In the Moscow Region, over 10,000 students have special educational needs, of which more than 4,000 children receive an inclusive education. According to federal standards, which are effective from September 1, 2016, the conditions for inclusive education of children with handicapped should be provided at all levels of education. About what steps are being taken in the Moscow region to develop inclusive education, read the material of the portal website.
What is inclusive education
Source: Photobank of the Moscow Region, Ksenia Sidorova
Inclusive education implies joint education and upbringing of children with disabilities and healthy children, without restrictions.
It is based on the following basic principles: the value of a person does not depend on his abilities and achievements; each person is capable of feeling and thinking; every person has the right to communicate and to be heard; all people need each other; true education can only take place in the context of real relationships; all people need the support and friendship of their peers; for all learners, progress is more likely to be in what they can do than in what they cannot; diversity enhances all aspects of human life.
Legislatively, inclusive education is regulated by the Constitution of the Russian Federation, the Law “On Education”, the Law “On social protection persons with disabilities in the Russian Federation”, the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms.
Inclusive education excludes any discrimination of children and involves equal treatment to all people, but at the same time, individual conditions are created for children with special educational needs.
Accessible environment
Source: Photobank of the Moscow Region, Alexander Kozhokhin
To ensure quality inclusive education, it becomes necessary to create an environment in which children with special needs will feel comfortable. Thus, in educational institutions of the Moscow region, work is actively being done to create an accessible environment - ramps are being installed in schools, educational rehabilitation equipment is being purchased for disabled children.
According to the Ministry of Education of the Moscow Region, more than 4,000 children with disabilities receive inclusive education in more than 300 schools in the region, fully equipped for the free movement of children.
An accessible environment for such children is also being developed in kindergartens - for example, in Ivanteevka to implement inclusive education for children preschool age equipped with a sensory unloading room, a massage room, a swimming pool with a lift, a mechanical lift and a freight elevator.
According to the Commissioner for Children's Rights in the Moscow Region, Ksenia Mishonova, the Moscow Region is a leader in terms of the coverage of municipalities with an accessible environment, but an accessible environment is not only equipment and ramps, but also tolerance towards.
Children with disabilities from the Moscow region are helped to socialize even after school. Children from the Moscow region regularly participate in regional competition"The best in the profession." And in 2017, a student from the Moscow region became the winner All-Russian competition"Best in profession" among students of educational institutions with intellectual disabilities.
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All people are different, everyone has the right to be different from others, to be different from everyone else. Modern society should be ready for it. One of the most striking social innovations is inclusive education, which allows children with disabilities to study in ordinary classes on an equal basis with everyone else. Today, education has not only acquired the form of a free good, but has also begun to adapt to certain categories of people.
Legal side
Inclusive schools to some extent deform the role of the teacher, revealing it from the other side. The teacher is forced to enter into closer interactions with a disabled child in the classroom in order to find a special approach to him and help him get used to the team.
Teachers who already have experience working with children with disabilities in the classroom have developed some rules that allow them to competently organize the learning process:
1) accept students with disabilities “like any other child in the class”,
2) include them in the same activities, although set different tasks,
3) involve students in collective forms of learning and group problem solving,
4) use other strategies of collective participation (games, joint projects, laboratory, field research, etc.)
Compatibility is the main principle of inclusion. Completely different children interact in a closed space, from different social environment, with different capabilities and needs. Although in public schools it is already quite common to meet children with disabilities and people with disabilities, this phenomenon still remains one in response to which aggression can arise. negative emotions can come from class members and teachers, as well as from the parents of other students. The problem of compatibility and tolerance requires special attention, since it is not solved by additional investments of government funds - this is something else, human. The process of establishing relationships between members of the educational team requires them to be attentive and polite. People should be able to tolerate others for comfortable coexistence with them in the same group.
“Compatibility is the main principle of inclusion”
Researchers identify eight principles of inclusive education, which characterize in detail the features of this phenomenon:
- The value of a person does not depend on his abilities and achievements.
- Every person is capable of feeling and thinking.
- Everyone has the right to communicate and to be heard.
- All people need each other.
- Genuine education can only take place in the context of real relationships.
- All people need the support and friendship of their peers.
- For all learners, progress may be more about what they can do than what they cannot do.
- Diversity enhances all aspects of human life.
It seems that these points are quite obvious and simple, they will impress any teacher. However, in practice it is difficult to ensure their joint implementation. It is worth emphasizing the role of the teacher in organizing the educational process in such a way that each child in the class feels comfortable and successfully learns educational material regardless of his personality. It is very important to be able to create a warm, trusting atmosphere within the class so that no one feels disadvantaged. The classroom is a place where children can open up, try themselves in different roles, and show their talents.
Adapted educational programs
Today, in the field of education, the terms "IEP" (individual syllabus), "adapted program". According to Article 79 of the Federal Law of the Russian Federation on Education, the conditions for organizing the education of children with disabilities should be determined by a specially developed adaptive program, tailored to the characteristics of each child. The peculiarity of such a program is that it does not force the child to follow a simplified version of the training or partially go through the educational material, it only involves the individualization of the methods of assimilation of information. Thus, the student receives the same education as his classmates, but at the same time he is helped to master the necessary skills by special methods. Adapted educational programs are still a new phenomenon in Russia, however, in Russian educational institutions one can already observe a tendency towards individualization of approaches to students.
Inclusive education is a new trend that is only developing and spreading in society. Like any social phenomenon, inclusion has a number of positive and negative consequences, some of which will be discussed below.
“It is very important to be able to create a warm, trusting atmosphere inside the class so that no one feels disadvantaged”
Benefits of Inclusive Education
1. A child in a team gains important social experience by interacting with classmates. Feeling the same attitude towards himself as towards everyone else, he does not feel his shortcomings and does not perceive himself as excluded, an outsider. He is subject to the same requirements as everyone else, as a result of which the development of a child with special needs is not much different from the development of a child without special needs.
« The first goal of introducing such education is that a child with special needs should be able to get an education.", - says a member of the international association "Autism. Europe", Head of the Center for the Rehabilitation of the Disabled "Our Sunny World" and Advisor to the Rector of the Moscow State University of Psychology and Education on Assistance to Children with Autism Spectrum Disorders Igor Spitsberg.
2. Difficult, at first glance, tasks that force the student to adapt to the basic program, make it possible to update his internal complexes and problems. Difficulties that appear in the child in the learning process make him somehow cope with them, the internal resources of the child turn on and help him adapt to his environment.
3. The educational potential of inclusive education is also manifested in relation to “ordinary” children. A child with disabilities appears in the class, he is different from the rest, he is not so special. The other members of the team must somehow determine their attitude towards this child. Self-determination occurs, many questions arise in the head: How to treat a disabled person? Is it possible to consider him the same person? Does he deserve respect?
Successful self-determination is very important for an emerging personality: in the process, she realizes that a person needs to be perceived as he is, that all people are different. The child begins to understand that external physical defects do not determine the essence of a person.
« .. it's great when there is a "special" child in the class. This is incredibly useful and important for ordinary children, they learn mercy, attention to every person. A society in which disabled people are not separated from childhood is growing much more humane and noble», - claims Igor Spitsberg.
“The child begins to understand that external physical defects do not determine the essence of a person”
Negative features of inclusive education
1. The first two pluses can turn into psychological trauma if the child is not able to adequately exist in the circumstances.
A student with disabilities can act as a "laughing mark" in the team. Other children are not yet fully formed and mature personalities, they may inadequately perceive a disabled person, call him names, and express signs of aggression. It is possible to avoid this. An example of the right attitude towards "special" children can be demonstrated by the teacher, it is important that he helps the rest of the children to contact with the disabled.
« Children, due to their youth and lack of experience, can be cruel, but this is all in the power of the teachers who educate them. If teachers behave correctly, children get used to the fact that there is a place for people with disabilities in the world too.' says the psychotherapist Irina Loginova.
2. The third plus can also be turned into a minus. "Ordinary" children may suffer from the presence of disabled people in the classroom. The teacher has twice as much paperwork for which he does not receive remuneration, as a result of which his motivation to work does not increase. Teachers need to be additionally prepared to work with inclusive classes so that they can work efficiently in the new conditions.
« Special "children will greatly slow down the rest of the class, dampen it, violate educational process. The quality of education for ordinary children will decrease”, - the teacher, vice-president of the Foundation for Social and psychological help family and child Tatyana Shishova.
The argument is quite weighty, however Negative consequences reversible.
« I know schools that have been using inclusive approaches for many years, and there are no problems with the quality of children's education. Specially designed federal government educational standards for students with disabilities. Each child must be provided with the conditions that he needs to realize his potential. To do this, we conduct large-scale training events for teachers, test the standards in advance. This makes it possible to identify, along with positive aspects, the difficulties that teachers, children, and parents face.", - says the Deputy Minister of Education Kaganov V.Sh.
3. Not all schools are financially able to create the necessary conditions for people with disabilities. The state does not allocate enough funds to create a barrier-free environment, that is, a school in which a child with disabilities will feel comfortable.
« We are concerned that only 20% of schools have fragments of a barrier-free environment", - says the head of the sector special education Ministry of Education of the Stavropol Territory Natalia Timoshenko.
“An example of the correct attitude towards “special” children can be demonstrated by a teacher: it is important that he helps other children to contact with people with disabilities”
Inclusion in practice
Motivation of supporters and opponents of teaching children with disabilities in general education schools understandable. It is of interest how it is reflected in reality and how the concept of inclusive education is implemented in Russian schools.
Municipal state-financed organization
Children's Art School No. 12
"Problems of modern inclusive education"
Completed:
art teacher
branches
Shepeleva T.V.
Ulyanovsk
2017
Problems of modern inclusive education
Inclusive education (fr. inclusif - including, lat. include - conclude, include) - the process of development of general education, which implies the availability of education for all, in terms of adaptation to the various needs of all children, which provides access to education for children with special needs.
Inclusive Education seeks to develop a child-centered methodology that recognizes that all children are individuals with different learning needs, and seeks to develop an approach to teaching and learning that is more flexible to meet different learning needs. If teaching and learning become more effective as a result of the changes that inclusive education introduces, then all children (not just children with special needs) will benefit.
Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of developing general education, which implies the availability of education for all, in terms of adapting to the various needs of all children, which ensures access to education for children with special needs.
There are eight principles of inclusive education:
the value of a person does not depend on his abilities and achievements;
each person is capable of feeling and thinking;
every person has the right to communicate and to be heard;
all people need each other;
true education can only take place in the context of real relationships;
all people need the support and friendship of their peers;
for all learners, progress is more likely to be in what they can do than in what they cannot;
diversity enhances all aspects of human life.
Goals and main components of inclusive education
Inclusive education sets as its main goal the provision of equal access to obtaining one or another type of education and the creation necessary conditions to achieve success in education for all children without exception, regardless of their individual characteristics, former educational achievements, native language, culture, social and economic status of parents, mental and physical abilities.
The main elements of inclusion include:
including all children with different abilities in a school that they could attend if they did not have a disability;
the number of children with different abilities enrolled in school is in natural proportion with respect to the entire child population of that district as a whole;
lack of "sorting" and culling of children, training in mixed groups;
children with special needs are in classes appropriate for their age;
situationally determined interaction and coordination of resources and teaching methods;
efficiency as a style of school work, decentralized learning models.
Ways to solve problems related to inclusive
education
In order to successfully move towards inclusion, we must learn how to successfully solve problems. Of course, we are not talking only about the problems of any one child. It is about the problems of the whole school, about how the school meets the needs of all its students. Successfully solving problems as they arise, based on a clear pedagogical platform, shared values, and positive leadership, is the best way to move the school and classroom towards greater inclusiveness. Solving multiple problems is often a natural state of affairs for teachers, who constantly interact with students and adults throughout the day.
The introduction of children with disabilities into the human community is the main task of the entire system of correctional assistance. Social integration is understood as the ultimate goal of special inclusive education aimed at including the individual in the life of society. Educational integration, being a part of social integration, is considered as a process of raising and educating special children together with ordinary ones.
The integration of “problem” children into general educational institutions is a natural stage in the development of the system of special inclusive education in any country in the world, a process in which all highly developed countries, including Russia, are involved. This approach to the education of extraordinary children is brought to life by various reasons. Collectively, they can be designated as the social order of those who have achieved certain level economic, cultural, legal development of society and the state.
This stage is connected with the rethinking by society and the state of its attitude towards the disabled, with the recognition of not only the equality of their rights, but also the awareness by society of its obligation to provide such people with equal opportunities with all others in different areas of life, including education.
The goal of inclusive education is to create a barrier-free environment in the education and training of people with disabilities. This set of measures includes both technical equipment educational institutions, and the development of special training courses for teachers and other students aimed at developing their interaction with people with disabilities. In addition, special programs are needed to facilitate the process of adaptation of children with disabilities in a general education institution.
Benefits of Inclusive Education
The benefits of inclusion for children with disabilities are significant:
Children with special needs show more high level social interaction with their healthy peers in an inclusive environment compared to children in special schools. This becomes especially evident if the adults in the school purposefully support socialization and if the number of children with special needs is in natural proportion in relation to the rest of the students as a whole.
In an inclusive environment, the social competence and communication skills of children with disabilities improve. This is largely due to the fact that children with disabilities have more opportunities for social interaction with their healthy peers, who act as carriers of the social and social model. communicative competence characteristic of this age.
In an inclusive environment, children with special needs have more learning programs. This results in improved skills and academic achievement.
The social acceptance of children with special needs is improved by the characteristic of inclusive classes of teaching in small groups. Children “step over” another student’s disability by working with him on a task in a small group. Gradually, ordinary children begin to realize that they have much in common with children with disabilities.
In inclusive classrooms, friendships between children with and without special needs become more commonplace. This is especially true when children with disabilities attend a school close to where they live and therefore have more opportunities to meet their classmates outside of school. Teachers play a leading role in establishing and strengthening such friendships.
Conclusion
The following benefits of inclusion for ordinary students or gifted children can be identified:
For ordinary or gifted children, being in a class of children with special needs is not a fact that poses a threat or poses a danger to their successful learning.
The notion that children with disabilities disrupt the learning process in the classroom is untenable. The time spent in the classroom for children with special needs is absolutely comparable to the time that a teacher spends on ordinary students.
Ordinary students and gifted children can benefit from an inclusive approach to education through improved learning and improvement pedagogical technologies class work. Some children with learning disabilities need new educational technologies; for example, using information technologies very often necessary when teaching children with disabilities. Other children benefit from the use of these technologies, and in addition, all other students can use these programs and technologies at a time when they are not necessary for the education of children with disabilities.
Ordinary children or gifted students benefit from inclusive spaces through increased financial resources for such learning. The money received from "special programs" can be used to support the education of not only children with disabilities, but also their healthy peers. These funds can be used in a variety of ways, such as organizing extracurricular activities, inviting guests to speak in class, providing the class with additional technical means learning that can be used by all children, not just children with disabilities.
In an inclusive class, ordinary or gifted children learn to respect and appreciate their classmates with disabilities, to see what lies beyond the line of disability or giftedness, and to distinguish between social stigmas.
It must also be said that the existence of inclusive schools has a positive effect on typically developing children, and not just students with disabilities. Helping peers with disabilities to actively participate in educational and social activities, ordinary children, imperceptibly for themselves, receive the most important life lessons. This positive experience consists in the growth of social consciousness, in the realization of the absence of differences between people, in the development of self-awareness and self-esteem, in the formation of one's own principles, and last but not least, it promotes sincere care and friendship.
Thus, we can conclude that the modern general education program should include the changes and conditions necessary for successful implementation inclusive education, namely, the acceptance of the individuality of each individual student and the satisfaction of the special needs of each child.
