Federal law on inclusive education. Association of Heads of Educational Organizations. Problems of personnel training

"I would like to stop at Article 64 of the Law on Education, since this is the only article that is completely devoted to preschool education. It has 3 parts: 1) the actual content preschool education; 2) development of educational programs of preschool education; 3) inclusive education. This thing is not cheap, it requires financing, it requires the creation of special conditions, advanced training teaching staff, also no methodological programs, literature. Therefore, we will start with children with disabilities.

We have never worked on adapted programs, there were correctional ones. There is an adapted program that is used in educational process if the whole group kindergarten monomorphic in category, for example, these are children with visual impairment. If the group is of a combined orientation, and there are one or two people in it, then we work according to an adapted program, which we prescribe for these children based on the main one you work on. Adaptation is for everyone who came to your group, the law requires this, but teachers do not know how to adapt. We are still looking for solutions.

79th article of the law(organization of education for students with handicapped Health) says that these children go through an educational situation and everything they do in an educational situation, and their entire educational route, and all the methods and techniques that you use, are subject to an adapted educational program.

12 point of the 79th article- the state represented by the public authority of the subject, i.e. your governor provides training for educators to work with children with disabilities and promotes the involvement of such workers in an organization that implements educational activities.

Let's move on to GEF DO. <...>One of the main tasks is to ensure continuity. This problem is not new, we have been dealing with it for 40 years. Continuity, when we talk about documents in the education system, is continuity at the level of standards, continuity at the level sample programs, continuity at the level of basic educational programs. It should be between the levels - preschool and primary general education.

When was written in 2013 preschool standard, the school standard was one. Therefore, the preschool standard was written as part of the continuity to the school standard. But time passed, and at the end of 2014 two more standards came out - the organization of education for children with disabilities in primary school and organization of education for mentally retarded children with intellectual disabilities. Today it turns out that there are three school standards, and one preschool. We still do not understand what this will result in in practice. If you have children with disabilities, you do not know where he will go after preparatory group- to a general education class, to an inclusive class, to a correctional school... These schools are not equal, as there are schools that provide qualified education and schools that provide non-qualified education. In this sense, there is an understanding that there will be no continuity and children will go to different systems education. The crux of the problem is clear."

Transcribed from the words of Tatyana Vladimirovna Volosovets

REFERENCE INFORMATION

the federal law Russian Federation dated December 29, 2012 N 273-FZ "On Education in the Russian Federation"

Article 64. Preschool education

1. Preschool education is aimed at the formation common culture, development of physical, intellectual, moral, aesthetic and personal qualities, the formation of prerequisites learning activities, preservation and strengthening of children's health preschool age.

2. Educational programs of preschool education are aimed at the versatile development of children of preschool age, taking into account their age and individual characteristics, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based individual approach to preschool children and activities specific to preschool children. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

3. Parents (legal representatives) of minors who provide children with preschool education in the form of family education have the right to receive methodological, psychological and pedagogical, diagnostic and advisory assistance free of charge, including in preschool educational organizations and general educational organizations, if appropriate counseling centers have been set up in them. Ensuring the provision of such types of assistance is carried out by state authorities of the constituent entities of the Russian Federation.

Article 79. Organization of education for students with disabilities

2. General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general educational programs. In such organizations, special conditions are created for the education of these students.

3. The special conditions for obtaining education by students with disabilities in this Federal Law are understood as the conditions for the education, upbringing and development of such students, including the use of special educational programs and methods of training and education, special textbooks, teaching aids and didactic materials, special technical means of training for collective and individual use, provision of services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual remedial classes, providing access to the buildings of organizations engaged in educational activities, and other conditions without which it is impossible or difficult to master educational programs students with disabilities.

4. Education of students with disabilities can be organized both jointly with other students, and in separate classes, groups or in separate organizations engaged in educational activities.

5. Separate organizations that carry out educational activities according to adapted basic general education programs are created by the state authorities of the constituent entities of the Russian Federation for the deaf, hard of hearing, late deaf, blind, visually impaired, with severe speech disorders, with disorders of the musculoskeletal system, with mental retardation, with mental retardation, with autism spectrum disorders, with complex disabilities and other students with disabilities.

6. Features of the organization of educational activities for students with disabilities are determined by the federal executive body that performs the functions of developing public policy and regulatory and legal regulation in the field of education, together with the federal executive body that performs the functions of developing state policy and legal regulation in the field of social protection of the population.

7. Students with disabilities living in an organization carrying out educational activities are fully supported by the state and are provided with food, clothing, footwear, soft and hard equipment. Other students with disabilities are provided with free two meals a day.

8. Vocational training and vocational education for students with disabilities are carried out on the basis of educational programs adapted, if necessary, for the training of these students.

9. State authorities of the constituent entities of the Russian Federation provide vocational training for students with disabilities (with various forms mental retardation), who do not have a basic general or secondary general education.

10. Professional educational organizations and educational organizations higher education, as well as organizations carrying out educational activities in the main programs of vocational training, special conditions must be created for the education of students with disabilities.

11. When receiving education, students with disabilities are provided free of charge with special textbooks and study guides, other educational literature, as well as the services of sign language and sign language interpreters. The specified measure of social support is an expenditure obligation of the constituent entity of the Russian Federation in relation to such students, with the exception of students studying at the expense of the budgetary allocations of the federal budget. For people with disabilities who study at the expense of federal budget allocations, the provision of these social support measures is an expense obligation of the Russian Federation.

12. The state, represented by the state authorities of the Russian Federation authorized by it and the state authorities of the constituent entities of the Russian Federation, provides training for teachers who own special pedagogical approaches and methods of teaching and educating students with disabilities, and promotes the involvement of such workers in organizations engaged in educational activities .

Increasing Inclusion

In the new year 2016, Russian schools expect the emergence of new standards for inclusive education. Today, about 160,000 children study in inclusive classes. The needs far exceed the existing possibilities in this type of education. There are approximately 0.5 million children with disabilities in Russia, plus children with developmental disabilities who, although they do not have disabilities, nevertheless need special educational conditions. At the same time, as the very standard of inclusive education emphasizes, education should be carried out in mass schools, surrounded by healthy peers.

The Ministry of Education and Science says that the transition will be smooth, new requirements will not be introduced immediately. The majority of schools basically do not have an opportunity to be connected to these requirements. The question is how in material conditions (ramps, many special devices...), so - and this is the main thing - and in the presence of specialists and high-quality teaching methods.

Such different "special" children

The standard for inclusiveness takes into account different groups of special students - deaf, hard of hearing, blind, visually impaired, children with a violation of the musculoskeletal system. Thousands of differences are hidden behind the wording "disability". The most difficult students for ordinary schools - delayed mental development and autists. For such children, according to the new requirements, psychological, medical and pedagogical support should be organized in schools. Education for students with developmental delays will go on both regular textbooks and special ones. Which one to choose - the teacher will decide. In inclusive classes, not only a teacher works with schoolchildren, but also a speech therapist, defectologist, and social pedagogue.

For a child with autism in a regular school, you need to organize a special workplace. Preferably near the wall, at an individual desk; a screen may be provided. In elementary grades, a toy house or tent can be made for such a child. The rules do not forbid such children to bring a toy from home, to study in the classroom lying on the floor. Of course, there are gifted children among autists (about 5%), but the majority cannot learn the simplest everyday life skills. For speech pathologists, this is a vital working practice, but for the average teacher, much in such a correctional component is unusual. It is clear that such children have great difficulties with communication, they can easily turn to the teacher on "you" or sit the whole lesson under the desk. Therefore, the teacher must be prepared for the fact that the child will have to communicate with the help of cards, a tablet, tables, diagrams and check knowledge in the form of tests.

It is unlikely that 2016 will be able to radically improve the situation. The main thing is that there is no clarity as to whether the Russian education in terms of the widespread introduction of inclusive practices. Will there be enough money to solve thousands of emerging problems?

LEGAL REGULATION OF INCLUSIVE EDUCATION
IN THE FEDERAL LAW "ON EDUCATION IN THE RUSSIAN FEDERATION" 2012

Zhavoronkov R. N.

Russia, Moscow, Institute for Problems of Integrated (Inclusive) Education MSUPE

Inclusive education: practice, research, methodology: Sat. materials II International
scientific-practical conference / Ed. ed. Alekhina S. V. M.: MGPPU, 2013

The federal law "On Education in the Russian Federation" was signed by the President of the Russian Federation on December 29, 2012. The adoption of this law opened a qualitatively new stage legal regulation of education in our country. This is largely due to the unprecedented participation of wide circles of the professional community and the public in the development of this law.

The development of the draft law was started by the Ministry of Education and Science of the Russian Federation in 2009. The initial text of the draft in 2010 was discussed for six months on the website of the Ministry of Education and Science of the Russian Federation, in the Public Chamber, the Federation Council, the State Duma, the Union of Rectors of Russia. The final revised text of the bill was published on the website zakonoproekt2010.ru for wide public discussion. For 15 months - from December 1, 2010 to February 1, 2011 - the site received almost 11,000 comments and suggestions. Based on the results of their consideration, the President of the Russian Federation was presented with a report with recommendations for finalizing the bill. Text new version of the law was considered in 2011 at the traditional August pedagogical meetings of educators.

After the draft law was submitted by the Government of the Russian Federation for consideration to the State Duma, public discussion continued, but if the concept and structure of the new law were discussed earlier, now the proposals concerned mainly amendments to the existing text. On October 17, 2012, the draft federal law was adopted by the State Duma in the first reading. After that, within the framework of the work of the responsible committee of the State Duma, three working groups were formed to finalize it. The number of comments and suggestions considered by the groups was in the thousands. Parliamentary hearings were held, at which representatives of the regions, professional and other organizations spoke. The Public Chamber of the Russian Federation conducted a public examination of the new law.

During December 2012, the draft law was adopted by the State Duma in the second and third readings (December 18 and 21), approved by the Federation Council (December 26) and signed by the President of the Russian Federation.

The participation of the professional community, representatives of the disabled and parents of children with disabilities in the development of the law on education ensured its compliance with the requirements of international acts. For the first time, the law lays a full-fledged legal basis for the development of inclusive education in our country.

In accordance with paragraph 1 of Art. 5 of the Law in the Russian Federation guarantees the right of every person to education. Based on this, in paragraph 2 of Art. 3 establishes that one of the main principles of state policy and legal regulation of relations in the field of education is to ensure the right of every person to education, the inadmissibility of discrimination in the field of education*.

Based on these provisions, in paragraphs. 1 p. 5 art. 5 states that in order to realize the right of every person to education, federal state bodies, state authorities of the constituent entities of the Russian Federation and local governments create the necessary conditions for receiving, without discrimination, high-quality education by persons with disabilities, for correcting developmental disorders and social adaptation, providing early correctional assistance based on special pedagogical approaches and the languages, methods and methods of communication most suitable for these persons and conditions that, to the maximum extent, contribute to obtaining education of a certain level and a certain focus, as well as the social development of these persons, including through the organization of inclusive education for persons with disabilities. health limitations.

The Law on Education (clause 16, article 2) defines the concept of “student with disabilities”. This individual having defects in physical and (or) psychological development, confirmed by the psychological-medical-pedagogical commission and preventing education without creating special conditions. It should be noted that this term covers both persons recognized as disabled and non-disabled persons. There may also be people with disabilities (mainly suffering from somatic diseases) who are not students with disabilities.

According to paragraph 4 of Art. 79 of the Law on Education, the education of students with disabilities can be organized both jointly with other students, and in separate classes, groups or in separate organizations engaged in educational activities. Thus, the law laid the legal basis for the existence of both inclusive and integrated and special (correctional) education.

In the Law on Education, for the first time in federal legislation, the concept of inclusive education is fixed (clause 27, article 2). This is the provision of equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities.

In accordance with paragraph 2 of Art. 79 of the Law, general education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general educational programs. In such organizations, special conditions are created for the education of these students.

According to paragraph 3 of the same article, special conditions for obtaining education by students with disabilities are understood as the conditions for the education, upbringing and development of such students, including the use of special educational programs and methods of training and education, special textbooks, manuals and didactic materials, special technical training aids for collective and individual use, provision of services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual remedial classes, providing access to the buildings of organizations engaged in educational activities, and other conditions without which it is impossible or difficult to master educational programs for students with disabilities.

Also, according to paragraph 11 of Art. 79 when receiving education, students with disabilities are provided free of charge with special textbooks and teaching aids, other educational literature, as well as the services of sign language and sign language interpreters. The specified measure of social support is an expenditure obligation of the constituent entity of the Russian Federation in relation to such students, with the exception of students studying at the expense of the budgetary allocations of the federal budget. For people with disabilities who study at the expense of federal budget allocations, the provision of these social support measures is an expense obligation of the Russian Federation.

To ensure inclusive education, the procedure for establishing the rules for admission to general educational organizations, contained in Art. 67.

According to this article, the rules for admission to state and municipal educational organizations for training in basic general education programs should ensure the admission to an educational organization of citizens who have the right to receive general education of the appropriate level and live in the territory for which the specified educational organization is assigned.

Admission to a state or municipal educational organization may be refused in the following cases:

Due to the lack of vacancies in it. In the absence of places in a state or municipal educational organization, the parents (legal representatives) of the child, in order to resolve the issue of his placement in another general educational organization, apply directly to the executive authority of the constituent entity of the Russian Federation that exercises public administration in the field of education, or the local government that manages in the field of education;

When organizing individual selection to state and municipal educational organizations to receive basic general and secondary general education with in-depth study individual subjects or for specialized training in cases and in the manner provided for by the legislation of the subject of the Russian Federation;

When organizing a competition or individual selection for general education in educational organizations that implement educational programs of basic general and secondary general education, integrated with additional pre-professional educational programs in the field of physical culture and sports, or educational programs of secondary vocational education in the field of arts, integrated with educational programs of basic general and secondary general education;

Upon admission to foreign institutions of the Ministry of Foreign Affairs of the Russian Federation for general education.

Thus, the established procedure for admission in general does not restrict the right of children with disabilities to enter general education institutions.

The Law on Education establishes (clause 2, article 34) that students have the right to provide conditions for learning, taking into account the peculiarities of their psychophysical development and health status, including receiving socio-pedagogical and psychological assistance, free psychological, medical and pedagogical correction . Corresponding to this right is the duty of teachers (clause 6, clause 1, article 48) to take into account the peculiarities of the psychophysical development of students and their state of health, observe the special conditions necessary for receiving education by persons with disabilities, interact if necessary with medical organizations.

The law establishes the procedure for the provision of psychological, pedagogical, medical and social assistance (Article 42). This assistance is provided to children who experience difficulties in mastering basic general education programs, as well as difficulties in development and social adaptation. This assistance is provided in the centers of psychological and pedagogical, medical and social assistance, as well as by psychologists and educational psychologists of educational organizations in which such children study. The law establishes what includes psychological, pedagogical, medical and social assistance. This assistance is provided to children at the request or with the written consent of their parents.

According to paragraph 8 of Art. 79 of the Law on Education, vocational training and vocational education of students with disabilities are carried out on the basis of educational programs adapted, if necessary, for the training of these students. In accordance with paragraph 10 of the same article, professional educational organizations and educational organizations of higher education, as well as organizations engaged in educational activities in the main programs of vocational training, must create special conditions for the education of students with disabilities.

To develop the inclusiveness of vocational education and increase its accessibility importance has the fact that special rights have been established for disabled people when they are admitted to universities for undergraduate and specialty programs.

By general rules according to Art. 70 admission to these programs is based on the results of the unified state exam. At the same time, the university sets the minimum number of points required for admission.

In accordance with Art. 55 Admission to a university for study at the state expense is carried out on a competitive basis. Therefore, those who have presented the highest results of the exam are accepted.

According to Art. 71 for the admission of disabled children, disabled groups I and II, disabled since childhood, disabled due to military injury or illness received during military service, the university sets a quota. This quota may not be less than ten percent of the total enrollment targets for citizens studying at public expense. These categories of persons are accepted subject to successful completion of entrance examinations.

Also, children with disabilities, disabled people of groups I and II and war invalids have the right to be admitted to the preparatory departments of federal universities for education at the expense of the federal budget. They also have a preferential right to enroll in a university, subject to successful completion of entrance examinations and other things being equal.

The law provides for measures of social support for students with disabilities. In accordance with Art. 36 students who are disabled children, invalids of groups I and II, disabled since childhood, as well as disabled due to a military injury or illness received during military service, are provided with a state social scholarship. According to Art. For the same categories of students, living quarters in the specialized housing stock of an educational organization are provided free of charge as a matter of priority.

It can be stated with confidence that the law regulates all the key, basic issues of organizing inclusive education. At present, the main task is to adequately develop the provisions of the law in by-laws in order to create a legal framework for the implementation of domestic scientific developments related to the inclusive education of citizens with disabilities.

* Hereinafter, the author refers to the Federal Law "On Education in the Russian Federation" dated December 29, 2012.

The Ministry of Education and Science of the Russian Federation issued an order dated December 19, 2014 No. 1598, which approved the Federal State Educational Standard for Primary General Education for Students with Disabilities (hereinafter referred to as the Standard). The standard will come into effect on September 1, 2016. At the same time, the education of children with disabilities enrolled before September 1, 2016 is carried out according to adapted programs until the end of their education. The standard can also be used when receiving education in the form of family education, as well as when studying at home or in medical organizations. It is possible to use a network form.

Currently, the Standard is being tested in 24 regions on the basis of 115 school sites.

According to the Standard, the implementation of the adapted basic general education program of primary general education (hereinafter - AOOP IEO) can be organized both jointly with other students, and in separate classes, groups or in separate organizations.

The determination of the AOOP IEO option for a student with disabilities is carried out on the basis of the recommendations of the PMPK, formulated on the basis of his complex psychological, medical and pedagogical examination, and in the case of a disability, taking into account the IPR and the opinion of parents ( legal representatives). In the process of mastering the AOOP IEO, transitions from one option to another are possible, taking into account the opinion of the parents.

In connection with the approval of the Standard, a number of questions on inclusive education arise, some of which were answered by Deputy Minister of Education and Science Veniamin Kaganov during a conversation with a RIA Novosti correspondent on the eve of the Moscow International Salon of Education. In particular, he said:

About inclusion

Inclusion is a very broad concept: children with different educational opportunities and needs study together in the same programs in the same school. This is not only about children with disabilities, the disabled. This includes talented children who also need a special approach for effective learning, and young athletes, who often face the problem of adapting to the classroom after training camps and competitions, and children with special living conditions. We must ensure the implementation of the law on education, which says: there are no unteachable children - whoever is capable of what, he must be taught.

About the Standard

State standards are just aimed at making it clear to society what requirements are placed on the content of the education of different children, what result is expected.

- Gosstandart has been developed for primary education, we have yet to develop special requirements in the standards for high school students.

Will remedial schools survive?

— The standard can be implemented both in correctional and inclusive schools.

- In fact, we do not in any way reject correctional education by inclusive education, we do not displace correctional schools. We create conditions for both. By law, only a parent has the right to decide where to send their child. The task of the education system is to provide different options.

- We are for the preservation of these schools, but they also need to update the content, show a higher learning outcome.

Do no harm

— But when we talk about inclusive education, we warn all schools: make sure you are ready, do not rush to switch to something that is still alien to you, for which you are not quite ready yet.

About work during the transition period

- Now we are all waiting for a transitional period: there will be quite hard work aimed at combining desires with opportunities. Large-scale training of teachers is already underway at the federal level, pedagogical technologies the relevant literature is being developed. We are creating conditions for such training to be carried out at the level of the constituent entities of the Federation.

- Already developed professional standard teacher-psychologist, its approbation in the regions begins. By the end of the year, the professional standard of the tutor will be clarified and the standard of the assistant (assistant) will be developed. Now we have to develop educational programs, decide how much money tutors and assistants (assistants) will work in schools, because this is an additional financial burden. All these issues are under development.

About class content

- Class occupancy has already been determined by SanPiNs - for example, in an inclusive class for 25 children there can be 2 children with disabilities, and if there are more of them, then the overall occupancy of the class should be reduced.

- It is assumed that an individual program of education and development within the class is developed for each child.

About funding

In almost all regions, funding for the education of disabled children is two to three times higher than funding under the usual standard, but this is not a financial interest, but compensation for additional costs for staff, for special learning conditions.

On attitudes towards inclusion

— However, there are also regions that do not yet know how to relate to the inclusion of education. I don't blame them. It is quite difficult to draw a line where the norm ends and HIA begins. But it is already quite clear that strong schools that provide quality education should be able to educate everyone, and do this not only from the point of view of ensuring the interests of a particular child with disabilities, but also from the point of view of raising other children. Healthy boys and girls need to understand that there are other children who may be less fortunate but also need education, development and human support. They will grow up. They need to be friends and work together. I think that after some time, the desire to increase the financial standard will come first, but the desire to build a quality education in modern conditions, create the preconditions for a good reputation.

— Inclusion cannot happen instantly. It is impossible to say “tomorrow there will be tolerance”, and it will come. This takes time.

Reference.By order of the Government of the Russian Federation in 2015, subsidies in the amount of 216.315 million rubles are allocated to the budgets of 33 subjects of the Federation. to finance activities to support:

— networks of internship sites created in 2011–2013, where, among other things, the qualifications of teachers and managers of the education system are improved;

- regional programs for the development of education in the context of an experimental transition to federal state educational standards for the education of children with disabilities (acquisition of adaptive devices, equipment for adaptive physical education, specialized didactic material for educational organizations in order to create the conditions necessary for testing federal state educational standards for students with disabilities).

Quotes based on the article "Kaganov on inclusion: the school should be able to teach everyone."

According to paragraph 27 of Article 2 of Federal Law No. 273-FZ "On Education in the Russian Federation" (hereinafter - Law No. 273-FZ), "inclusive education is ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities" . In order to exercise equal rights to receive education, part 5 of article 5 of this law obliges state authorities and local governments to create conditions that would allow people with disabilities to receive quality education and opportunities for social adaptation, taking into account their individual needs. Including by organizing inclusive education for them.

For a student to be recognized as having a disability, three conditions must be met:

1. He has deficiencies in physical or psychological development.
2. They are confirmed by a special psychological-medical-pedagogical commission.
3. It is impossible for this student to receive education without creating special conditions.

Educational standards

Article 11 of Law No. 273-FZ deals with federal state educational standards, and in particular, paragraph 6 of Article 11 requires the creation of separate educational standards for students with disabilities or the addition of special requirements to existing ones. So, from September 1, 2016, the "Standard for the education of students with mental retardation (intellectual disabilities)", approved by order of the Ministry of Education and Science of Russia dated December 19, 2014 No. 1599, and the "Standard of primary general education for students with disabilities", approved by order of the Ministry of Education and Science of Russia 12/19/2014 No. 1598.

Article 79 of Law No. 273-FZ regulates the basic principles of organizing inclusive education in Russia. First of all, it is indicated that the basis of such education is an adapted educational program designed specifically for the student. If we are talking about a disabled person, then for him the content and conditions for receiving education are determined by his individual program rehabilitation.

Organization of special conditions for inclusive education

In an educational institution where adapted education is conducted, special conditions must be arranged for its receipt. Three elements can be distinguished in the structure of these conditions:

1. The material and technical component is important, but not the only main one. This includes providing access to the building, technical means for moving around the floors, appropriate special equipment for classrooms, services of an assistant assistant, etc., depending on the needs of individual students.
2. Methodical element: adapted programs and methods of education and upbringing, the opportunity to choose the form of education, special textbooks and manuals, etc.
3. Communication and organizational element: communication and interaction between students and teachers, as well as within the student team, built on tolerance and courtesy.

In practice, the creation of such a set of conditions often causes so much trouble that ordinary schools prefer to refuse parents of a child with a disability who want to teach him inclusively. Or, on the contrary, they try to socialize such a child at all costs and send him to a regular school, not paying attention to the lack of learning conditions specifically for him.

In the Russian Federation, along with the development of inclusive - that is, with integration into the social environment - education, the system of correctional education in specialized institutions is also preserved. The Ministry of Education and Science believes that these two systems do not interfere with each other. Article 79, among other things, provides a choice of educational organization: together with other students or in separate classes, groups or institutions, that is, inclusive or specialized. The norms of international law provide for the creation of special schools only when inclusiveness is for some reason impossible, but in domestic realities such formulations are not yet relevant.

Students with disabilities are entitled to free two meals a day, and if they live in their educational institution, then full state support. Special educational literature and sign language interpreters are also provided free of charge.

Principles of Inclusion in Vocational and Higher Education

An important factor for the adaptation in society and the normal life of people with disabilities is the possession of a profession. Article 79 of Law No. 273-FZ devotes three whole paragraphs to the organization of vocational training for students with disabilities, including those who were left without a general education. The law provides for special conditions and adapted programs for such students, but the principles of inclusiveness in obtaining vocational education can hardly be overestimated. Skill in the profession, as you know, is developed in the process of practice and communication with other masters, which requires communication skills and the ability to receive and process information without interference from one's limited abilities.

Both in the legislation and in the articles of expert analysts, the importance of the availability of inclusive education in higher education institutions is also emphasized. As A.Yu. Verkhovtsev, for this category of people, the choice of life activities is usually limited, therefore for them "it is higher education that becomes the most important factor in the complex process of self-development of the individual in interaction with various social groups, institutions, organizations."

The Government of the Russian Federation has adopted the Federal Target Program for the Development of Education for 2016-2020. It provides for an increase in the number of educational institutions that are charged with providing conditions for the education of disabled people and people with disabilities. By the current year, 2017, the Program requires the presence of such conditions in 25% of institutions out of the total number of educational institutions of secondary vocational and higher education. By 2020, this share should already be 70%.

Problems of personnel training

Among the important tasks of organizing inclusive education is the training of teaching staff. Sometimes, even in special schools, teachers experience difficulties, for example, with fluency in sign language. Moreover, there are few pedagogical educational institutions that would prepare teachers to conduct the educational process in accordance with the principles of inclusive education. The Ministry of Education of the Russian Federation has introduced the courses “Fundamentals of Special (Correctional) Pedagogy” and “Peculiarities of the Psychology of Children with Special Educational Needs” in pedagogical universities, but the quality training of an “inclusive” teacher is not limited to professional skills that can be obtained at the university ready-made. The model of inclusive education for Russia is completely new, different from the usual correctional model, and the methods of such education have to be improved and developed right in the process of work. As noted by N.Z. Solodilov in the article "The multidimensional problem of rehabilitation and social integration of disabled people", "in order to introduce inclusive education in Russia, it is necessary to change not only the methodology for introducing integration innovations into the education system, but also the mass consciousness of people."

Reflection in the legislation of the constituent entities of the Russian Federation

The provisions of Law No. 273-FZ regarding the education of persons with disabilities are being developed at the level of the subjects of the federation. The laws on education of many constituent entities of the Russian Federation reflect the general norms of federal legislation on inclusiveness, and in a number of constituent entities, separate regulatory legal acts on this topic or entire concepts for the development of inclusive education have been adopted, for example:

• Law of the City of Moscow dated April 28, 2010 N 16 "On the education of persons with disabilities in the city of Moscow".
• The concept of education of children with disabilities in the educational space of St. Petersburg, approved on May 5, 2012
• The concept of inclusion in social policy Republic of Tatarstan for 2015 - 2018, approved on September 17, 2015
• The Concept for the Development of Education for Persons with Disabilities (including inclusive education) in the Arkhangelsk Region for 2015-2021, approved on November 24, 2015
• The Concept for the Development of Inclusive Education in the Republic of Buryatia, approved on May 28, 2013