The basic principle of inclusive education document. Basic principles of inclusive education for children with disabilities in a general educational institution; approaches and methods 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 an individual, including:

• needs for full-fledged and diverse personal formation and development - taking into account individual inclinations, interests, motives and abilities (personal success);
• the need for a person's organic entry into the social environment and fruitful participation in the life of society (social success);
• the need for the development of a person's universal labor and practical skills, readiness to choose a profession (professional success).

Creating opportunities in schools to meet these individual educational needs is becoming the foundation of many learning systems around the world. However, there are groups of children whose educational needs are not only individual, but also have special features.

Children have special educational needs when, in the process of their education, difficulties arise when children's capabilities do not correspond to generally accepted social expectations, school educational standards of success, and norms of behavior and communication established in society. 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 disabilities, children with special needs) in educational process in general schools in the community is a relatively new approach to 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 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 teaching different children in the same class, and not in a specially selected group (class) at a general education school.

1.2 A social approach to understanding disability

An inclusive approach in education began to be affirmed due to the fact that in modern society the “medical” model, which defines disability as

impairment of health and limits support for people with disabilities to the social protection of the sick and the disabled, a "social" model comes, which states:

• the cause of disability is not the disease itself;
• the cause of disability is the existing physical ("architectural") and organizational ("attitudinal") barriers, stereotypes and prejudices in society.

A social approach to understanding disability is enshrined in the Convention on the Rights of Persons with Disabilities (2006):

“Disability is the result of interactions that occur between people with disabilities and attitudinal and environmental barriers that prevent them from participating fully and effectively 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 “bearer of the problem” requiring 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 environment. For the successful implementation of the inclusion of students with special educational needs in the general educational process and the implementation of a social approach, changes in the education system itself are required. The general education system needs to become more flexible and capable of ensuring equal rights and educational opportunities for all children - without discrimination and neglect. (cm. Figure: 1.1).

Following the principles of the social model, society needs to overcome negative attitudes towards child disability, get rid of them and provide children with disabilities with equal opportunities to fully participate in all spheres of school and extracurricular activities in the general education system.

Figure: 1 Different approaches in education: medical (child as a problem) and social (education system as a problem)

1.3. Barriers to 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 importance of the barriers of the “architectural” environment of the student is obvious - the physical inaccessibility of the environment (for example, the absence 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 costs are needed to organize special pedagogical support.

But even more significant are the barriers that arise as a result of the relationships between students and the social contexts of their being - 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 existing system of legislation.

Examples of such barriers can be the existing professional attitudes of teachers of general and special education, an inflexible system for assessing student achievement, the inadequacy of the existing regulatory framework, etc. Schools are able to overcome many barriers on their own if it is understood 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:

• not only change the physical environment of 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, above all, eliminate social barriers: gradually and purposefully change the culture, policy and practice of general education and special schools.

1.4. Integration and inclusion in education

An important stage in 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 Figure: 1.2.

Comparing these different 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 at the same time 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 to the general education system. Unfortunately, with this approach, only a small group of children with disabilities, with limited health capabilities can be fully included in the general education environment. The main limitation of integration is that there are no changes in the organization of the general education system, i.e. in programs, techniques, learning strategies. The lack of such organizational changes during integration was

main barrier in the widespread implementation of policies and practices for the inclusion of children with disabilities in society educational environment... The rethinking of this process led to a change in the concept of “special educational needs” and the emergence of a new term - “inclusion”.

An inclusive approach puts 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 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 take into account the special educational needs of all those students who have them. ...

Figure: 1.2 Different organization of the education system: general / special - integrated - inclusive

1.5. Inclusive education as the realization of law

An 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 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 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 special education system in many countries of the world, the goal of which is to realize the right to education without discrimination. The transformation of the special education system in the global context and the development of inclusive approaches in education are based primarily on 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 SKO) 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 (UNE SKO, 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 the Equalization of Opportunities for Persons with Disabilities (UN, 1993).
• Salamanca Declaration on Principles, Policies and Practical Action for 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 against him on any of the grounds - be it gender, racial, religious, cultural, ethnic or linguistic affiliation, health status, social origin, socio-economic status, refugee status, immigrant status, forced migrant, etc.

The main ideas and principles of inclusive education as an international practice for realizing the right to education of persons with special needs were first most fully formulated in the Salamanca Declaration on Principles, Policies and Practices in the Field of Education for Persons with Special Needs (1994). More than three hundred participants, representing 92 governments and 25 international organizations, declared in the Salamanca Declaration the need to "fundamentally reform the general education institutions", recognizing the "need and urgency of providing education for children, youth and adults with special educational needs within the regular education system" ...

We believe and solemnly declare that: every child has a 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 education in mainstream schools, which should create conditions for them based on pedagogical methodsfocused primarily on children in order to meet these needs; mainstream schools with this inclusive orientation are the most effective remedy tackling discriminatory attitudes, creating an enabling environment in communities, building inclusive societies and providing education for all; moreover, they provide real education for most children and increase the efficiency and, ultimately, the profitability of the education system. Salamanca Declaration of Principles, Policies and Practices for Special Needs Education, adopted by the "World Conference on Special Needs Education: Access and Quality"

Inclusive education inherently counteracts discriminatory attitudes towards 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 framework 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 the education of all citizens, regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, membership of public organizations (associations ), age, health status, social, property and official status, criminal record (clause 1 of 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 are endowed with the right to choose both the form of obtaining 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 (PMPK), 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 regulatory framework and financial justification, the inertia of thinking of teachers and parents, burdened with previous views and stereotypes.

Figure: 1.3 Legal framework for inclusive education

2012
In May 2012, the State Duma of the Russian Federation adopted 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 changing 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 - 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 creating conditions for education for children with disabilities and children with disabilities in the subject of the Russian Federation:
"The current legislation now allows organizing the education and upbringing of children with disabilities in ordinary ... educational institutions ... that are not correctional ... in the same class with children without developmental disabilities."

2006
Convention on the Rights of Persons with Disabilities
Based on the principle of replacing social security and charity with a system of rights and freedoms.
The Preamble formulates 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" sets out the concept of "inclusive education" and the obligation of the participating States to provide "inclusive education at all levels and lifelong learning".

1994
Salamanca Declaration on Principles, Policies and Practical Actions in the Field of Education for Persons with Special Needs
The “need and urgency of providing education for children, youth and adults with special educational needs within the regular education system” is recognized.
Declared:

• each child has unique characteristics, interests, abilities and learning needs;
• persons with special educational needs should have access to education in mainstream schools, which should create conditions for them on the basis of pedagogical methods aimed primarily at children in order to meet these needs.

Addressing "all governments":

• adopt the principle of inclusive education in the form of law or political declaration.

Appeal to the international community:

• endorse the inclusive school approach.

1993
UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities
Rule 6. Education.
States should recognize the principle of equal opportunities in primary, secondary and tertiary education for children, youth and adults with disabilities in integrated settings. 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 receiving 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
USSR signed and ratified the Convention on the Rights of the Child
For the Russian Federation, the Convention entered into force on September 15, 1990.
World Declaration on Education for All - Meeting Basic Education Needs
"It is necessary to take measures to ensure equal access to education for all categories of disabled people as an integral part of the education system."

1989
Convention on the rights of the child
The right of all children to education is enshrined without any discrimination:

• the goal is proclaimed “the progressive achievement of the realization of this right on the basis of equal opportunities”.

1982
World Program of Action for Persons with Disabilities
This is the first UN document in which the basic principles of attitudes towards people with disabilities are formulated:
“Creating equal opportunities means the process by which the general 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 daily life person.
… Societies must identify and remove barriers that prevent the full participation of persons with disabilities.
So, learning should take place, if possible, in the regular school system ... "

1971
Declaration on the Rights of Mentally Retarded Persons
Every person's right is declared mental retardation for "education, training, rehabilitation and patronage that will enable him to develop his abilities and maximum opportunities."

1960
Convention against Discrimination in Education
The expression “discrimination” is defined as “any difference, 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 does not correspond to “the choice of parents or legal guardians of students”.

1959
Declaration of the rights of the child
Principle 1.
The child must have all the rights specified 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 receive an education ... He must be given an education that would contribute to his general cultural development, and through which he could, on the basis of equality of opportunity, develop his abilities and personal judgment, as well as a consciousness of moral and social responsibility and become a useful member of society.

1948
Universal Declaration of Human Rights
Article 26 establishes the right of all to compulsory free primary education, "Accessible to all based on the abilities of each."
Wherein:
"Education should be directed to the full development of the human personality and to an increase in respect for human rights and fundamental freedoms."
Certain legislative initiatives of a number of regions of the Russian Federation regarding the education of persons with disabilities (Samara region, Arkhangelsk region, Republic of Karelia, Moscow city) are quite effective in terms of overcoming legislative “inertia” at the federal level and will be partially discussed below, in the relevant sections of this editions.

December 13, 2006 The United Nations General Assembly endorsed 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 document on human rights in the new millennium brings a conceptual change in relation to people with disabilities, as it is based on the principle of replacing social security and charity with a system of rights and freedoms.
As an international document, the Convention on the Rights of Persons with Disabilities recorded the outcome 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 UN member states to ensure the realization of this right through inclusive education
The convention entered into force on 3 May 2008. By 2011, 147 states belonging to the United Nations have signed the Convention, of which 99 countries have already ratified this international document.5 The Russian Federation signed the Convention on the Rights of Persons with Disabilities on September 24, 2008.

At present, Russia is preparing to ratify the Convention:

From the Explanatory Note to the Draft Federal Law "On Amendments to Certain Legislative Acts of the Russian Federation on 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 binding. In this regard, the legislation of the Russian Federation must be brought in 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 planned to be set on July 1, 2012 ”. The established dates for the adoption of the necessary changes in a number of Laws of the Russian Federation - 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 identity.

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, dedicated to education, directly relates the right of persons with disabilities to education with the obligation of the state to ensure the realization of this right through “inclusive education at all levels and lifelong learning”. This means that 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 education vertical for persons with disabilities at all levels, starting with 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 in the community, as well as reasonable adaptation of the environment and individualized support for the educational process.

Article 24 of the Convention also assumes that in learning and mastering life and socializing skills, persons with disabilities will use various methods of communication, including alternative ones, and the training itself will be conducted using the language, methods and methods of communication most suitable for the individual and in the environment, ensuring the assimilation of knowledge and social development as much as possible.

Practical implementation the provisions of the Convention presupposes significant efforts on the part of governmental and non-governmental organizations, the teaching community, and parents. But the need for these efforts and active, targeted actions to develop inclusive approaches to ensure the rights of children with disabilities to education are now more relevant and evident than ever.

findings

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 documents.

2. 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 enshrined institution that has all the necessary components, starting from the preparation of a complete package of documents of the regulatory and legal framework, the definition of norms and principles of appropriate financing , 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 Western Europe and the 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 an individual, including:

• needs for full-fledged and diverse personal formation and development - taking into account individual inclinations, interests, motives and abilities (personal success);
• the need for a person's organic entry into the social environment and fruitful participation in the life of society (social success);
• the need for the development of a person's universal labor and practical skills, readiness to choose a profession (professional success).

Creating opportunities in schools to meet these individual educational needs is becoming the foundation of many learning systems around the world. However, there are groups of children whose educational needs are not only individual, but also have special features. +

Children have special educational needs when, in the process of their education, difficulties arise when children's capabilities do not correspond to generally accepted social expectations, school educational standards of success, and norms of behavior and communication established in society. 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 their 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 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 in 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 teaching of children with special needs together with their peers is teaching different children in the same class, and not in a specially selected group (class) at a general education school.

1.2 A social approach to understanding disability

An inclusive approach in education began to be affirmed 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 to the social protection of the sick and the disabled, is being replaced by a “social” model that states:

• the cause of disability is not the disease itself;
• the cause of disability is the existing physical ("architectural") and organizational ("attitudinal") barriers, stereotypes and prejudices in society.

A social approach to understanding disability is enshrined in the Convention on the Rights of Persons with Disabilities (2006):

“Disability is the result of interactions that occur between people with disabilities and attitudinal and environmental barriers that prevent them from participating fully and effectively in society on an equal basis with others.”

With the social model of understanding disability, a child with a disability or other developmental disabilities is not a “bearer of the 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 environment. For the successful implementation of the inclusion of students with special educational needs in the general educational process and the implementation of a social approach, changes in the education system itself are required. The general education system needs to become more flexible and capable of ensuring equal rights and educational opportunities for all children - without discrimination and neglect. (see Fig. 1.1).

Following the principles of the social model, society needs to overcome negative attitudes towards child disability, get rid of them and provide children with disabilities with equal opportunities to fully participate in all spheres of school and extracurricular activities in the general education system.

Figure: 1 Different approaches in education: medical (child as a problem) and social (education system as a problem)

1.3. Barriers to 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 importance of the barriers of the “architectural” environment of the student is obvious - the physical inaccessibility of the environment (for example, the absence 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 costs are needed to organize special pedagogical support.

But even more significant are the barriers that arise as a result of the relationships between students and the social contexts of their being - 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 at school and in the local community, in regional and national social policies, in the existing system of legislation.

Examples of such barriers can be the existing professional attitudes of teachers of general and special education, an inflexible system for assessing student achievement, the inadequacy of the existing regulatory framework, etc. Schools are able to overcome many barriers on their own if it is understood 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:

• not only change the physical environment of 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, above all, eliminate social barriers: gradually and purposefully change the culture, policy and practice of general education and special schools.

1.4. Integration and inclusion in education

An important stage in 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 the 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 needs. needs of learners.

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 to the general education system. Unfortunately, with this approach, only a small group of children with disabilities, with limited health capabilities can be fully included in the general education environment. The main limitation of integration was that there are no changes in the organization of the general education system, i.e. in programs, methods, learning strategies. The lack of such organizational changes during integration was the main barrier in the widespread implementation of policies and practices for including children with disabilities in the general educational environment. The rethinking of this process led to a change in the concept of "special educational needs" and the emergence of a new term - "inclusion".

An inclusive approach puts 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 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 take into account the special educational needs of all those students who have them. ...

Figure: 1.2 Different organization of the education system: general / special - integrated - inclusive

1.5. Inclusive education as the realization of law

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 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 special education system in many countries of the world, the goal of which is to realize the right to education without discrimination. The transformation of the special education system in the global context and the development of inclusive approaches in education are based primarily on 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 SKO) 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 (UNE SKO, 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 the Equalization of Opportunities for Persons with Disabilities (UN, 1993).
• Salamanca Declaration on Principles, Policies and Practical Action for 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 against him on any of the grounds - be it gender, racial, religious, cultural, ethnic or linguistic affiliation, health status, social origin, socio-economic status, refugee status, immigrant status, forced migrant, etc.

The main ideas and principles of inclusive education as an international practice for realizing the right to education of persons with special needs were first most fully formulated in the Salamanca Declaration on Principles, Policies and Practices in the Field of Education for Persons with Special Needs (1994). More than three hundred participants, representing 92 governments and 25 international organizations, declared in the Salamanca Declaration the need to "fundamentally reform the general education institutions", recognizing the "need and urgency of providing education for children, youth and adults with special educational needs within the regular education system" ...

We believe and solemnly declare that:

• every child has a 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 education in mainstream schools, which should create conditions for them on the basis of pedagogical methods aimed primarily at children in order to meet these needs;
• mainstream schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating an enabling environment in communities, building an inclusive society and providing education for all; moreover, they provide real education for most children and increase the efficiency and ultimately cost-effectiveness of the education system.

Salamanca Declaration on Principles, Policies and Practical Action for Special Needs Education, adopted by the World Conference on Special Needs Education: Access and Quality. Salamanca, Spain, June 7-10, 1994

Inclusive education inherently counteracts discriminatory attitudes towards 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 framework 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.

The Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education" guarantees the education of all citizens, regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, membership of public organizations (associations ), age, health status, social, property and official status, criminal record (clause 1 of 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 are endowed with the right to choose both the form of obtaining 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 (PMPK), 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 clause 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 regulatory framework and financial justification, the inertia of thinking of teachers and parents burdened with previous views and stereotypes. +

Figure: 1.3 Legal framework for inclusive education

In May 2012, the State Duma of the Russian Federation adopted 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 amend 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 - from January 1, 2013 and from July 1, 2013.

"The current legislation now allows organizing the education and upbringing of children with disabilities in ordinary ... educational institutions ... that are not correctional ... in the same class with children without developmental disabilities."

Convention on the Rights of Persons with Disabilities

Based on the principle of replacing social security and charity with a system of rights and freedoms.

The Preamble formulates 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" sets out 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 Practical Actions for the Education of Persons with Special Needs

The “need and urgency of providing education for children, youth and adults with special educational needs within the regular education system” is recognized.

Declared:

• each child has unique characteristics, interests, abilities and learning needs;
• persons with special educational needs should have access to education in mainstream schools, which should create conditions for them on the basis of pedagogical methods aimed primarily at children in order to meet these needs.

Addressing "all governments":

• adopt the principle of inclusive education in the form of law or political declaration.

Appeal to the international community:

• endorse the inclusive school approach.

UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities

Rule 6. Education.

States should recognize the principle of equal opportunities in primary, secondary and tertiary education for children, youth and adults with disabilities in integrated settings. 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 receiving 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)."

USSR signed and ratified the Convention on the Rights of the Child

World Declaration on Education for All - Meeting Basic Education Needs

"It is necessary to take measures to ensure equal access to education for all categories of disabled people as an integral part of the education system."

Convention on the rights of the child

The right of all children to education is enshrined without any discrimination:

the goal is proclaimed “the progressive achievement of the realization of this right on the basis of equal opportunities”.

World Program of Action for Persons with Disabilities

“Creating equal opportunities means the process by which the general 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 that prevent the full participation of persons with disabilities.

So, learning should take place, if possible, in the regular school system ... "

Declaration on the Rights of Mentally Retarded Persons

The right of every person with mental retardation is declared to "education, training, rehabilitation and patronage that will enable him to develop his abilities and maximum opportunities."

Convention against Discrimination in Education

The expression “discrimination” is defined as “any difference, 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 does not correspond to “the choice of parents or legal guardians of students”.

Declaration of the rights of the child

Principle 1.

The child must have all the rights specified 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 receive an education ... He must be given an education that would contribute to his general cultural development, and through which he could, on the basis of equality of opportunity, develop his abilities and personal judgment, as well as a consciousness of moral and social responsibility and become a 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 the ability of everyone”.

Wherein:

"Education should be directed to the full development of the human personality and to the enhancement of respect for human rights and fundamental freedoms."

Certain legislative initiatives of a number of regions of the Russian Federation regarding the education of persons with disabilities (Samara region, Arkhangelsk region, Republic of Karelia, Moscow city) are quite effective in terms of overcoming legislative “inertia” at the federal level and will be partially discussed below, in the relevant sections of this editions.

December 13, 2006 The United Nations General Assembly endorsed 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 had never been enshrined in a single international legal document. The Convention on the Rights of Persons with Disabilities as the first document on human rights in the new millennium brings a conceptual change in relation to people with disabilities, as it is based on the principle of replacing social security and charity with a system of rights and freedoms.

As an international document, the Convention on the Rights of Persons with Disabilities recorded the outcome 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 UN member states to ensure the realization of this right through inclusive education

The convention entered into force on 3 May 2008. By 2011, 147 states belonging to the United Nations have signed the Convention, of which 99 countries have already ratified this international document.5 The Russian Federation signed the Convention on the Rights of Persons with Disabilities on September 24, 2008.

At present, Russia is preparing to ratify the Convention:

From the Explanatory Note to the Draft Federal Law "On Amendments to Certain Legislative Acts of the Russian Federation on 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 binding. In this regard, the legislation of the Russian Federation must be brought in 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 planned to be set on July 1, 2012 ”.

The established dates for the adoption of the necessary changes in a number of Laws of the Russian Federation - 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 identity.

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, dedicated to education, directly relates the right of persons with disabilities to education with the obligation 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 in the community, as well as reasonable adaptation of the environment and individualized support for the educational process.

Article 24 of the Convention also assumes that in learning and mastering life and socializing skills, persons with disabilities will use various methods of communication, including alternative ones, and the training itself will be conducted using the language, methods and methods of communication most suitable for the individual and in the environment, ensuring the assimilation of knowledge and social development as much as possible.

The practical implementation of the provisions of the Convention requires significant efforts on the part of government and non-government organizations, the teaching community, and parents. But the need for these efforts and active, targeted actions to develop inclusive approaches to ensure the rights of children with disabilities to education are now more relevant and evident than ever.

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 documents.
2. In the Russian Federation, inclusive education, as one of the main forms of realizing the right to education for persons with disabilities, should become a legislatively enshrined institution that has all the necessary components, starting from the preparation of a full package of documents of the regulatory and legal framework, determining the norms and principles of appropriate funding, mechanisms creation of 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 (a group of friends, a school, the place where we live)

Inclusion means - disclosure of each student with an educational program that is challenging enough to match his ability.

Inclusion considers both needsand special conditions and the support the student and teachers need to succeed.

• In an inclusive school everyone is accepted and considered an important member of the team
• · The 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
• Plan for inclusion comprehensively
• Both teachers and school administrators are involved in the process of creating an inclusive school
• Include parents
• Build an understanding of disability among workers (schools, kindergarten) and students
• Train all school personnel (including security guards, cooks, etc.)

Misconceptions about inclusion:

• The notion that being in a school is sufficient in itself
• The notion that it's okay to throw someone who can't swim into the water
• Focusing not on goals, but on actions
• When the main focus of services is teaching the program, rather than meeting the individual educational needs of the child
• The idea 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 principals of mass schools do not know enough about the problems of disability and are not ready to include children with disabilities in the learning process in classrooms
• Parents of children with disabilities do not know how to defend children's rights to education and fear the education and social support system

Legislative resources:

• · Constitution of the Russian Federation
• · Law of the Russian Federation "On Education" dated July 12, 1992 No. 3266-1
• · the federal law "On 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
• UN Convention on the Rights of the Child

Inclusive school rules:

• All students are equal in the school community
• All students have equal access to the learning process throughout the day
• All students should have equal opportunities to establish and develop important social bonds
• Effective training is planned and delivered
• · 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 learning process takes into account the needs of each student
• Families are actively involved in school life
• Employees involved are positive and understand their responsibilities

The principles of forming an individual training program:

• Suitable for all students (not just students with disabilities)
• Serves as a means of adapting to a wide range of student opportunities
• Is a way of expressing, accepting and respecting individual learning characteristics
• Applicable to all component parts programs and habitual classroom behavior
• Mandatory for all employees involved in the training process
• Compiled with the goal of increasing student success

The average teacher can be successful if:

• It is flexible enough
• He is interested in difficulties and is ready 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 class
• He agrees to work together with other teachers on the same team

Inclusion results:

• Students have the opportunity to actively and constantly participate in all activities of the general educational process
• Adaptation is as less intrusive as possible and does not contribute to the development of stereotypes
• Activities aimed at inclusion of the student, but difficult enough for him
• Individual assistance does not separate or isolate the student
• Opportunities for generalization and transfer of skills appear
• General and special educators share responsibilities in planning, delivering 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 earlier to change beliefs - the earlier the behavior is mastered, the better it is remembered
  • 3. Opportunity for everyone to be successful
• Social changes:
  • 1. Creating a community in which everyone considers their contribution important
  • 2. Building a community where partners work together
  • 3. Start with your small community and you will see the result of your efforts as the experience spreads.
  • 4. Action is different from belief and theory!

A special education system for children with disabilities has been created and is successfully functioning in Russia. 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, the division of society into healthy and disabled people occurs already in childhood. As a result of teaching children with disabilities in special conditions, their competitiveness in the educational market is low and the desire to continue their education is small compared to graduates of ordinary secondary schools.

An alternative to such a system is the joint education of children with physical disabilities and children without disabilities in regular, general education schools.

Inclusive (French inclusif - including, from Latin include - I conclude, include) or inclusive 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, that ensures equal treatment for all people, but creates special conditions for children with special educational needs. Inclusive education is a process of development of general education, which implies the availability of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.

Joint (inclusive) learning is recognized by the entire world community as the most humane and most effective. The direction of developing inclusive education is also becoming one of the main in Russian educational policy. Provisions on inclusive education are enshrined in Russian government documents (National doctrine of education of the Russian Federation until 2025, Concept of modernization of Russian education for the period until 2010, etc.).

Inclusive education is such a learning and upbringing process in which ALL children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system and are trained at the place of residence together with their peers without disabilities in the same general education schools that take into account their special educational needs and provide the necessary special support.

Inclusive education of children with special needs together with their peers means teaching different children in the same class, and not in a specially selected group (class) at a general education school.

FINAL TEST

1. Joint education and upbringing of children with disabilities with their normally developing peers means:

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) creating 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) behavior style

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 study program

b) the right to determine teaching methods

c) for 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 and pedagogical commission

b) defectologist

c) medical and social expertise

7. Inclusion - education that involves the inclusion of a child with disabilities into the same educational environment with normally developing peers - this is:

a) group integration

b) educational integration

c) communication

8. The main attitude of a teacher implementing inclusive practice is:

a) every child is able to learn when creating certain special conditions

b) children with disabilities should study in specialized schools

c) some children are not capable of learning

9. Social inclusion should be ensured:

a) to all children with developmental disabilities without exception

b) only for children with developmental disabilities at primary school age

b) children studying only in special institutions

10. The status of a student with disabilities is established:

a) PMPK

b) a medical commission

c) ITU

11. For the first time, the theoretical substantiation of integrated education was in the works of a domestic scientist:

a) A.N. Leontiev

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 The inte of (inclusive) education has become:

a) Great Britain

b) Russia

c) France

14. Within the framework of inclusive education, educational services can be provided to students with the following health disabilities:

a) hearing impairment (deaf)

b) hearing impairment (hard of hearing and late deafness)

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

l) all answers are correct

15. In the 70s. XX 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 coeducation of children with developmental disorders appears in:

a) 60s XX century

b) 90s. XX

c) 70s XX century

18. In Russia, preschool children with disabilities took part in the first experimental experience of joint education of children with normal and impaired development:

a) visual analyzer

b) intelligence

c) auditory analyzer

19. To special educational environment for all categories of children with disabilities and disabilities include:

a) creating a barrier-free environment in educational institutions

b) material and technical (including architectural) support, personnel, information, software and methodological support of the educational and upbringing process, psychological and pedagogical support of 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 training, 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 ones, therefore:

a) inclusion cannot be massive

b) inclusion must be massive

21. A tutor is:

a) the teacher, at the first stages of training, acts as a guide of the child into the educational space of the school

b) coordinator of PMPK activities

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 musculoskeletal disorders,

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 compulsory corrective assistance to each integrated child

c) integration through informed selection of children for integrated learning

d) diagnostic information should be presented visually, in the form of graphs, figures

25. The construction between educational institutions of different levels, types and options of interaction, which ensures the choice and predictability of the individual educational route of a child with disabilities, builds a complementary system of psychological and pedagogical support for the education of a child and his family, called:

a) an 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 of school graduates with disabilities in the field of professional interests and elections

b) accompanying with complex psychological and pedagogical diagnostics and corrective assistance for adaptation in the environment of healthy peers

c) early integration of children with developmental disabilities into preschool institutions

29. Key competencies of a graduate with disabilities and disabilities do not include:

a) communication

b) the ability to carry out operations with numbers

c) teamwork skills

d) compliance

30. The creation of a system of polysubject interaction involves the creation of:

a) inclusive horizontal

b) an 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 initial level of the inclusive vertical is the period:

a) youth

b) early childhood

c) primary school age

33. The principle of parental choice as a principle of inclusive education:

a) means that parents can choose for themselves what and how to teach their children with disabilities

b) the right of parents to choose a teacher and a curriculum

c) means that parents have the right to choose the place, method and language of instruction for their children with disabilities

34. The continuous vertical of inclusive education is implemented subject to the following conditions: a child who is caught in an integrative environment in early age, should not be deprived of the society of ordinary peers at any stage of their growing up. Select 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 of the continuous vertical of inclusive education we are talking 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 stage of the educational vertical will be recorded in his individual map ("development map").

A) continuity

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 assuming that students with disabilities communicate with peers on holidays, in various leisure programs, is called:

A) expanding access to education

B) integration

C) mainstreaming

39. The methods of pedagogical study of children with disabilities and disabilities do not include:

a) analysis of works

b) conversation

c) encephalography

d) pedagogical observation

40. According to the concept of FGOS, 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. In the SFGOS educational areas are allocated:

a) 4

b) 6

at 8

42. What is not required 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) carry out 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 FGES is in question: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interacting with a close and distant social environment:

a) natural science

b) art

c) social studies

d) physical education

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, concluding, including or inclusive education - is a term used to describe the learning process of children with special needs in general education (mass) institutions. Joint teaching of preschoolers with different starting capabilities is permissible if educational institution special conditions for education and training have been created.

Inclusive education is built on the following principles:

The principle of an individual approach involves the choice of forms, methods and means of teaching and upbringing, taking into account the individual educational needs of each of the children of 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 involves 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 child's independent activity.

An important condition for the success of inclusive education is the provision of conditions for the child's independent activity. The implementation of this principle solves the problem of forming a socially active personality. A person who is the subject of his own development and socially significant activity. When activity is

entirely on the side of adults who care about the child, believing that his characteristics do not allow him to realize his capabilities, a "learned helplessness" is formed, a phenomenon when a child expects an external initiative, 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 creating conditions for understanding and accepting each other in order to achieve fruitful interaction on a humanistic basis.

Inclusion is the active involvement of children, parents and education 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 variety of individual characteristics of children requires an integrated, interdisciplinary approach to the definition and development of methods and means of education and training.

Specialists (educator, speech therapist, social educator, psychologist, defectologist, with the participation of a senior educator) working in the 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

developmental features presupposes the presence of a variable developmental environment, i.e. necessary developmental and didactic aids, teaching aids, without a barrier environment, variable methodological base of teaching and upbringing and the ability of the 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 the 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.

Principle dynamic development educational model of kindergarten.

Kindergarten model subject to change, including new ones

structural units, specialists, developing methods and

facilities.

Conducting a psychological and pedagogical examination of children with developmental disorders (risk of violation) and their families;

Provision of comprehensive correctional and developmental assistance to children with developmental disabilities (risk of disabilities) 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 child's further educational route.

The disadvantages of inclusive education are the psychological unreadiness of society to accept a person with disabilities, the imperfection of the system of social support and provision of such persons and disabled people.

Inclusive education develops tolerance, tolerance, compassion and mutual respect in preschoolers. Participants in the educational process learn to see the possibilities that children with disabilities have, despite their disabilities.

Inclusive education is a process of development of general education, which implies the availability of education for all, in terms of adapting to the different needs of all children,

Inclusive education is a new form of work in preschool.

The need for inclusive education is long overdue. Building a certain life path among peers, which, of course, every child can count on, regardless of the severity of his developmental disorders, would make the life of such children more interesting and complete, would contribute to their development and upbringing.

The main goal of creating inclusive groups is the sparing, gradual entry of the child into the peer group, 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 an individual educational program for a child, correctional and developmental classes are conducted by a teacher-psychologist, teacher-defectologist, teacher-speech therapist, social teacher. It should be noted that when planning correctional classes, specialists should take into account the content of the general education program of this age group and build correctional 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 play, all activity is subordinated to play, whether it be individual lessons, group or subgroup lessons.

In the classroom, games and exercises are selected taking into account individual programs child learning.

Specialists working in a group should regularly use technologies to preserve and stimulate children's health in their work.

For example: a music worker conducts a rhythm; instructor in physical therapy-corrective gymnastics; teacher-psychologist - psycho-gymnastics; speech therapist - breathing, 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 the problems with social adaptation of the latter. The children's community fosters tolerance and equal treatment of disabled children. 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.