Additional education system for children with disabilities. The role of additional education in the upbringing and training of children with disabilities

The system of additional education for children with disabilities in the Russian Federation: status and development

UDC 376(470+571):303.448

V. S. Sadovskaya, M. V. Karpycheva

Moscow State University of Culture and Arts

The article analyzes the material of the all-Russian monitoring of the state of regional systems of additional education for children with disabilities on the territory of the Russian Federation, carried out by the team of the Moscow State University of Culture and Arts. The article summarizes data on the forms, means and methods of working with children of this category in the system of additional education. trends and prospects for the development of the system of additional education for children with disabilities are noted.

Key words: children with disabilities, additional education, inclusive education, psychological illness, forms and directions of additional education, technologies of additional education, educational space, individual and personal approach to teaching children, content and forms of education.

V. S. Sadovskaya, M. V. Karpicheva

Moscow State University of Culture and Arts

SYSTEM OF ADDITIONAL EDUCATION OF CHILDREN WITH DISABILITIES IN THE RUSSIAN FEDERATION: STATE AND DEVELOPMENT

The article presents the results of Russia - broad monitoring of trends and conditions in the system of further education of children with disabilities. It analyzes data about forms, means and methods of education used for this group of children under the programs of further education. It highlights trends, problems and discusses opportunities for further development in this area of ​​education.

Keywords: children with disabilities, inclusive education, further education for children, content and forms of inclusive further education, regional educational policy, child-based methods of education.

In order to analyze regional systems of additional education for children with disabilities, an All-Russian monitoring of the state of regional systems of additional education for children with disabilities in the territory of

Russian Federation. An invitation to participate in the monitoring was sent to all heads of the constituent entities of the Russian Federation. Information was provided by 58 constituent entities of the Russian Federation from 8 federal districts of Russia (25 constituent entities of the Russian Federation did not participate in the monitoring).

December 2013 94 - 99

Participants of the temporary research team of MGUKI consider the socio-economic and financial-economic situation of the constituent entities of the Russian Federation, which remains one of the pressing problems of Russia, to be the determining objective factor in understanding the state of the system of additional education for children with disabilities. For example, in the Khanty-Mansi Autonomous Okrug, oil deposits are being developed. The small population and high incomes in this autonomous region make it possible to successfully solve social problems. Other regions have no raw materials, no developed industry or agriculture, and high populations. Economic inequality between regions also entails social inequality. In order to equalize opportunities, according to information from the Ministry of Economic Development of the Russian Federation, compensation mechanisms work in this situation through interbudgetary transfers, through the splitting of taxes between levels of the budget system, through the delegation of powers.

Decrees of the President of the Russian Federation on increasing salaries in the public sector have increased the burden on regional budgets. Regions are forced to redirect part of their funds to solve these problems. And this is good news for the system of additional education, since it will attract younger specialists-teachers of additional education to the area under study.

The second side of this problem is that, perhaps, the region is partially withdrawing its budget funds from the construction of new social or educational facilities.

Here we should talk about the “subjective” role of the governor (leader) of the region and the quality of the region’s business elite. A good example is the Kaluga region, which has become depressed in the post-Soviet space, and is currently creating an industrial cluster. Modern production facilities are appearing here and incomes are growing.

Unfortunately, there is currently no forecast as to when there will be a reduction in regional inequality. It can be assumed that subsidized regions will remain in Russia for a long time.

Among the 58 regions of the Russian Federation, the Chechen Republic took first place in the number of children with disabilities. In terms of income, this republic occupies one of the last places. The largest number of children with disabilities in this republic can be explained by the consequences of military operations on its territory.

The next regions are large cities: St. Petersburg and Moscow; they are followed by the republics of Bashkortostan and Dagestan.

However, if the number of children with disabilities is attributed to the total population in these regions, then only the Chechen Republic will remain in first place in the ranking, and the subsequent places will be taken by the Mari El Republic, the Kostroma and Kaluga regions, as well as the Trans-Baikal Territory.

It should be noted that in all regions, children with mental illnesses lead among children with disabilities. In some regions, their percentage is up to 50 percent of the total number of sick children. In this case, there is no need to talk about complete social adaptation of such children, and additional education can only partially compensate for the child’s socialization in society. This situation is a reflection of the general picture of mental illness in the country. So, in 1990, for example, 628 thousand people in Russia turned to psychiatrists for help, and ten years later already 1.6 million, that is, two and a half times more.

The most accurate data is provided by the director of the Serbsky Center for Social Forensic Psychiatry. According to him, more than

7.5 million Russians.

We are talking only about those who went to specialized medical institutions, were treated or observed there. However, many patients go to general clinics and receive prescriptions for anti-anxiety medications. As a result, 75-80% of our patients with mental disorders are excluded from official statistics.

In 13 regions of Russia, both in rural areas and among urban residents, the incidence of psychosis significantly exceeds the national level. In this regard, it is necessary to focus on an important point: in 11 regions, a connection has been reliably established between alcoholism and psychosis, as well as mental retardation (although, of course, it is not only heavy drinking that causes mental disorders). Thus, the incidence rates of psychosis, as well as the number of mentally retarded people (per 100 thousand population) exceeded in 2000 the average data for Russia in the following constituent entities of the Russian Federation: Vladimir, Ivanovo, Tula, Lipetsk, Kemerovo, Omsk, Sakhalin regions, Mari and Chuvash Republic, Altai and Khabarovsk Territories1.

According to the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, the proportion of completely healthy children in various regions of Russia is only from 4 to 10 percent. The fact that our children are not getting healthier from year to year is not news; pediatricians have been repeating this tirelessly and at all levels for the last ten years.

About 40% of Russian children are born sick and require treatment, sometimes expensive. About 10 million Russians are disabled from birth and need to be paid lifelong benefits. Studies have shown that when getting married, patients with schizophrenia, unaware of their illness, in 60-70% of cases intuitively look for a bride (groom) with that

what kind of psyche? If one parent is sick, then the probability of schizophrenia in the unborn child is 40-60%, but if both parents are sick, then it exceeds 80%. This is how children with “bad” heredity appear. But from the level of 30% of the birth rate of children in a society with genetic disorders, the irreversible genetic degeneration of the nation begins.

Another important indicator in our monitoring is the number of children with disabilities enrolled in additional education.

Let us immediately make a reservation that the data presented by some regions raises doubts. For example, in the Vologda region, for the total number of sick children - 4403 - there are 5133 children engaged in additional education. Further, if someone is engaged in two areas, in this region 1344 have mental disorders. Among them there are seriously ill patients who are unlikely to be able to master those areas of additional education that the specialists presented: natural science, mathematics, artistic and aesthetic studies, philology, general intellectual and others.

The Lipetsk region also showed a high percentage (100%).

Incomplete information on this indicator was provided by the Nenets Autonomous Okrug, the Republic of Ingushetia, the Smolensk Region, the Udmurt Republic and the Khanty-Mansiysk Autonomous Okrug.

Among the areas of additional education in terms of the number of children with disabilities enrolled in education, a clear advantage is enjoyed by: artistic and aesthetic (including arts and crafts) and sports and recreation areas. The latter is very significant.

It can be assumed that victories at the Paralympic Games of our athletes contributed to the attraction and development of sports and recreation among children with disabilities.

Approximately the same number of children

distributed in the following areas: social and pedagogical, natural science, philological, scientific and technical, including information.

3.6% of children with disabilities are covered by additional education in a generally accepted area. This work is with children who are lagging behind in intellectual development.

More than 3% of children with disabilities are engaged in the following areas: physics and mathematics, tourism and local history (including history).

Less than 2% of children with disabilities

health opportunities are covered by training in the following areas: environmental-biological, cultural, military-patriotic.

The next indicator of the state of additional education for children with disabilities is the forms, methods, and technologies used in working with them.

The tables below systematize the content of additional education programs for children with disabilities and the forms of such work.

Table 1

DIRECTIONS AND CONTENT OF ADDITIONAL EDUCATION PROGRAMS

Artistic and aesthetic Musical information. Arts and crafts: Fun pencil; Miracles from salt dough. Living brush (Chinese painting)

Scientific and technical Robotics based on the Pervorobot MHT constructor. I'm a researcher

Information technology Computer science and ICT. World of multimedia technologies. B^b-design. Digital video. SD graphics and animation. A^eb-workshop. Computer graphics. Music laboratory "Tarazh-band"

Linguistic Russian language in questions and answers. Magic pages. Entertaining Russian language. Russian written speech (projects) Russian language consultation service. Writing lessons. English from scratch. Literary translation from English. English language consultation service. German

Physics and mathematics Mathematics consulting service. Entertaining mathematics. Mathematics - projects. physics for the curious: Optics, Molecular physics. Collection of physical experiments - Mechanics. I am a researcher

Ecological-biological Biology. Biology Consulting Service. Geography: Planet Earth and earthlings; Nature and population of Russia. Natural science. In the wonderful world of chemistry. Chemistry Consulting Service

Tourist and local history Historical local history: History of Western Russia; Old Russian state; Middle Ages; Ancient world

Direction Contents of the direction: distance courses

Social and pedagogical In the world of professions. Psychology. Fundamentals of medical knowledge. basics of social studies. Preparing for school: ABC; Toddler Class

Culturological History of world religions. History of Russian culture. World Art

table 2

FORMS OF WORK USED IN ADDITIONAL EDUCATION OF CHILDREN WITH DISABILITIES

In educational institutions Games, competitions, quizzes, trainings, individual creative tasks, sets of general strengthening exercises developed taking into account health groups, sports clubs, sections, preventive programs, clubs, classes according to the programs of additional education associations, project activities, participation in exhibitions, festivals , competitions, excursions, promotions, decades, extracurricular activities, individual and group forms of work, work of a summer day health camp and more.

In institutions of additional education Creative associations, sections, clubs, games, competitions, quizzes, excursions, promotions, decades of independent work, plein air, training, lecture, educational games, role-playing games, business games, rehearsal, training, practical work, test, etc. .

In social support institutions Creative associations, circles.

In cultural institutions Club activities, craft classes, creative associations, art school clubs, music, art, choir departments, creative groups, Gesture Theater and more.

At home Preventive programs.

Using distance education models: Project activities, classes in animation and robotics programs, participation in competitions, virtual excursions, exhibitions, distance courses and more.

Summing up the state of the system of additional education for children with disabilities, it can be noted that the most important component of the educational space of the Russian Federation is precisely the additional education of children and youth, which combines education, training, socialization of a young person, supports and develops talented and gifted children, forms a healthy lifestyle, prevents neglect, delinquency and other asocial phenomena in children and youth.

Many regions are implementing long-term targeted programs to support children with disabilities.

The implementation of these activities is aimed at ensuring the employment of students through the formation of state and municipal assignments for the implementation of leisure and educational programs at the place of residence, the formation of a model of republican and interschool municipal resource centers for additional education, the development of model programs for the socialization of students through additional education programs, advanced training workers in additional education, as well as to expand the range of productive education competitions and other events at the All-Russian, regional, municipal and school levels to identify gifted

new and talented children in various fields of activity.

Additional education programs for children with disabilities are also being implemented, strengthening interdisciplinary connections, which at the same time are corrective, as they contribute to the development of the personality of a child with disabilities. The programs are designed in such a way that the formation of knowledge and skills is carried out at a level accessible to students.

Taking into account the individual and personal approach to teaching children with disabilities, each child is given the right to choose the type and content of creative activity.

Over the past few years, the Russian Federation has been focusing on the development of adaptive potential and socialization of children with disabilities through hippo-canis and eco-therapy. In general, regional educational policy in the Russian Federation in the field of additional education for children with disabilities is aimed at meeting the needs of students to study additional education programs in various areas; nurturing personality qualities that are in demand in the modern socio-economic and socio-political situation in the country.

Notes

1. Avdeev R. F. philosophy of information civilization. Moscow, 2004.

2. Kitov Yu. V., Smirnov A. N. Standardization of the activities of the head of a cultural organization: main approaches to solving the problem // Bulletin of the Moscow State University of Culture and Arts. 2013. - No. 4 (54). - pp. 192-195.

3. Kovalchuk A. S. Social and cultural activities: pedagogical resources. Rostov-on-Don, 2011.

4. Youth 07: Hopes and disappointments. Moscow, 2008.

5. healds c. A. Social ecology of personality. Moscow, 2004.

A child with disabilities in the system of additional education: ways of correction, rehabilitation and socialization.

director

GBS(K)OU s. Small Push.

The system of additional education in working with children with disabilities is aimed at educating and socializing the child’s personality, correcting his mental and physical functions, identifying, developing and maintaining creative abilities.

The main task of the GBS(K)OU s. Maly Pushkai is the training and education of children with the aim of correcting developmental deviations through education and work, the socialization of children in society. The organization of a system of additional education allows solving these problems. In this regard, the school pays great attention to club activities. Enrollment of students in additional education is 95%. The school has 10 clubs and sports sections.

Work of circles in GBS(K)OU village. Maly Tolkai is being built in the following areas: artistic and aesthetic, physical education, labor, environmental.

These clubs are aimed at consolidating the correctional and rehabilitation effect in the process of children performing various types of activities. The general goal of these clubs is to prepare students with disabilities for active participation in the life of society, i.e. a child not only adapts to society, but also influences his life circumstances and himself, he is given an active role in socialization. And this is possible only in the process of personal self-development, in the process of mastering culture and practical skills. Club activities provide creative rehabilitation for students with disabilities, implementing a whole range of activities aimed at increasing the level of spiritual and intellectual development, revealing the child’s creative potential, preserving and strengthening his health, mastering the necessary skills, self-care skills, familiarization with cultural values, expanding your circle of contacts and enriching your social experience. While visiting clubs, children learn to communicate correctly, avoiding conflict situations; they learn to work as a team, understanding the importance and invaluable benefits of everyone. This is the first step to realizing oneself in a team and the team for oneself. Such well-coordinated teamwork can be seen especially clearly in sports sections, where the result of the competition depends on the contribution of each player. Practical and labor-oriented circles make an invaluable contribution to the socialization process. During the classes, children learn to take care of themselves, take care of their things and furniture, learn to cook, and are guided to choosing a future profession. Such clubs are necessary because, as practice shows, children with disabilities are not always able to organize their lives when leaving school, and it is difficult for them to decide on the choice of a future profession. The reason for this is excessive guardianship on the part of adults, lack of one’s own life experience, and the ability to assess one’s capabilities.

When organizing the work of clubs with children with disabilities in our school, the following conditions are taken into account:

· the place where the work of the circle is organized should be comfortable for the child;

· the child has the right to choose the type of work and carry it out at an individual pace;

· the teacher and the child have equal, partnership relations;

· demands, coercion, instructions, commands are not used;

· any criticism and evaluation of the child’s actions and behavior is excluded;

· the child has the right to refuse to complete some tasks by replacing them

· others.

The head of the circle studies the personality of each child, his capabilities, consults with the class teacher, psychologist, subject teachers, determines the ways of correction when working with each child, choosing individual areas of correctional work. Thus, the main correctional directions in the work of circles are: correction of fine motor skills, cognitive processes, the formation of analytical and synthetic activity, the development of spatial orientation, color sensitivity. Students with disabilities learn to work according to instructions, a plan, and an individual route. As a result, skills of self-control and self-analysis of the work performed are formed.

The work program is adapted, “tailored” to each student. So, for example, the time allotted for mastering certain topics that cannot be understood increases, the execution of any product becomes easier, and more time is devoted to practicing the technique of performing the proposed product. The additional education teacher works with each child individually, not rushing, but following his pace.

The classes also use the help of children who successfully complete the program. Such joint work has a beneficial effect on both strong and weak students. Children learn to communicate, work in pairs, give and accept outside help.

If a child does not learn the program together with everyone, then he may lose interest in classes. He will constantly come up with reasons why he might not attend the circle, because he cannot tell the truth: “I can’t do it, that’s why I don’t want to go,” for a number of reasons. To avoid such a turn, it is important to create a “success situation” for each child, provide him with positive support, and encourage his slightest achievements with the whole group. “Reviving” a child’s interest in activities is much more difficult than maintaining it, each time getting him interested in something new that was previously unfamiliar to him.

Children with disabilities react very painfully to reproach, so this method of pedagogical influence is not used. But we must also understand the fact that a constantly repeated mistake can develop into an incorrectly formed skill. In this regard, sometimes it is very important to point out a serious flaw in the performance of work, which can lead to the repetition and consolidation of this type of error. This must be done unobtrusively, leading the child to understand the problem himself. In this case, you can invite him to analyze what did not work out and why it did not work out, what needs to be done to make it work better next time. At the end of such an analysis, it is important to assure the child that next time he will definitely cope with the proposed task, and he will do better than today. A child with disabilities must understand that everything is in his hands, that there is no problem that cannot be solved by cultivating self-confidence.

While performing any product (for example, in a knitting circle), the child must understand what is required of him, what is the result of his work, what he will learn today, and why it is needed. The goal that the child will strive for by completing the tasks step by step must be clearly formulated.

Long-term practice of organizing additional education in our school has shown that, taking into account all the above conditions, students attend clubs with interest, gain life experience, and master various types of artistic and aesthetic activities. At our school, children knit and crochet, and embroider complex plot pictures. They are regular participants and winners of sports competitions in volleyball, table tennis, and athletics at the regional and republican level (Yoshkar-Ola, Adler, St. Petersburg, Samara). Some team members were recognized as the best players. In fine arts - winners of district and regional exhibitions.Thus, in the process of correction and rehabilitation through additional education, children develop communication skills, identify, maintain and develop creative abilities, cultivate morality and aesthetic perception. Children who actively attend clubs better assimilate program material on labor education, and their school motivation increases. Students can more confidently decide on their career choice. Such children are sociable and can properly and independently organize their adult life. Properly organized additional education for children with disabilities ensures successful integration and socialization in society.

Nikitina Natalya Vasilievna

Sphere without boundaries!

From 2011 to 2013, a family club operated on the basis of the Children's Creativity Center "Rostock" for families, having children with disabilities. I happened to do some work with special needs children and their families. There is an opinion in society that if a child is disabled, then he is abnormal, but having encountered one-on-one with special children, I realized that ill-mannered people who do not know how to put themselves in the place of others think this way. Children studied with different diagnoses diseases: cerebral palsy, autistic people, people with disabilities, speech, hearing, vision impairments, there was a boy whose fingers were partially missing from his hand, but maybe such children are not strong in mathematics, physics, or the humanities, but creativity is for special people children this is huge affordable field of activity, where there are no restrictions.

Family club meetings were held monthly "Rostock", where information, advisory and psychological support was provided to families. The topic was varied: "Communicative development children» , "My family is my joy", Education in Christian traditions", “Plot-role-playing games in education children» . IN work club discussed Topics: "Hippotherapy - the path to health", “How to massage at home”, “I get to know myself and others” where GUZ specialists spoke "Nikolaev Central District Hospital", introduced new methods and techniques in massage techniques, and showed therapeutic exercises.

During classes to develop creative abilities, children learned through the means of artistic expression to control and express their emotional state, to create a positive mood for themselves. Positive dynamics were observed in the development children, children overcame psychological barriers of isolation and alienation, learned to be more independent and organized.

Games were played with the children to get to know each other, to relieve emotional stress, competitions, and quizzes. Children received intellectual, cultural, aesthetic and physical development, overcame social exclusion through mutual assistance and mutual assistance.

Children developed creatively, making various crafts from natural and waste materials, took part in cultural and leisure socially significant events: "Mothers Day", "Autumn Gatherings", "New Year's performance", "Christmas Gatherings", "Christmas tree". Interesting and varied a decade of disabled people took place from December 1 to 10, children together with their parents participated in festive, sports and entertainment events: "Let's wish each other of good» , “If you want to be healthy, work out with us”, "Birthday Day", "Game library" in quizzes "The Magic World of Fairy Tales". Children took part in the competition drawings: "Nature and us" "Birds are our friends", master classes on making crafts from salt dough, where Ilya Kurkin, Danil Burtaev, Natalya Larina, Ildar Ashirov were awarded with diplomas.

District and regional propaganda trains were held "For healthy Lifestyle» , specialists from the State Health Institution were invited to participate "Nikolaev Central District Hospital", where trainings were held with parents, competitive and educational events, thanks to which children received positive emotions and a sense of unity.

A sensory room is a room where a child or adult, being in a safe, comfortable environment filled with various incentives, independently or accompanied by a specialist, explores the environment.

Optimal complex effect on all sensory organs and the human nervous system, charm "living fairy tale", creating a joyful mood and a feeling of complete safety - all this allows us to talk about the uniqueness and value of sensory rooms.

Combination of different incentives (light, music, color, smells, tactile sensations) in the sensory room has different effects on the mental and emotional state person: both relaxing and tonic, stimulating, restorative. Therefore, the sensory room not only helps to achieve relaxation, but also allows you to activate various functions of the central nervous system.

Much attention was paid to conducting sociocultural events: "Defender of the Fatherland Day", "International Women's Day", "International Family Day", "Day of Defense children» , "Day of Knowledge", "Autumn Gatherings", "Mothers Day", "Decade of Disabled People", "New Year's performance", "Maslenitsa", "Birthday Day".

Children attended the circus and puppet shows.

In the summer from June to August, recovery took place children at a day camp called "Sail of Hope". The camp was attended by children from disabilities, children from low-income and large families.

Shift direction:

Cultural and leisure;

Artistic and aesthetic;

Ecological and local history;

Competitions for the best squad newspaper, games for getting to know each other and relieving emotional stress were held with the children. During all shifts, children received intellectual, cultural, aesthetic and physical development. In order to study and preserve the nature of their native land, excursions were held to the forest, to the square, to the river, to the park area, where children combined relaxation with work, clearing the areas of garbage. The children visited the local history museum, studying the history of the Nikolaev region, the history education of the village of Nikolaevka.

In order to improve the culture of education, children visited the children's library and the cultural and leisure center of the International Children's Cultural Center. Children were given educational quizzes about nature, the animal world, birds, and the history of their native land. Children took an active part in competition programs and celebrations "Guinness Show", "Lessons in Politeness", "Sirs and Madams", "Russian Birch Festival", "Russian souvenir", "Farewell Carnival". The children were amused by relay race games "Out there on unknown paths", travel games "The earth is our common home", attention games "Merry monkeys", "Bananas", "Horses", "Fish" etc. To develop motor activity, outdoor games were carried out "Reindeer", "Caterpillar", "Carousel", "Cat and mouse" and etc.

Teachers from the children's creativity center conducted master classes with children on making three-dimensional crafts from natural and waste materials, applications from colored and corrugated paper, and drew pictures in various techniques. execution: "monotype", “on a wet sheet, with colored chalk on the asphalt, with your fingers on the sheet, thanks to which thinking, memory, and fine motor skills of the fingers develop.

IN additional education both ordinary children and special children can find themselves disabilities, as well as their parents, grandmothers and even grandfathers. Special children are very capable, they have a kind heart and a big open soul, you just need to feel it, see it, and touch it. We must learn to see the divine essence in every person, then the opinion about abnormal children and people will dissolve.

We can burn like a torch with warmth and light, bestowing it on people, or we can smolder like a rotten stump if we only serve ourselves.

V. Nikolaeva

30. Additional education for persons with developmental disabilities.

The system of additional education developed in the 90s of the 20th century. Additional education institutions divide children according to their individual abilities and interests. For most children, optimal learning conditions are created in which they realize their abilities and master new programs.

The activities of additional education institutions and children are based on the principles: differentiation, individualization, variability of education; development of children's creative abilities; taking into account the age and individual characteristics of children when including them in various types of activities; focus on the needs of society and the student’s personality; possible adjustment of the curriculum taking into account changing conditions and requirements for the level of education of the individual, the possibility of adapting it to the modern socio-cultural environment.

The organization of the educational process in institutions of additional education for children is characterized by the following features: classes are held in free time from school; hearing impairment is not a reason for refusal to enroll in an additional education institution; training is organized on a voluntary basis by all parties; the psychological atmosphere is informal and not regulated by standards; Students are allowed to move from one group to another.

Thus, the educational process in additional education institutions has developmental character, is aimed at developing natural inclinations, realizing the interests of children and developing their general, creative and special abilities.

The main task of an additional education teacher is to instill a child’s faith in his own strengths and the desire for independent activity.

In institutions of additional education, it is possible to use differentiation options: staffing educational groups of a homogeneous composition; intragroup differentiation (divided by levels of cognitive interest); specialized training in older groups based on diagnostics, self-knowledge and recommendations for children.

the main objective additional education – to personalize educational activities standardized by the state and society, to give it a personal meaning. In this case, problem-based learning technology is often used, which involves the following organization: the teacher creates a problem situation, organizes a search for ways to solve it; The student is placed in the position of a subject of learning, resolves a problematic situation, acquiring new knowledge and methods of action. The main thing in technology is the focus of training on verbal communication. The main teaching method is dialogue, verbal communication. The main methodological feature is the subjective position of the individual.

Person with disabilities- a person who has a physical and/or mental disability that prevents the development of educational programs without creating special conditions for receiving education.

Additional education– a type of education that is aimed at comprehensively satisfying a person’s educational needs for intellectual, spiritual, moral, physical and (or) professional improvement and is not accompanied by an increase in the level of education.

The system of additional education in working with children with disabilities is aimed at educating and socializing the child’s personality, correcting his mental and physical functions, identifying, developing and maintaining creative abilities. Additional education programs solve the problems of meeting the educational needs of children belonging to this category, protecting their rights, adapting to the conditions of organized public support for their creative abilities, and developing their life and social competencies. Educational activities in additional general education programs should be aimed at:

Formation and development of students' creative abilities;

Satisfying the individual needs of students in intellectual, artistic, aesthetic, moral and intellectual development, as well as in physical education and sports;

Formation of a culture of healthy and safe lifestyle, strengthening the health of students;

Providing spiritual and moral education for students;

Identification, development and support of talented students, as well as individuals who have demonstrated outstanding abilities;

Professional guidance for students;

Creation and provision of necessary conditions for personal development, health promotion, professional self-determination and creative work of students;

Training of sports reserves and high-class athletes in accordance with federal standards of sports training, including students with disabilities, disabled children and disabled people;

Socialization and adaptation of students to life in society;

formation of a common culture of students.

For students with disabilities, children with disabilities, and people with disabilities, organizations carrying out educational activities organize the educational process according to additional general education programs, taking into account the characteristics of the psychophysical development of these categories of students.

Organizations carrying out educational activities must create special conditions, without which it is impossible or difficult for the specified categories of students to master additional general education programs. Additional general development programs are implemented in the following areas (profiles):

natural sciences, including ecological and biological

technical creativity, including robotics

tourism and local history

artistic (dance, art, music, literature, etc.)

physical education and sports (mass sports, general physical training, school sports)

Additional education programs need adaptation for children with disabilities.

Program adaptation tasks are related to problem solving:

Assisting children with disabilities in assessing their personal characteristics, forming an adequate understanding of social limitations and the possibilities of overcoming them;

Organization of an individual route in child-adult communities according to additional education programs focused on the interests and capabilities of the child;

Development of club forms of education and interaction with peers;

Helping children and parents overcome stereotypical thinking about the insurmountability of limitations imposed by disability;

Identifying the creative potential of disabled students by including them in a variety of activities together with healthy children (excursions, attending entertainment events, quizzes, trainings, conversations);

Providing psychological assistance to children and their parents in the development of communication skills for the psychological orientation of disabled people to get out of a passive social state.

Main directions of implementation of adaptation of programs for additional education of children

The most important task of the participation of a disabled child in additional education programs is to expand the scope of his independence, which means overcoming his isolation by removing the inferiority complex, acquiring communication skills and the ability to master and apply knowledge and skills to solve everyday problems without direct outside help. The main direction of adaptation of the program of additional education for children is to ensure and support the development of the creative potential of disabled children and children with disabilities.

The inclusion of children with disabilities and children with disabilities in additional education programs has a socializing effect on them, expands opportunities for self-affirmation and self-realization, social adaptation, expands communication connections, opportunities for their intellectual and physical development, and therefore, the possibility of their acceptance by healthy peers in a single child-adult community increases.

Methods used to adapt the additional education program for disabled children and children with limited health capabilities:

Conducting surveys, conversations, testing to determine the characteristics of mental activity and personal characteristics of disabled children and children with disabilities for classes in additional education programs;

Conversations with children and their parents about a healthy lifestyle, about the possibilities of maintaining and self-restoring health, about the directions of additional education programs;

Conducting additional education teacher consultations with children and parents about the directions and features of additional education programs;

Organizing acquaintance between representatives of the child-adult community, including remotely;

Conducting psychological and pedagogical training to increase self-esteem, functional behavior training;

Conducting classes to develop communication skills in standard situations: conducting gaming programs and mass games: dating games, etiquette games; joke role-playing games; exercises on verbal and non-verbal communication; games to develop emotional reactions and various types of behavior in different situations;

Organization of excursions, including those with an educational focus;

Remote forms of participation in the program and interaction with the child-adult community.

In recent years, significant attention has been paid to the problems of children with special health conditions (CHD). What are these and how to solve them? Let's try to figure it out.

Disabilities of health (HD). What it is?

Scientific sources of literature describe that a person with disabilities has certain limitations in everyday life. We are talking about physical, mental or sensory defects. A person therefore cannot perform certain functions or duties.

This condition can be chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Typically, people with disabilities tend to isolate themselves and are characterized by low self-esteem, increased anxiety and lack of self-confidence.

Therefore, work must begin from childhood. Within the framework of inclusive education, significant attention should be paid to the social adaptation of people with disabilities.

Three-tier disability scale

This is the British version of it. The scale was adopted in the eighties of the last century by the World Health Organization. It includes the following steps.

The first is called “disease”. This refers to any loss or abnormality (psychological/physiological, anatomical structure or function).

The second stage involves patients with defects and loss of ability to perform activities that are considered normal for other people.

The third stage is incapacity (disability).

Types of oats

In the approved classification of disorders of the basic functions of the body, a number of types are identified. Let's look at them in more detail.

1. Disorders of mental processes. We are talking about perception, attention, memory, thinking, speech, emotions and will.

2. Impairments in sensory functions. These are vision, hearing, smell and touch.

3. Violations of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.

4. Changes in statodynamic function.

Disabled children who belong to the first, second and fourth categories make up the majority of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of training and education.

Psychological and pedagogical classification of children who belong to the special education system

Let's consider this issue in more detail. Since the choice of techniques and methods of training and education will depend on this.

• Children with developmental disorders. They lag behind in mental and physical development due to the fact that there is organic damage to the central nervous system and dysfunction of the analyzers (auditory, visual, motor, speech).
• Children who have developmental disabilities. They differ in the deviations listed above. But they limit their capabilities to a lesser extent.

Children with disabilities and disabled children have significant developmental disabilities. They enjoy social benefits and benefits.

There is also a pedagogical classification of disorders.

It consists of the following categories.

Children with disabilities:

• hearing (late-deafened, hard-of-hearing, deaf);
• vision (impaired vision, blind);
• speech (various degrees);
  intelligence;
• delayed psychospeech development (DSD);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of impairment

Depending on the degree of dysfunction and adaptation capabilities, the degree of health impairment can be determined.

Traditionally there are four degrees.

First degree. The development of a child with disabilities occurs against the background of mild to moderate dysfunction. These pathologies may be an indication for recognition of disability. However, as a rule, this does not always happen. Moreover, with proper training and upbringing, the child can fully restore all functions.

Second degree. This is the third group of disability in adults. The child has pronounced disturbances in the functions of systems and organs. Despite treatment, they continue to limit his social adaptation. Therefore, such children need special learning and living conditions.

Third degree of health impairment. It corresponds to the second disability group in an adult. There is a greater severity of disorders that significantly limit the child’s capabilities in his life.

Fourth degree of health impairment. It includes pronounced dysfunctions of systems and organs, due to which the child’s social maladjustment occurs. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Developmental problems of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental disabilities that contribute to the formation of general developmental disorders. This is a generally accepted position. But it is necessary to understand this issue in more detail.

If we talk about a child with minor disabilities, we have already defined what this is, then it should be noted that by creating favorable conditions, most developmental problems can be avoided. Many disorders do not act as barriers between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master the program material and study together with everyone else in a general education school and attend a regular kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, special education, upbringing and treatment.

State social policy in the field of inclusive education

In Russia, in recent years, certain areas of social policy have been developed that are associated with an increase in the number of children with disabilities. What this is and what problems are solved, we will consider a little later. For now, let's note the following.

The basic provisions of social policy are based on modern scientific approaches, available material and technical means, a detailed legal mechanism, national and public programs, a high level of professional training of specialists, etc.

Despite the efforts made and the progressive development of medicine, the number of children with disabilities is growing steadily. Therefore, the main directions of social policy are aimed at solving the problems of their education at school and stay in preschool institutions. Let's look at this in more detail.

Inclusive education

Education of children with disabilities should be aimed at creating favorable conditions for realizing equal opportunities with peers, obtaining an education and ensuring a decent life in modern society.

However, the implementation of these tasks must be carried out at all levels, from kindergarten to school. Let's look at these stages below.

Creating a “barrier-free” educational environment

The basic problem of inclusive education is to create a “barrier-free” educational environment. The main rule is its accessibility for children with disabilities, solving problems and difficulties of socialization.

In educational institutions that provide their support, it is necessary to comply with general pedagogical requirements for technical equipment and facilities. This is especially true for fulfilling everyday needs, developing competence and social activity.

In addition, special attention should be paid to the upbringing and education of such children.

Problems and difficulties of inclusive education

Despite the work being done, when teaching and raising children with disabilities, not everything is so simple. The existing problems and difficulties of inclusive education boil down to the following positions.

Firstly, the group of children does not always accept a child with disabilities as “one of their own”.

Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in implementing teaching methods.

Thirdly, many parents do not want their normally developing children to go to the same class with a “special” child.

Fourthly, not all disabled people are able to adapt to the conditions of ordinary life without requiring additional attention and conditions.

Children with disabilities in a preschool institution

Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Because the process of mutual adaptation is very difficult for the child, parents and teachers.

The priority goal of the integrated group is the socialization of children with disabilities. For them, preschool becomes the primary stage. Children with different abilities and developmental disabilities must learn to interact and communicate in the same group and develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to push the existing boundaries of the world around them as much as possible.

Children with disabilities at school

The priority task of modern inclusive education is to increase attention to the socialization of children with disabilities. An approved adapted program for children with disabilities is required for training in a general education school. However, the currently available materials are scattered and not integrated into a system.

On the one hand, inclusive education in secondary schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.

This approach leads to the fact that the adaptation of both relatively healthy children and children with disabilities is significantly hampered. This leads to additional, often insurmountable difficulties when implementing the teacher’s individual approach.

Therefore, children with disabilities cannot simply study at school on an equal basis with others. For a favorable result, certain conditions must be created.

Main areas of work in the inclusive education system

For the full development of a child with disabilities at school, it is necessary to work in the following areas.

Firstly, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Its activities will include the following: to study the developmental features of children with disabilities and their special needs, to draw up individual educational programs, and to develop forms of support. These provisions must be recorded in a special document. This is an individual card of psychological and pedagogical support for the development of a child with disabilities.

Secondly, constant adjustment of techniques and methods of teaching and education is necessary.

Thirdly, the support group should initiate a revision of the curriculum, taking into account an assessment of the child’s condition and the dynamics of his development. As a result, an adapted version is being created for children with disabilities.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, and understanding one’s personal characteristics.

Fifthly, one of the necessary forms of work is working with the family of a disabled child. Its main goal is to organize assistance to parents in the process of mastering practical knowledge and skills necessary in raising and teaching children with disabilities. In addition, it is recommended:

• actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
• provide parental counseling;
• teach the family the techniques and methods of assistance available to them;
• organize feedback from parents to the educational institution, etc.

In general, it should be noted that inclusive education in Russia is just beginning to develop.