Federal law on inclusive education. Association of Heads of Educational Organizations. Training problems

“I would like to focus on 64th article of the law on education, since this is the only article that is completely devoted to early childhood education. It has 3 parts: 1) the actual content preschool education; 2) mastering educational programs of preschool education; 3) inclusive education. This thing is not cheap, requires financing, requires the creation of special conditions, advanced training teaching staff, there are 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 processif the whole group kindergarten monomorphic by category, for example, these are children with visual impairments. If the group is of a combined orientation, and one or two people are sitting in it, then we work according to an adapted program, which we prescribe for these children based on the main one according to which you work. Adaptation goes for everyone who came to your group, the law requires it, and teachers do not know how to adapt. We are still looking for solutions.

79th article of the law (organization of education for students with disabilities) 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 paragraph 79th article- the state represented by the state authority of the subject, i.e. your governor is providing training for pedagogues to work with children with disabilities and facilitating the recruitment of these workers in the organization that provides educational activities.

Moving on to FSES DO. <...> The main tasks include ensuring continuity. This is not a new problem, we have been dealing with it for 40 years. Continuity, when we talk about documents in the education system, there is continuity at the level of standards, continuity at the level of exemplary programs, continuity at the level of basic educational programs. It should be between the levels - preschool and primary general education.

When in 2013 was written preschool standard, the school standard was one. Therefore, the preschool standard was written within the framework of continuity with the school standard. But time passed, and at the end of 2014 two more standards were issued - the organization of education for children with disabilities in primary school and the organization of education for mentally retarded children with intellectual disabilities. Today it turns out that there are three school standards, and one preschool standard. We do not yet 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 - in a general education class, in an inclusive class, in a correctional school ... These schools are not equal, since there are schools that provide qualified education, and schools that provide non-licensed education. In this sense, there is an understanding that there will be no succession and children will go to different systems education. The essence of the problem is obvious. "

Deciphered from the words of Tatiana Volosovets

REFERENCE INFORMATION

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

Article 64. Preschool education

1. Preschool education is aimed at the formation of a general culture, the 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 diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of the level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based on individual approach to preschool children and activities specific to preschool children. Mastering educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

3. Parents (legal representatives) of minor students who ensure that children receive preschool education in the form of family education have the right to receive methodological, psychological, pedagogical, diagnostic and advisory assistance without charging fees, including in preschool educational organizations and general educational organizations, if corresponding consulting centers have been created there. The provision of such types of assistance is ensured by the 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 carrying out educational activities in accordance with adapted basic general educational programs. In such organizations, special conditions are created for the education of the indicated students.

3. Under special conditions for education by students with disabilities in this Federal Law are understood the conditions of training, upbringing and development of such students, including the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical training aids for collective and individual use, the provision of the services of an assistant (assistant) who provides students with the necessary technical assistance, group and individual correction classes, access to the buildings of organizations carrying out 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 together with other students, and in separate classes, groups or in separate organizations carrying out educational activities.

5. Separate organizations carrying out educational activities in accordance with adapted basic general educational programs are created by 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. The specifics of organizing educational activities for students with disabilities are determined by the federal executive body responsible for the development of state policy and legal regulation in the field of education, together with the federal executive body responsible for the development of state policy and legal regulation. 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, shoes, soft and hard equipment. Other students with disabilities are provided with free two meals a day.

8. 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.

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

10. Professional educational organizations and educational institutions of higher education, as well as organizations carrying out educational activities in the main vocational training programs, should create special conditions for education by students with disabilities.

11. When receiving education, students with disabilities are provided with free special textbooks and tutorials, other educational literature, as well as the services of sign language interpreters and tiflo-sign language interpreters. This 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 at the expense of budgetary allocations from the federal budget. For disabled people who study at the expense of budgetary allocations from the federal budget, the provision of these social support measures is an expenditure obligation of the Russian Federation.

12. The state, represented by its authorized bodies of state power of the Russian Federation and bodies of state power of the constituent entities of the Russian Federation, provides training for pedagogical workers who have mastered special pedagogical approaches and methods of teaching and upbringing students with disabilities, and promotes the attraction of such workers to organizations carrying out educational activities ...

Increasing inclusion

In the new 2016, Russian schools expect the emergence of new standards for inclusive education. Today, about 160 thousand children study in inclusive classes. The needs significantly exceed the existing possibilities in this type of education. There are about 0.5 million children with disabilities in Russia, plus children with special needs who, without having a disability, nevertheless need special training conditions. At the same time, as the standard of inclusive education itself 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. Most schools, in principle, do not have the ability to connect to these requirements. The question is how in material conditions (ramps, many special devices...), so - and this is the main thing - and in the availability 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 musculoskeletal disorders. There are thousands of differences behind the phrase "disabilities." The most difficult students for regular schools are those with mental retardation and autism. For such children, according to the new requirements, psychological, medical and pedagogical support should be organized in schools. Learning for pupils with developmental delay will follow both regular textbooks and special ones. The teacher will decide which ones to choose. In inclusive classes, not only a teacher works with schoolchildren, but also a speech therapist, a defectologist, and a social teacher.

For an autistic child in a regular school, a special workplace... Preferably near the wall, at an individual desk; a screen may be provided. In primary school, a toy house or tent can be made for such a child. The rules do not prohibit such children from bringing 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 defectologists, 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 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 cards, tablets, tables, diagrams and test knowledge in the form of tests.

It is unlikely that 2016 will be able to dramatically improve the situation. The main thing is that there is no clarity as to whether the right path has moved russian education in terms of widespread implementation of inclusive practices. Will there be enough money to solve the thousands of problems that arise?

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

Zhavoronkov R.N.

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

Inclusive education: practice, research, methodology: Sat. materials II International
scientific and 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 up 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 original 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, and the Union of Rectors of Russia. As a result, the 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 - almost 11,000 comments and suggestions were received on the site. Based on the results of their consideration, the President of the Russian Federation was presented with a report with recommendations for finalizing the draft law. The text of the new version of the law was considered in 2011 at the traditional August pedagogical meetings of educators.

After the bill was submitted by the Government of the Russian Federation for consideration to the State Duma, public discussion continued, but if earlier the concept and structure of the new law were discussed, now the proposals mainly concerned 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 has 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 people with disabilities 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 down 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 the right of every person to education is guaranteed. Based on this, in paragraph 2 of Art. 3 it is established 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 indicates 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 self-government bodies create the necessary conditions to receive quality education without discrimination for persons with disabilities, to correct developmental disorders and social adaptation, to provide early correctional assistance based on special pedagogical approaches and the languages \u200b\u200bmost suitable for these persons, methods and ways of communication, and conditions that maximally contribute to education 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.

The Law on Education (Clause 16, Art. 2) defines the concept of “student with disabilities”. This is an individual with disabilities in physical and (or) psychological development, confirmed by the psychological, medical and pedagogical commission and preventing education without creating special conditions. It should be noted that this term applies to both persons recognized as disabled and persons who are not disabled. 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, education of students with disabilities can be organized both together with other students, and in separate classes, groups or in separate organizations carrying out educational activities. Thus, the law laid down the legal basis for the existence of both inclusive and integrated and special (remedial) education.

In the Law on Education, for the first time in federal legislation, the concept of inclusive education is enshrined (paragraph 27 of Article 2). This is to ensure 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 carrying out educational activities according to adapted basic general educational programs. In such organizations, special conditions are created for the education of the indicated students.

According to clause 3 of the same article, special conditions for receiving education by students with disabilities are understood as the conditions for training, upbringing and development of such students, including the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials. special technical training aids for collective and individual use, the provision of the services of an assistant (assistant) who provides students with the necessary technical assistance, group and individual correction classes, access to the buildings of organizations carrying out 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 with free special textbooks and teaching aids, other educational literature, as well as the services of sign language interpreters and tiflosurd interpreters. This 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 at the expense of budgetary allocations from the federal budget. For disabled people who study at the expense of budgetary allocations from the federal budget, the provision of these social support measures is an expenditure 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 a general education of the corresponding 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 free places 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 in charge of state administration in the field of education, or the local government body in charge in the field of education;

When organizing individual selection to state and municipal educational organizations for obtaining basic general and secondary general education with in-depth study of individual academic subjects or for specialized training in the 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 missions of the Ministry of Foreign Affairs of the Russian Federation for general education.

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

The law on education establishes (paragraph 2 of article 34) that students have the right to provide conditions for learning, taking into account the characteristics of their psychophysical development and health status, including receiving social, pedagogical and psychological assistance, free psychological, medical and pedagogical correction ... This right corresponds to the duty of pedagogical workers (subparagraph 6 of paragraph 1 of article 48) to take into account the peculiarities of the psychophysical development of students and their state of health, to comply with special conditions necessary for education by persons with disabilities, to interact, if necessary, with medical organizations.

The law establishes the procedure for the provision of psychological, pedagogical, medical and social assistance (Art. 42). This assistance is provided to children who experience difficulties in mastering basic general educational programs, as well as difficulties in development and social adaptation. This assistance is provided in the centers of psychological, 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 upon application 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 institutions of higher education, as well as organizations carrying out educational activities in the main vocational training programs, must create special conditions for education by students with disabilities.

To develop the inclusiveness of vocational education and increase its accessibility essential has the fact that special rights have been established for disabled people when admitting to a university for training in undergraduate and specialty programs.

By general rules according to Art. 70 admission to training in these programs is carried out on the basis of the results of the unified state examination. At the same time, the university sets the minimum number of points required for admission.

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

According to Art. 71 for the admission of disabled children, invalids of groups I and II, invalids from childhood, invalids due to a military injury or illness received during military service, the university sets a quota. This quota cannot be less than ten percent of the total volume of the target figures for the admission of citizens studying at public expense. These categories of persons are accepted subject to the successful completion of the entrance tests.

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

The law provides for measures of social support for disabled students. In accordance with Art. 36 students who are disabled children, disabled groups I and II, disabled since childhood, as well as disabled as a result of a military injury or illness received during military service, a state social scholarship is established. 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 key, basic issues of organizing inclusive education. At present, the main task is to adequately develop the provisions of the law in bylaws in order to create a legal basis for the implementation of domestic scientific developments concerning 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 of December 19, 2014, No. 1598, which approved the Federal State Educational Standard of 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 completion of training on them. The standard can be used for education in the form of family education, as well as for homeschooling or in medical organizations. It is possible to use a network form.

The Standard is currently being tested in 24 regions on the basis of 115 school grounds.

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

The definition of the version of the AOOP NOE for a student with disabilities is carried out on the basis of the recommendations of the PMPK formulated on the basis of his comprehensive psychological, medical and pedagogical examination, and in the case of a disability, taking into account the IPR and the opinion of the parents legal representatives). In the process of mastering AOOP LEO, 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 arise on inclusive education, 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 Education Fair. 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, people with disabilities. This includes talented children, who also need a special approach for effective learning, and young athletes, who often face the problem of adaptation in 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 children without learning disabilities - whoever is capable of what should be taught.

About Standard

State standards are aimed at making society understandable what requirements are imposed on the content of education of different children, what result is expected.

- Gosstandart is still developed for primary education, we have yet to develop special requirements for standards for high school students.

Will correctional schools survive

- The standard can be implemented in both a correctional and an inclusive school.

- In fact, we in no way reject correctional education with inclusive education, we do not oust correctional schools. We create conditions for both. By law, only a parent has the right to decide where to give his 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 move on to something that may still be alien to you, for which you are not quite ready yet.

About work in transition

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

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

About class filling

- The occupancy of classes has already been determined by SanPiNs - for example, in an inclusive class for 25 children there may be 2 children with disabilities, and if there are more of them, then the total 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 financing

In almost all regions, funding for the education of children with disabilities is two to three times higher than funding according to the usual standard, but this is not a financial interest, but compensation for additional costs for personnel, for special training conditions.

About attitudes towards inclusion

- However, there are also regions that do not yet know how to relate to the inclusion of education. I do not blame them. It is quite difficult to draw the 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 teach everyone, and this should be done 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. You have to be friends with them, work together. I think that after a while, the first place will come not from the desire to increase the financial standard, but the desire to build quality education in modern conditions, create the prerequisites for a good reputation.

- Inclusion cannot happen instantly. You cannot say “tomorrow there will be tolerance,” and it will come. This takes time.

referenceBy order of the Government of the Russian Federation in 2015, the budgets of 33 constituent entities of the Federation are allocated subsidies in the amount of RUB 216.315 million. to finance activities to support:

- a network of internship sites created in 2011–2013, where, among other things, teaching and administrative staff of the education system improve their qualifications;

- 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 (purchase of adaptive devices, equipment for adaptive physical education, specialized didactic material for educational organizations in order to create the conditions necessary for approbation of 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 clause 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 and local authorities 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 disabilities in physical or psychological development.
2. They are confirmed by a special psychological, medical and pedagogical commission.
3. Getting an education for this student is impossible 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 the existing ones. So, since September 1, 2016, the "Standard of education of students with mental retardation (intellectual disabilities)", approved by order of the Ministry of Education of Russia No. 1599 dated December 19, 2014, and the "Standard of primary general education of students with disabilities", approved by order of the Ministry of Education of Russia from 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 such education is based on an adapted educational programdesigned specifically for the student. If we are talking about a disabled person, then for him the content and conditions for obtaining 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 provided 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, assistant assistant services, etc., depending on the needs of specific students.
2. Methodical element: adapted programs and methods of education and upbringing, the ability to choose the form of training, special textbooks and manuals, etc.
3. Communication and organizational element: communication and interaction between students and teachers, as well as within the student community, built on tolerance and consideration.

In practice, creating such a complex of conditions is often so troublesome that ordinary schools prefer to refuse parents of a disabled child who want to teach him inclusively. Or, on the contrary, they strive to socialize such a child at all costs and send him to a regular school, not paying attention to the lack of educational 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 the organization of education: together with other students or in separate classes, groups or institutions, that is, inclusively or specialized. The norms of international law provide for the creation of special schools only when inclusiveness is for some reason impossible, but in the 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 own educational institution, then full government support. Special educational literature and sign language interpreter services are also provided free of charge.

Principles of Inclusion in Professional and Higher Education

Proficiency is becoming an important factor for adaptation in society and the normal life of people with disabilities. 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 professional education are difficult to overestimate. Dexterity 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 their disabilities.

Both the legislation and the articles of expert analysts also emphasize the importance of the availability of inclusive education in higher education institutions. As A.Yu. Verkhovtsev, for this category of people, the choice of life is usually limited, therefore, for them "it is higher education that becomes the most important factor in the complex process of personality self-development 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 obliged to provide conditions for the education of disabled people and people with disabilities. By the current year, 2017, the Program requires such conditions in 25% of institutions from the total number of educational institutions of secondary vocational and higher education. By 2020, this share should already be 70%.

Training problems

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 institutionsthat 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 courses "Fundamentals of Special (Correctional) Pedagogy" and "Peculiarities of the Psychology of Children with Special Educational Needs" in pedagogical universities; 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. 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 constituent entities 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 a number of constituent entities have adopted separate normative legal acts on this topic or whole concepts for the development of inclusive education, 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 for children with disabilities in the educational space of St. Petersburg, approved on May 5, 2012.
• The concept of inclusion in social policy Of the Republic of Tatarstan for 2015 - 2018, approved on September 17, 2015
• 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