Commitments (World Education Forum, Dakar, Senegal, 2000).
- Convention on the Rights of Persons with Disabilities (UN, 2006).
These international legal acts, as well as modern Russian legislation, affirm the right of every individual to education and the right to receive an education that does not discriminate him on any grounds - whether it be gender, race, religion, cultural, ethnic or linguistic affiliation, health status, social origin, socio-economic status, status of a refugee, immigrant, internally displaced person, etc.
The main ideas and principles of inclusive education as an international practice for the realization of the right to education of persons with special needs were for the first time most fully formulated in the Salamanca Declaration "On the principles, policies and practices in the field of education of persons with special needs" (1994). More than 300 participants, representing 92 governments and 25 international organizations, declared in the Salamanca Declaration the need to "carry out a radical reform of general education institutions", recognizing "the need and urgency to provide education for children, youth and adults with special educational needs within the regular education system" .
We believe and solemnly declare that:
- every child has the fundamental right to education and should be able to acquire and maintain an acceptable level of knowledge;
- each child has unique characteristics, interests, abilities and learning needs;
- it is necessary to design education systems and implement educational programs in such a way as to take into account the wide variety of these characteristics and needs;
- persons with special educational needs should have access to regular schools, which should provide them with conditions based on pedagogical methods that are primarily aimed at children in order to meet these needs;
- mainstream schools with this inclusive focus are the most effective means of combating discriminatory attitudes, creating a positive atmosphere in communities, building an inclusive society and providing education for all; moreover, they provide a real education for the majority of children and increase the efficiency and, ultimately, the cost-effectiveness of the education system.
Salamanca Declaration on Principles, Policies and Practices in Education for Persons with Special Needs, adopted by the "World Conference on Education for Persons with Special Needs: Access and Quality". Salamanca, Spain, June 7–10, 1994
Inclusive education inherently counteracts discriminatory views on the education of children belonging to various groups of social minorities, and therefore turns out to be the only possible norm for the comprehensive implementation of anti-discrimination international legal acts (for more details, see Appendix No. 1.1 "Legal Basis for Inclusion in Education").
The possibility of implementing an inclusive approach has already been laid down in the framework of the current legislation of the Russian Federation in the field of education.
Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education" guarantees education for all citizens, regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, membership in public organizations (associations ), age, state of health, social, property and official status, the presence of a criminal record (clause 1, article 5).
The current law of the Russian Federation "On Education" allows the education of children with disabilities:
- parents and legal representatives of the child have the right to choose both the form of education and the educational institution at the place of residence of the family - in accordance with paragraph 1 of article 52;
- according to the conclusion of the psychological and medical-pedagogical commission (PMPC), but only with the consent of the parents (legal representatives), it is allowed to send children with disabilities to special (correctional) educational institutions (classes, groups) - in accordance with paragraph 10 of article 50.
An analysis of the state of the legislation of the Russian Federation in the field of education shows that inclusive approaches in education in modern Russia are fundamentally possible and not prohibited, but practically difficult to implement: they are hindered by the lack of the necessary legal framework and financial justification, the inertia of thinking of teachers and parents, burdened with previous views and stereotypes. +
Rice. 1.3 Legal framework for inclusive education
In May 2012, the State Duma of the Russian Federation adopts a law on the ratification of the UN Convention on the Rights of Persons with Disabilities.
In December 2010, the State Duma of the Russian Federation began practical work to change Russian legislation in order to bring it into line with the Convention on the Rights of Persons with Disabilities, in preparation for the ratification of the Convention.
The established dates for the adoption of the necessary changes in a number of Laws of the Russian Federation are from January 1, 2013 and from July 1, 2013.
"The current legislation currently allows organizing the education and upbringing of children with disabilities in ordinary ... educational institutions ... that are not correctional, ... in the same class with children who do not have developmental disabilities."
Convention on the Rights of Persons with Disabilities
It is based on the principle of replacing social security and charity with a system of rights and freedoms.
The Preamble articulates a social approach to understanding disability: "Disability is the result of the interaction that occurs between people with disabilities and attitudinal and environmental barriers."
Article 24 “Education” establishes the concept of “inclusive education” and the obligation of the participating states to provide “inclusive education at all levels and lifelong learning”.
Salamanca Declaration on Principles, Policies and Practices in the Education of Persons with Special Needs
Recognized "the need and urgency to provide education for children, youth and adults with special educational needs within the regular education system."
Declared:
- each child has unique characteristics, interests, abilities and learning needs;
- persons with special educational needs should have access to mainstream schools, which should provide them with conditions based on child-centred pedagogical methods in order to meet these needs.
Appeal to all governments:
- adopt the principle of inclusive education in the form of a law or a political declaration.
A call to the international community:
- endorse the approach of teaching in inclusive schools.
UN Standard Rules for the Equalization of Opportunities for Persons with Disabilities
Rule 6. Education.
States should recognize the principle of equal opportunity in primary, secondary and tertiary education for children, youth and adults with disabilities in integrated structures. They should ensure that the education of persons with disabilities is an integral part of the general education system.
In article 52, paragraph 1, the parents are assigned “the right to choose the forms of education, educational institutions”.
Article 50, paragraph 10 states that referral to special educational institutions is carried out "only with the consent of the parents (legal representatives)".
The USSR signed and ratified the Convention on the Rights of the Child
World Declaration on Education for All - Meeting Basic Educational Needs
"It is necessary to take measures to ensure equal access to education for all categories of persons with disabilities as an integral part of the education system."
Convention on the Rights of the Child
The right of all children to education without any discrimination is secured:
the objective is “the progressive achievement of the realization of this right on the basis of equal opportunity”.
World Program of Action for Persons with Disabilities
“Creating equal opportunity means the process by which common systems of society such as … access to education and … are made available to all.
… to a large extent, it is the environment that determines the impact of a defect or disability on a person's daily life.
… societies must identify and remove barriers to the full participation of persons with disabilities.
Thus, learning should take place, as far as possible, in the regular school system…”
Declaration on the Rights of Mentally Retarded Persons
The right of every person with mental retardation to "education, training, rehabilitation and patronage, which will enable him to develop his abilities and maximum opportunities" is declared.
Convention against Discrimination in Education
The expression "discrimination" is defined as "any distinction, exclusion, limitation or preference".
Discrimination also includes “the creation or maintenance of separate educational systems or educational institutions for any person or group of persons” in cases where this is not in accordance with the “choice of the parents or legal guardians of students”.
Declaration of the Rights of the Child
Principle 1.
The child shall have all the rights set forth in this Declaration. These rights must be recognized for all children without exception and without distinction or discrimination...
Principle 7.
The child has the right to an education... He must be given an education which will contribute to his general cultural development and through which he may, on the basis of equality of opportunity, develop his abilities and personal judgment, as well as the consciousness of moral and social useful member of society.
Universal Declaration of Human Rights
Article 26 enshrines the right of all to compulsory free primary education, “accessible to all on the basis of individual ability”.
Wherein:
"Education should be directed towards the full development of the human personality and towards increasing respect for human rights and fundamental freedoms."
Certain legislative initiatives of a number of regions of the Russian Federation in relation to the education of persons with disabilities (Samara Region, Arkhangelsk Region, the Republic of Karelia, the city of Moscow) are quite effective in terms of overcoming the legislative "inertia" of the federal level and will be partially discussed below, in the relevant sections of this editions.
December 13, 2006 The United Nations General Assembly approved by consensus the Convention on the Rights of Persons with Disabilities, which aims to protect and promote the rights and dignity of persons with disabilities.
The Convention on the Rights of Persons with Disabilities (UN, 2006) is an extremely important legal instrument: before the adoption of this convention, the rights of people with disabilities were never enshrined in a single international legal instrument. The Convention on the Rights of Persons with Disabilities, as the first human rights instrument of the new millennium, introduces a conceptual change in relation to people with disabilities, as it is based on the principle of replacing welfare and charity with a system of rights and freedoms.
As an international document, the Convention on the Rights of Persons with Disabilities recorded the result of the historical development of international law in the field of education: from the statement in the Universal Declaration of Human Rights (1948) on the right of every person to education to the obligation of the UN member states to ensure the realization of this right through inclusive education
The Convention entered into force on May 3, 2008. By 2011, the Convention had been signed by 147 United Nations member states, of which 99 had already ratified this international instrument.5 The Russian Federation signed the Convention on the Rights of Persons with Disabilities on 24 September 2008.
Currently, Russia is preparing for the ratification of the Convention:
From the Explanatory Note to the Draft Federal Law “On Amendments to Certain Legislative Acts of the Russian Federation on the Social Protection of Persons with Disabilities in Connection with the Ratification of the United Nations Convention on the Rights of Persons with Disabilities” dated December 8, 2010: “In accordance with Article 15 of the Constitution of the Russian Federation, after ratification, the Convention will become an integral part of the legal system of the Russian Federation, and its established provisions will be mandatory for application. In this regard, the legislation of the Russian Federation must be brought into line with the provisions of the Convention ...
The date of entry into force of the articles of the law that do not require the creation of additional legal and other conditions for their implementation is envisaged to be July 1, 2012.”
The established dates for the adoption of the necessary changes in a number of Laws of the Russian Federation are from January 1, 2013 and from July 1, 2013.
Principles of the Convention on the Rights of Persons with Disabilities (UN, 2006):
- respect for the inherent dignity of the individual, his personal autonomy, including the freedom to make his own choices, and independence;
- non-discrimination;
- full and effective involvement and inclusion in society;
- respect for the characteristics of persons with disabilities and their acceptance as a component of human diversity and part of humanity;
- equality of opportunity;
- availability;
- equality of men and women;
- respect for the evolving capacities of children with disabilities; and respect for the right of children with disabilities to maintain their individuality.
Each article of the Convention aims to protect against discrimination and to include persons with disabilities in society.
Article 24 of the Convention on the Rights of Persons with Disabilities, on education, directly links the right of persons with disabilities to education to the duty of the state to ensure the realization of this right through “inclusive education at all levels and lifelong learning”. This means that the States Parties to the Convention, guided by the principle of non-discrimination and on the basis of equality of opportunity, are obliged to ensure an inclusive vertical of education for persons with disabilities at all levels, starting from preschool age, directly in schools, and further in secondary vocational and higher educational institutions. The same article establishes a fairly strict framework for ensuring inclusive education through the provision of access to free primary and secondary education within the general education system and at the place of residence, as well as a reasonable adaptation of the environment and individualized support for the educational process.
Article 24 of the Convention also assumes that when teaching and mastering life and socialization skills, persons with disabilities will use various means of communication, including alternative ones, and the training itself will be carried out using the language, methods and methods of communication that are most suitable for the individual and in the environment, providing the maximum assimilation of knowledge and social development.
The practical implementation of the provisions of the Convention requires significant efforts on the part of state and non-governmental organizations, the pedagogical community, and parents. But the need for these efforts and active targeted actions to develop inclusive approaches in order to ensure the rights of children with disabilities to education is now more relevant and obvious than ever.
- Inclusive education is a component of the implementation of a social approach in understanding disability and the right to education for persons with disabilities, enshrined in many international legal documents.
- In the Russian Federation, inclusive education, being one of the main forms of realizing the right to education for persons with disabilities, should become a legislatively fixed institution that has all the necessary components, from the preparation of a complete package of documents of the regulatory framework, the definition of norms and principles of appropriate funding, mechanisms creating special conditions and principles for adapting the educational environment for children with special educational needs.
"From the history of the development of inclusive approaches in Western Europe and the CIS"
Inclusive Communities:
- · Being inclusive means looking for ways for all children to be together while learning (including children with disabilities).
- Inclusion is belonging to a community (group of friends, school, place where we live)
Inclusion means - disclosure of each student with the help of an educational program that is quite complex, but suits his abilities.
Inclusion takes into account both needs, as well as the special conditions and support needed by the student and teachers to achieve success.
- In an inclusive school, everyone is accepted and considered an important member of the team
- · A student with special needs is supported by peers and other members of the school community to meet their special educational needs.
Important components of inclusion:
- Develop a philosophy that supports appropriate inclusive practices
- Comprehensively plan for inclusion
- The process of creating an inclusive school includes both teachers and school administration
- Include parents
- Build an understanding of disability among workers (schools, kindergarten) and students
- Train all school staff (including security guards, cooks, etc.)
Misconceptions about inclusion:
- The notion that being present at school is sufficient in itself
- The notion that it is okay to throw a non-swimmer into the water
- Focusing not on goals, but on actions
- When the primary focus of services is program learning rather than meeting the individual educational needs of the child
- The notion that silent sitting is a normal alternative to participation
Existing barriers:
- Architectural inaccessibility of schools
- Children with special educational needs are often considered unteachable
- · Most teachers and directors of mainstream schools do not know enough about the problems of disability and are not ready to include children with disabilities in the learning process in the classroom
- Parents of children with disabilities do not know how to defend their children's rights to education and are afraid of the education and social support system
Legislative Resources:
- The Constitution of the Russian Federation
- Law of the Russian Federation "On Education" dated July 12, 1992 No. 3266-1
- · the federal law"On the social protection of disabled people in the Russian Federation" dated November 24, 1995 No. 181-F
- Protocol No. 1 to the European Convention for the Protection of Human Rights and Fundamental Freedoms
- United Nations Convention on the Rights of the Child
Rules of the inclusive school:
- All students are equal in the school community
- All students have equal access to the learning process during the day
- All students should have equal opportunities to establish and develop important social connections
- · Planning and delivering effective training
- · Employees involved in the education process are trained in strategies and procedures to facilitate the inclusion process, i.e. social inclusion among peers
- The program and the learning process takes into account the needs of each student
- Families are actively involved in the life of the school
- Engaged workers are positive and understand their responsibilities
Principles of formation of an individual training program:
- Suitable for all students (not just students with disabilities)
- Serves as a means of adaptation to a wide range of student abilities
- It is a way of expressing, accepting and respecting the individual characteristics of learning
- Applicable to all constituent parts programs and to the usual manner of behavior in the classroom
- It is mandatory for all employees involved in the training process
- Designed to improve student success
An ordinary teacher can be successful if:
- It is quite flexible
- He is interested in challenges and is willing to try different approaches
- he respects individual differences
- He knows how to listen and apply the recommendations of team members
- he feels confident in the presence of another adult in the classroom
- he agrees to work together with other teachers in the same team
Inclusion results:
- Students have the opportunity to actively and permanently participate in all activities of the general educational process
- Adaptation is as unobtrusive as possible and does not contribute to the development of stereotypes
- The activities are aimed at the inclusion of the student, but are difficult enough for him
- Individual assistance does not separate or isolate the student
- Opportunities for generalization and transfer of skills appear
- Teachers of general and special education share responsibilities in planning, conducting and evaluating lessons
- There are procedures for evaluating effectiveness
Finally:
- Inclusive communities include:
- 1. Changing attitudes in general: "Diversity includes everyone"
- 2. The need to start early in order to change beliefs - the earlier a behavior is mastered, the better it is remembered
- 3. Opportunity for everyone to be successful
- · Social changes:
- 1. Creating a community where everyone considers their contribution important
- 2. Building a community where partners work together
- 3. Start with your small community and you will see the results of your efforts as experience spreads
- 4. Action is different from beliefs and theory!
In Russia, a system of special education has been created and is successfully functioning for children with disabilities. In these institutions, special conditions have been created for classes with such children, doctors and special teachers work. But largely due to the isolation of special / correctional educational institutions, already in childhood, society is divided into healthy and disabled. As a result of the education of disabled children in special conditions, their competitiveness in the educational market is low and the desire to continue education is small compared to graduates of ordinary general education schools.
An alternative to such a system is the joint education of children with physical disabilities and children without disabilities in regular, comprehensive schools.
Inclusive (French inclusif - including, from Latin include - I conclude, include) or included education is a term used to describe the process of teaching children with special needs in general education (mass) schools.
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.
Joint (inclusive) education is recognized by the entire world community as the most humane and most effective. The direction towards the development of inclusive education is also becoming one of the main ones in Russian educational policy. The provisions on inclusive education are enshrined in Russian government documents(The National Doctrine of Education of the Russian Federation until 2025, the Concept for the Modernization of Russian Education for the Period until 2010, etc.).
Inclusive education is such a process of education and upbringing in which ALL children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system and study at the place of residence together with their peers without disabilities in the same general educational institutions. schools that take into account their special educational needs and provide the necessary special support.
Inclusive education of children with developmental disabilities together with their peers is the education of different children in the same class, and not in a specially allocated group (class) at a general education school.
FINAL TEST
1. Joint education and upbringing of children with disabilities with their normally developing peers implies:
a) inclusion
b) interaction
c) individualization
2. Inclusive education, according to the Federal Law "On Education in the Russian Federation" (dated December 29, 2012 No. 273-FZ), is:
a) creating optimal conditions for socialization for children with disabilities and disabilities
b) creation of optimal conditions for the moral development of normally developing children
c) ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities
3. Inclusion is:
a) form of cooperation
b) special case integration
b) style of behavior
4. What rights of parents are provided by the Federal Law “On Education in the Russian Federation” (dated December 29, 2012, No. 273)?
a) the right to choose a program of study
b) the right to determine teaching methods
c) free textbooks
d) to participate in the management of an educational institution
5. There are two types of integration:
a) internal and external
b) passive and creative
c) educational and social
a) psychological-medical-pedagogical commission
b) defectologist
c) medical and social expertise
7. Inclusion - education, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers - this is:
a) group integration
b) educational integration
c) communication
8. The main setting of a teacher implementing an inclusive practice is:
a) every child is able to learn under the creation of certain special conditions
b) children with disabilities should study in specialized schools
c) some children are not capable of learning
9. Social inclusion must be ensured:
a) to all children with developmental disabilities without exception
b) only for children with developmental disorders at primary school age
b) children studying only in special institutions
10. The status of a student with disabilities is established:
a) PMPK
b) medical commission
c) ITU
11. For the first time, the theoretical justification for integrated learning was in the works of a domestic scientist:
a) A.N. Leontief
b) S.L. Rubinstein
pm. Vygotsky
12. The state guarantees free of charge for persons with disabilities:
a) food
b) sign language interpreter services
c) textbooks
13. The first country in the field of implementation in teaching practice Inte (inclusive) education has become:
a) Great Britain
b) Russia
c) France
14. Within the framework of inclusive education, educational services may be provided to students with the following health limitations:
a) hearing impairment (deaf)
b) hearing impairment (hard of hearing and late deaf)
c) visual impairment (blind)
d) visual impairment (visually impaired)
e) severe speech disorders
f) disorders of the musculoskeletal system
g) mental retardation
h) mentally retarded
i) autism spectrum disorders
j) complex defect (two or more violations)
k) restrictions associated with somatic diseases
m) all answers are correct
15. In the 70s. 20th century in the countries of Western and Eastern Europe, there are precedents for the closure of correctional institutions, due to:
A) absence of children with disabilities
B) transfer of children with disabilities to kindergartens and general schools
B) teaching children with disabilities at home
16. What is the fundamental philosophical principle of inclusion:
a) freedom of movement
b) the right to live among equals
c) freedom of choice
17. In Russia, the first experimental experience of joint education of children and impaired development appears in:
a) 60s 20th century
b) 90s XX
c) 70s 20th century
18. In Russia, in the first experimental experience of joint education of children with normal and impaired development, preschool children with a violation took part:
a) visual analyzer
b) intelligence
c) auditory analyzer
19. To special educational conditions for all categories of children with disabilities and disabilities include:
a) creation of a barrier-free environment in educational institutions
b) material and technical (including architectural) support, personnel, information, software and methodological support of the educational and educational process, psychological and pedagogical support for children with disabilities and disabilities
c) an individual educational route for a child with disabilities and disabilities
d) ramps, special elevators, specially equipped training places, specialized educational, rehabilitation, medical equipment
20. In the conditions of “inclusive education”, a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing therefore:
a) inclusion cannot be massive
b) inclusion should be massive
21. Tutor is:
a) the teacher, at the first stages of education, acts as a conductor of the child in the educational space of the school
b) PMPK activity coordinator
c) assistant to the head of an educational institution
22. In accordance with the principles of the domestic concept of integrated education, it can be argued that inclusive education is most appropriate for:
a) children with disorders of the musculoskeletal system,
b) children with intellectual disabilities,
c) children with disabilities, with whom correctional and pedagogical work was started early.
23. An individual educational route is built taking into account:
a) individual characteristics of a student with disabilities, disabilities
b) the level of training of teachers
c) parents' employment
24. Which of the following principles does not apply to the principles of domestic inclusive education:
a) integration through early correction
b) integration through mandatory correctional assistance to each integrated child
c) integration through reasonable selection of children for integrated education
d) diagnostic information should be presented visually, in the form of graphs, drawings
25. Building between educational institutions of different levels, types and options for interaction, which ensures the choice and predictability of an individual educational route for a child with disabilities, builds a complementary system of psychological and pedagogical support for the education of a child and his family, is called:
a) inclusive educational vertical
b) inclusive educational horizontal
c) inclusive educational parallel
26. The relationship between a teacher and a student with disabilities and disabilities should be built:
a) based on cooperation and empathy
b) on the principle of protection
c) taking into account age characteristics
27. At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:
a) general secondary school
b) preschool institutions
c) families
28. The final level of the inclusive vertical is the stage:
a) vocational guidance for graduates of schools with disabilities in the field of the emergence of professional interests and elections
b) support with complex psychological and pedagogical diagnostics and correctional assistance for adaptation in an environment of healthy peers
c) early integration of children with developmental disabilities in preschool institutions
29. The key competencies of a graduate with disabilities and disabilities do not include:
a) communication
b) the ability to perform operations with numbers
c) teamwork skills
d) compliance
30. Creation of a system of polysubject interaction involves the creation of:
a) inclusive horizontal
b) inclusive vertical
31. The development of a child with disabilities and disabilities follows the same patterns as:
a) an adult
b) a normally developing child
c) a mentally retarded child
32. The period becomes the initial level of the inclusive vertical:
a) youth
b) early childhood
c) primary school age
33. The principle of choosing parents as a principle of inclusive education:
a) means that parents can choose what and how to teach their children with disabilities
b) the right of parents to choose a teacher and a program of study
c) means that parents are given the right to choose the place, method and language of education for their children with disabilities
34. The continuous vertical of inclusive education is implemented under the following conditions: a child who finds himself in an integrative environment in early age, should not be deprived of the company of ordinary peers at any stage of their maturation. Choose a condition name:
a) complexity continuity
b) walking distance
c) unity, goals
35. What are the names of children for whose education it is necessary to create special conditions in Russian legislation?
a) children with disabilities
b) children with developmental disabilities
c) children with special educational needs
36. Determine what condition the continuous vertical of inclusive education is about: all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each level of the educational vertical will be recorded in his individual map("development map").
A) succession
B) professional competence
B) walking distance
37. Which of the specialists of psychological and pedagogical support is involved in the development of an adapted basic educational program in accordance with the recommendations of the PMPK:
a) only the teaching staff
b) teachers and specialized specialists (members of the PMPK)
c) all escort specialists and parents of a child with disabilities
38. The approach that assumes that students with disabilities communicate with their peers on holidays, in various leisure programs, is called:
A) expanding access to education
B) integration
B) mainstreaming
39. Methods of pedagogical study of children with disabilities and disabilities do not include:
a) job analysis
b) conversation
c) encephalography
d) pedagogical observation
40. According to the concept of SFES, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation in the present and future:
a) component of "life competence"
b) "academic" component
41. Educational areas are allocated in the SFES:
a) 4
b) 6
at 8
42. What is not obliged to provide an educational institution for a child with disabilities included in the environment:
a) the implementation of special conditions for obtaining education recommended by the PMPK
b) provide psychological and pedagogical support in terms of social adaptation
c) full assimilation of the educational program implemented by the educational institution
43. Determine which of the educational areas of the SFGES we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interacting with close and distant social environment:
a) natural science
b) art
c) social science
d) physical culture
44. An individual educational route for children with disabilities and disabilities involves:
a) creation of special conditions
b) development of special teaching methods and programs
c) special selection of teachers
Inclusive - including, conclude, include or included education - a term used to describe the process of teaching children with special needs in general educational (mass) institutions. Co-education of preschoolers with different starting opportunities is acceptable if educational institution special conditions for education and training have been created.
Inclusive education is built on the following principles:
The principle of individual approach involves the choice of forms, methods and means of training and education, taking into account the individual educational needs of each of the children in the group. Individual child development programs are based on the diagnosis of the functional state of the child and involve the development of an individual development strategy for a particular child. Individual approach suggests not only external attention to the needs of the child, but provides the child himself with the opportunity to realize his individuality.
The principle of supporting the independent activity of the child.
An important condition for the success of inclusive education is the provision of conditions for the independent activity of the child. The implementation of this principle solves the problem of forming a socially active personality. Personality, which is the subject of its development and socially significant activities. When the activity is
entirely on the side of adults who take care of the child, believing that his features do not allow him to realize his potential, "learned helplessness" is formed, a phenomenon when the child expects an external initiative, while remaining passive himself. The same can happen to parents of children with disabilities. Parents can expect
assistance or actively seek benefits from the state, ignoring their own opportunities for participation in social life.
The principle of active inclusion in the educational process of all its participants
It involves the creation of conditions for understanding and acceptance of each other in order to achieve fruitful interaction on a humanistic basis.
Inclusion is the active involvement of children, parents and educational professionals in joint activities: joint planning, conducting
common events, seminars, holidays to create an inclusive community as a model of a real society.
The principle of an interdisciplinary approach
The diversity of individual characteristics of children requires a comprehensive, interdisciplinary approach to the definition and development of methods and means of education and training.
Specialists (educator, speech therapist, social pedagogue, psychologist, defectologist, with the participation of a senior educator) working in a group regularly diagnose children and, in the process of discussion, draw up an educational action plan aimed at both a particular child and the group as a whole.
The principle of variability in the organization of training and education processes.
Inclusion in an inclusive group of children with different
features in development presupposes the presence of a variable development environment, i.e. the necessary developmental and didactic aids, teaching aids, without a barrier environment, a variable methodological base for training and education, and the ability of a teacher to use a variety of methods and means of work, both in general and special pedagogy.
The principle of partnership with the family.
The efforts of teachers will be effective only if they are supported by parents,
understandable to them and meet the needs of the family. The task of a specialist is to establish trusting partnerships with the parents or relatives of the child, to be attentive to the request of the parents, to what, in their opinion, is important and necessary at the moment for their child, to agree on joint actions aimed at
child support.
The principle of dynamic development of the educational model of the kindergarten.
Kindergarten model is subject to change, including new
structural divisions, specialists, developing methods and
facilities.
Conducting a psychological and pedagogical examination of children with developmental disorders (at risk of impairment) and their families;
Providing comprehensive correctional and developmental assistance to children with developmental disorders (risk of developmental disorders) and psychological and pedagogical support to their families;
Implementation of work on adaptation, socialization and integration of children with developmental disorders (risk of violation);
Inclusion of parents (legal representatives) in the process of raising and educating a child;
Determination of the further educational route of the child.
The disadvantages of inclusive education are the psychological unpreparedness of society to accept a person with disabilities, the imperfection of the system of social support and provision for such persons and the disabled.
Inclusive education develops tolerance, tolerance, mercy and mutual respect among preschoolers. Participants in the educational process learn to see the opportunities that children with disabilities have, despite their disabilities.
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,
Inclusive education is new form work in preschool.
The need for inclusive education is long overdue. Building a certain life path in an environment of peers, which, of course, every child can count on, regardless of the severity of developmental disorders, would make the life of such children more interesting and complete, would contribute to their development and education.
The main goal of creating inclusive groups is a gentle, gradual entry of the child into a group of peers, the formation of a system of relationships with children and adults. It is based on social and emotional development, the formation of interaction and communication skills.
As part of the implementation of the individual educational program of the child, correctional and developmental classes are conducted by a teacher-psychologist, teacher-defectologist, teacher-speech therapist, social pedagogue. It should be noted that when planning remedial classes, specialists should take into account the content of the general education program for this age group and build remedial and developmental classes so that the topics of the classes overlap and complement each other.
Due to the fact that the main type of children's activity is the game - all activities are subordinated to the game, whether it be individual lessons, group or subgroup
In the classroom, games and exercises are selected taking into account individual programs child's education.
Specialists working in a group should regularly use technologies for preserving and stimulating the health of children in their work.
For example: a music worker conducts rhythm; instructor in PHYSICAL corrective gymnastics; teacher-psychologist - psycho-gymnastics; teacher-speech therapist - respiratory, articulatory, finger gymnastics, acupressure.
The teacher only creates conditions in which the child can develop independently in interaction with other children. Joint education and development of healthy children and children with special needs is necessary, first of all, in order to solve problems with the social adaptation of the latter. Tolerance and equal treatment of children with disabilities is brought up in the children's community. In a situation where it becomes inclusive preschool education, this path is the most effective, because preschool children do not have dangerous prejudices about their peers, who, by the will of fate, are not like everyone else.
