What is the difference between disabled people and disabled people? What is disability in children: features of the educational program

Currently, it is customary to separate two concepts - a disabled person and a person with disabilities. Despite their synonymy, there are some differences.

The definition of disability (disabled person) depends on its understanding. There are four models of disability: moral, medical, rehabilitation, social. The moral model, the first understanding of disability but little used today, defined disability as a shame and a religious punishment for sins.

The medical model of disability arose in connection with the rapid development of medicine in the 19th century. It considers physical and mental differences between people in terms of pathological deviations and defects, "inferiority". Thus, people with disabilities are forced to play the traditional role of the sick, the role of a social outsider. This role consists, on the one hand, of the inability to live independently and the refusal of responsibility and obligations to society, and on the other hand, the expectation of an increase in one’s status after medical cure.

The main problem of a disabled person from the point of view of a rehabilitation approach is that the patient has a body or psyche that does not correspond to the norm and needs medical treatment and rehabilitation to eliminate or compensate for the resulting functional disorders. Thus, this model assumes adaptation social sphere for the needs of disabled people.

The social model does not deny the presence of defects and physiological differences, defining disability as a normal aspect of an individual's life, rather than deviation, and points to social discrimination as the most significant problem associated with disability.

In 1975, the UN adopted the Declaration of the Rights of Persons with Disabilities. In accordance with it, a disabled person is any person who cannot independently provide fully or partially the needs of a normal personal and (or) social life due to a deficiency, congenital or not, of his (or her) physical or mental capabilities.

Official documents in Russia define a disabled person as a person who has a health disorder with a persistent disorder of body functions, caused by diseases, consequences of injuries or defects, leading to limitation of life activity and necessitating his social protection.

The most commonly used definition of disability today is the one promoted by the International Disability Rights Movement. Disability, according to this organization, is an obstacle or limitation in the activities of a person with physical, mental, sensory and mental impairments caused by conditions existing in society in which people are excluded from active life.

Due to the transition to a social model of disability and changes in approaches to defining disability, the concept of “disabled person” in Russia began to be replaced by the concept of “person with disabilities health."

At the present stage, the concept of “person with disabilities” is not clearly defined, despite frequent use in legislative, regulatory, methodological and other documents, in the press and media. Persons with disabilities include both disabled people and people who have not been assigned a disability, but who have any (even temporary and minor) limitation in health. This is, for example, the classification of persons with disabilities in the procedure for admission to higher educational institutions, approved by the Ministry of Education and Science Russian Federation in 2009 and 2011.

The education of persons with disabilities and inclusive education are more clearly defined. Thus, the concept of joint education of healthy children and children with disabilities received the right to exist in the new law on education, adopted at the end of 2012.

To summarize the definition of the concepts of “disabled person” and “person with disabilities”, we can note the following. The concept of “person with disabilities” does not fully reflect the main characteristics social group disabled people and do not change their situation, attitude towards them on the part of society, but introduces confusion, ambiguity, ambiguity in theory and practice. The concept of “person with disabilities” unites various categories of the population that belong to risk groups that have limited life opportunities, and the term “disability” itself does not carry negative meaning. A person with disabilities who has permanent health problems can be fully correlated with the concept of “disabled person.” It is this category of persons with disabilities that we will consider, because it is constant health problems that leave an imprint on a person’s life. Temporary health restrictions may not affect the development of the human psyche.

In contrast to the problems associated with the normal development of professional self-awareness, the problems of professional self-determination of persons with disabilities have not received sufficient coverage in psychological literature- Research on this issue is scarce. In works devoted to psychological characteristics persons with disabilities, the importance of the clinical and physiological aspect for these persons is emphasized. Their leading somatic pathology and accompanying disorders strongly influence the use of skills, including those formed in the process vocational training. These disorders determine the system of personal relationships of a person with disabilities, including with others and with society as a whole. Thus, the medical aspect in the development of self-awareness and professional self-determination of persons with disabilities plays a priority role, determining the specifics of this process.

The characteristics of a person as an individual are determined by his biological characteristics: heredity, characteristics of the body, state of health, physical and mental energy. Individual characteristics influence the pace and level of human development both as an individual and as a professional. The leading personal characteristics of a person include his relationships, motives, intelligence, and emotional-volitional sphere. They indirectly, indirectly influence individual development and mainly determine professional development. The level of a person’s professional achievements is determined by both individual characteristics and personal characteristics.

But in addition to health status, socio-psychological factors are also the most important factors in the professional self-determination of persons with disabilities. Diseases of students with disabilities affect the normal development of the individual (in most cases) and her professional development (in all cases). Health problems also affect socialization. According to B.G. Ananyev, socialization proceeds in two directions: the formation of a person as an individual and as a subject of activity. The result is the formation of individuality. The process of socialization accompanies the entire ontogenesis of a person [cited from: 5, p. 76]. Socialization takes place in the family, school, vocational educational institutions, informal associations, and other social institutions and can be regulated, targeted and unregulated, spontaneous in nature. The role of the family is particularly highlighted. Since the family is basically the closest environment of a person with disabilities throughout his life, its influence is significant in solving problems of his professional self-determination.

The development of professional self-awareness among persons with disabilities is considered in Russian literature according to the same stages (levels) as for physically healthy people, but taking into account the specific health of a disabled person, the influence of nosology on the process of psychological development, the time and reasons for the acquisition of the disease.

Thus, at the stage of formation of professional self-awareness, the problems of persons with disabilities are associated with the characteristics of intra-family relationships. These features primarily include the parental position in relation to professional choice child, which is often inadequate. Also important factors are the presence of deformations in relationships, lack of competence of family members regarding the dynamics of the disease, medical, social and labor prospects of a child with such a disease.

Another important aspect in the personal and professional development of persons with disabilities is low general professional awareness, insufficient (lack of) development of general labor skills, professional interests, as well as inadequacy of self-assessment of one’s own capabilities in future professional (work) activities, which can predetermine the specifics of professional self-determination at the stage growth

In studies devoted to the rehabilitation and professional development of disabled people, it is noted that when receiving higher education, the main issue, which largely determines its specificity, may be the nature of the dynamics of the student’s illness. Somatic distress, stabilization or worsening of the disease, can make it difficult or impossible to continue professional activity in general, or according to the existing main specialty.

The main issue, which largely determines the features of professional self-determination of persons with disabilities, may be the nature of the dynamics of the underlying disease - sudden or gradual stabilization or deterioration of the condition, manifestations of the disease. These indicators can make it difficult and even impossible to continue professional activity, both in general and in the main specialty.

IN modern practice In social work, the development of professional self-awareness of disabled people is considered along with medical and social work and within the framework of professional rehabilitation. Professional self-determination in this case is understood in the context of a set of measures aimed at including a disabled person in work in working conditions accessible due to health reasons. Thus development professional self-concept persons with disabilities contributes to the financial independence and integration of the disabled person into society. In the context of rehabilitation of a disabled person, his professional self-determination First of all, it should be built taking into account the accessibility of the profession and the specifics of the disease, as well as the inclinations, interests, capabilities of the disabled person and the needs of the labor market.

The specifics of professional self-determination of persons with disabilities are determined by objective and subjective factors. Among the objective indicators it is worth noting:

• labor potential;
• nature and characteristics of the disease, consequences of injury;
• nature and degree of dysfunction;
• clinical and occupational prognosis, indications and contraindications for labor activity in a certain profession, the rehabilitation potential of a disabled person in general.

In addition, the specifics of professional self-determination of a person with disabilities is also closely related to the general socio-economic situation of the region where the disabled person lives, the level of unemployment, demand in the labor market, allocation of quotas for disabled people in enterprises, organizations, etc. .

In the context of determining the adequacy of professional choice and the effectiveness of subsequent vocational education and employment of people with disabilities, a significant role is also noted subjective factors. Thus, there is a large gap between the existing socio-pedagogical and labor orientation of disabled people after receiving vocational education and their professional development.

The most common subjective problems encountered by persons with disabilities in the context of their professional self-determination are:

· ignorance of one’s personal, social and professional capabilities and limitations of activity, inadequacy of self-assessment of one’s education and subsequent employment;

· lack of information about available professions, their characteristics and the requirements for their representatives, about the possibilities of obtaining a profession;

· insufficient social adaptation, lack of formation of important social skills;

lack of general readiness for work, infantilism, low level activity in vocational training and employment.

In most cases, these problems are caused, on the one hand, by the practically inaccessible qualified career guidance consultation, which implies the possibility of obtaining information about options professional development V this region, taking into account the specifics of persons with disabilities in comparison with practically healthy people. But in the practice of professional consultation, the specifics of career guidance for persons with disabilities are not taken into account, which consists in greater attention to the socio-medical parameters of their condition, in giving them leading importance in relation to the selection of available types of professional activities. It also does not take into account the increased importance of corrective measures to create positive attitudes towards suitable species labor taking into account the course of the disease.

To summarize, it can be noted that in relation to persons with disabilities, professional self-determination can be understood as a long process:

· searching and finding personal meaning in the chosen and mastered professional activity;

· formation of readiness to consciously and independently determine, plan and implement professional career, based on the existing social and specific living conditions, medical and physiological specifics, features of the system of relations of persons with disabilities, determined by the disease and its consequences.

Now let's look at how the process of education for people with disabilities is implemented. In world practice, the level of provision of education for persons with special needs is one of the indicators of the degree of participation of people with disabilities in the life of society. Thus, in 1994, UNESCO proclaimed the leading principle in the field special education universality. In practice, this should mean that disabled people receive training as much as possible in mainstream educational institutions. The mass school must provide conditions for their education and satisfaction of their cognitive needs. Inclusive education is based on the interests of the individual.

But, despite this, there is no consensus on whether to provide training for people with disabilities purely in specialized institutions or to integrate it into the general educational process together with healthy students (inclusive education). Other countries use mixed approaches. In Russia, Russian specifics are imposed on the education of people with disabilities. A disabled person with a congenital or acquired disease in childhood that interferes with movement is practically isolated from society from childhood. Mobility problems prevent regular attendance at school, and, as a rule, a disabled child is enrolled in an individual education program. But the system home education not sufficiently developed everywhere. This form of training also provides weak knowledge, and such an applicant cannot compete with his peers. This reduces the opportunity for a disabled person to receive quality school education, and even more so to enroll and graduate from a university and get a profession. This is also hampered by the fact that disabled people do not go to university immediately after school. Thus, according to our calculations, out of 24 people with disabilities who entered MSUPE in 2011/2012 academic year, half graduated from school (college) more than five years before entering university, and ¾ - more than two years, and only 6 students (25%) - in the previous two years. This makes it difficult for them to obtain higher education as most of them have lost their learning skills. Moreover, not all of them were formed well enough.

Difficulties in obtaining education for people with disabilities are also associated with the peculiarities of the infrastructure of educational institutions. Their buildings are generally not adapted and therefore not physically accessible for persons whose diseases impede movement (musculoskeletal disorders, vision problems).

But receiving a vocational education cannot guarantee employment for people with disabilities (especially in the specialty they have acquired). Persons with disabilities do not have the opportunity to realize themselves in the profession due to competition in the labor market, lack of practice, peculiarities of nosology, and violations in the socialization of the disabled person.

Thus, we can conclude that neither universities nor the disabled themselves are ready to teach people with disabilities. Although, as already noted, the concept of inclusive education is included in the new law on education. It is assumed that people with disabilities will also have the opportunity to receive education through the entire education system. But at the same time in scientific literature One of the main problems of vocational education is its inability to provide disabled people with a full-fledged vocational education. Therefore, they cannot find work and realize themselves.

To date regulatory framework There has been virtually no work on how disabled people can obtain higher education. There are no specific regulations in this area. There is a need for a regulatory and legal system that would regulate the procedure for a disabled student to be in an educational institution, namely: the conditions of admission and training, the duration of training, the number of groups, the teacher-student ratio; the workload of the teaching staff working with disabled students, bonuses to their salaries, payment of support staff (teachers, sign language interpreters, tutors), the ratio of classroom and individual lessons.

If we talk in general about the reasons that limited the opportunities for people with disabilities to receive higher education, these include:

• insufficient training of school graduates with disabilities who cannot compete with their peers;
• psychological barriers arising from learning;
• various restrictions in the systems of admission to universities and training in them (lack of sign language interpreters, typhology teachers at entrance exams and in the learning process);
• distance from universities and low financial situation of families.

Each educational institution, engaged in training people with disabilities, differs from each other in the number of students, the form of training, and the adaptability of curricula and programs. But Russia has not yet developed a unified model of vocational training for people with disabilities, based on a clearly defined methodology in combination with regional education policy and the existing education system in the region. It should be borne in mind that vocational education programs for people with disabilities are not just an organization educational process. A fundamental component of such programs is the creation of a rehabilitation and educational environment designed to compensate for limitations in obtaining education and in the life of a disabled student, allowing him to receive equal opportunities. higher education and subsequently participate in the labor market. Thus, the rehabilitation and educational environment is considered as an environment adapted in an educational institution to the special educational needs of people with disabilities. Approaches to this may vary. So, T.N. Degtyarev based on materials Siberian region concludes that the fundamental principles for creating a rehabilitation and educational environment should be:

• creation of a comprehensive rehabilitation system, including various types rehabilitation (medical, social, psychological);
• technical and architectural arrangement of the university for persons with disabilities;
• use of modern educational technologies;
• introduction of information communication environment;
• organization of medical, psychological and pedagogical support for students with disabilities;
• development of sociocultural relations.

Literature

1. Aksenova L.I. Legal foundations of special education and social protection of children with developmental disabilities // Defectology. - 1998. - No. 5. - P. 3-10.

2. Gordievskaya E.O. Features of the parental position regarding choice future profession disabled children due to cerebral palsy // Current issues rehabilitation of disabled children: collection of articles. - St. Petersburg, 1998. - P. 35-36.

3. Grinko B.S. Socio-economic foundations of the formation of primary vocational education in the transition period. - M., 2002.

4. Degtyareva T.N. Vocational education of persons with disabilities in the conditions of entry into the Bologna process: sociological aspect// Bulletin of Tomsk State University. - No. 319. - 2009. - P. 60-64.

5. Zeer E.F. Psychology of vocational education. - M.; Voronezh, 2003.

6. Disabled people in Russia: the cause and dynamics of disability, contradictions and prospects for social policy. - M., 1999.

7. Karpova T.P. Organization of work with disabled people in Samara region // Russian magazine social work. - 1997. - P. 118-121.

8. Kuvaeva N.V. Professional development in the process of socialization of a young disabled person: dis. ...cand. sociol. Sci. - M., 2006.

9. Pincus A.,Minakhin A. Social work practice: forms and methods. - M., 1993.

10. Order of the Ministry of Education and Science of the Russian Federation dated October 21, 2009 No. 442 “On approval of the Procedure for admitting citizens to state-accredited educational institutions of higher professional education.”

11. Order of the Ministry of Education and Science of the Russian Federation dated December 28, 2011 No. 2895 “On approval of the Procedure for admitting citizens to educational institutions of higher professional education.”

12. The principle of activation in social work / ed. F. Parslow. - M., 1997.

13. Career guidance and career planning for young people with disabilities. - St. Petersburg, 2002.

14. Rehabilitation of disabled people: state and directions of development / ed. E.M. Starobina. - St. Petersburg, 2007.

15. Russian Encyclopedia of Social Work / ed. A.I. Panova, E.I. Single. - T. 1. - M., 1997.

16. Skok N.I. Biosocial potential of persons with disabilities and social mechanisms of its regulation // Sociological Research. - 2005. - No. 4. - P. 45-60.

17. Smirnov I.P. Person - education - profession - personality. - M., 2002.

18. Standard Rules for the Equalization of Opportunities for Persons with Disabilities. — Vienna, 1993.

19. Stetsenko S.A.,Khegay I.A. Double paradigm of the need for disabled people in vocational rehabilitation // Current issues of professional rehabilitation of disabled people: collection of works. - St. Petersburg, 1999. - P. 61-62.

20. Federal law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation” // http://Ministry of Education and Science.rf/documents/2974/file/1543/12.12.29-FZ_On_education_in_the_Russian_Federation.pdf.

21. Shlogova E.V. The process of social rehabilitation of disabled children: sociological analysis: author's abstract. dis. ...cand. sociol. Sci. - M., 2001.

22. Pfeiffer D. A Comment on the Social Model(s). . Disability Studies Quarterly. - 2002. - Fall. Vol. 22. - No. 4. Date of access: 2003. Febr. 19. - pp. 6-41.

Many people who have suffered some kind of injury or illness that leaves obvious, visible or hidden violations work of the body/organism, receive the status “DISABLED”, for STATE SOCIAL SERVICES. This status allows a person to receive all the benefits, rehabilitation equipment and other support provided by state social programs. At the same time, the definition of “Disability” is divided into at least three groups (as well as by type and type of “illness”), each of which has its own specific support program.

After people begin to receive the “benefits” provided for them, a PART of such people see in this “all the delights of life” and the benefits that can be derived from the state in which they find themselves. A great desire develops to receive the “benefits” the subject needs everywhere and in everything, even in those aspects where they are NOT provided. As a result of such “conveniences”, developing wishes and the possibility of manipulating others, a stable, latent, and sometimes quite conscious REluctance to strive for restoration or treatment (in those cases in which this is possible and necessary) rapidly develops. Why do or change something if everything you need will be given? If somewhere, something is NOT given, you can take advantage of the DISABLED status and appeal to people to conscience and justice, while clearly manipulating. Oddly enough, but it works. And so, the question becomes relevant;

What attitude is formed towards such “fair manipulators” as a result of their actions? As a rule, contacts with such people are gradually stopped, and then reduced to the possible minimum. In general, when people communicate and one of the parties periodically defines himself as “disabled,” this immediately alarms the second interlocutor, whose reaction is aimed at completing the dialogue as quickly as possible, so as not to be subjected to manipulation and moralizing.

Thus, the “disabled person,” “thanks to” manipulations, appeals to pity, sympathy and justice, receives the desired benefits from the social and close environment. But it is precisely these actions that become the MAIN reason that society begins to suppress possible contacts and further push the person away. And the reason for this, as it turned out, is not injury or illness at all.

A person with LIMITED PHYSICAL CAPABILITIES (PHC). Who are they, and how do they differ from disabled people? Externally, physically and physiologically - nothing. The difference lies primarily in their psychology and mentality. In the way people perceive themselves, in their attitude towards themselves, personal aspirations and positioning in front of society.

A FEV person has all the same rights and opportunities as part of the provision of State Social Services. But at the same time, his aspirations and desires to develop as a person do not stop.

Having lost certain functions- engaged in their restoration.

If it is impossible to restore what was lost (for example, after amputation), he searches for alternative options, giving the opportunity to realize their needs independently.

Searches and finds new opportunities to restore social status and role. Of course, sometimes this requires not only physical, but also material costs.

Appeals to society really look like appeals, and NOT demands.

People's FEV maintains and increases their circle of friends, acquaintances and acquaintances.

They are able not only to receive, but also to give. They are able to understand and respect people close to them, as well as in society, to accept their opinions and points of view, which in fact forms an attitude towards them that is opposite to that which is formed in relation to people with disabilities.

So, as can be seen from what has been described, the difference between a disabled person and a person with FEV is just a person’s manifestation of himself. And depending on this manifestation, the attitude of the social environment towards a certain person will be formed.

Popeskul Alexander.

Children with disabilities

Children with disabilities are disabled children or other children aged 0 to 18 years who are not recognized in in the prescribed manner children with disabilities, but who have temporary or permanent deviations in physical and (or) mental development and need to create special conditions for education and upbringing.

Speech disorders.
Children with speech impairments include children with psychophysical abnormalities of varying severity, causing disorders of the communicative and generalizing (cognitive) functions of speech. They are distinguished from other categories of children with special needs by normal biological hearing, vision and adequate prerequisites intellectual development. The identification of these differentiating features is necessary to distinguish them from speech disorders observed in children with mental retardation, mental retardation, the blind and visually impaired, the hearing impaired, children with mental retardation, etc.

Visual impairment.
Blind children. These include children with visual acuity from 0 (0%) to 0.04 (4%) in the better seeing eye with correction by glasses, children with higher visual acuity (up to 1, i.e. 100%), in whom the boundaries of the field of view are narrowed to 10 - 15 degrees or to the point of fixation. Blind children practically cannot use their vision in orientation and cognitive activities. Visually impaired children are children with visual acuity from 0.05 (5%) to 0.4 (40%) in the better seeing eye, corrected with glasses. Children with low vision, or children with borderline vision between low vision and normal, are children with visual acuity from 0.5 (50%) to 0.8 (80%) in the better seeing eye with correction.

Musculoskeletal disorders.
The term “musculoskeletal system disorder” is collective in nature and includes movement disorders of organic and peripheral origin. Movement disorders are characterized by disturbances in coordination, tempo of movements, limitation of their volume and strength. They lead to the impossibility or partial disruption of movements of the musculoskeletal system in time and space. Disorders of the musculoskeletal system can be both congenital and acquired. Developmental deviations in children with pathologies of the musculoskeletal system are characterized by significant polymorphism and dissociation in the severity of various disorders.

Mental retardation (MDD).
Mental retardation (MDD) is a psychological and pedagogical definition for the most common deviation in psychophysical development among all children. Mental retardation is considered as a variant of mental dysontogenesis, which includes both cases of delayed mental development (“delayed rate of mental development”) and relatively persistent states of immaturity of the emotional-volitional sphere and intellectual deficiency that does not reach mental retardation. In general, this condition is characterized by heterochronicity (multiple times) of manifestations of deviations and significant differences both in the degree of their severity and in the prognosis of consequences. ZPR is often complicated by various mild, but often persistent neuropsychic disorders (asthenic, cerebrasthenic, neurotic, neurosis-like, etc.) that impair the child’s intellectual performance.

Mental retardation.
Mentally retarded children are children who have a persistent, irreversible disorder of mental development, primarily intellectual, that occurs in the early stages of ontogenesis due to organic failure of the central nervous system.

Multiple violations.
To multiple violations child development include combinations of two or more psychophysical disorders (vision, hearing, speech, mental development, etc.) in one child. For example, a combination of deafness and low vision, a combination of mental retardation and blindness, a combination of musculoskeletal disorders and speech disorders. Other terms are also used as synonyms in the literature: complex defect, complex developmental anomalies, combined disorders, combined disorders and, increasingly established in lately, - complex structure defect, complex structure of violation or multiple violation.

Childhood autism.
Childhood autism is currently considered special type mental development disorders. All children with autism have impaired development of communication and social skills. What they have in common are affective problems and difficulties in establishing active relationships with a dynamically changing environment, which determine their attitudes towards maintaining constancy in the environment and the stereotyping of their own behavior.

The most effective way to organize education for disabled children at home is through distance learning, which involves the use of advanced information and communication technologies.

As part of the educational process, which can be implemented remotely, for each student a special one adapted to his/her needs can be created. individual characteristics health and educational needs(plans for further training and obtaining the desired profession).

HIA?

It occurs quite often and means limited health options. Accordingly, children with disabilities are children who have various types of disabilities (mental and physical), causing disruptions in the natural course of their general development, and therefore they cannot always lead a full life.

Within the educational aspect, a narrower definition can be formulated. Children with disabilities are children who have impaired psychophysical development (speech, vision, hearing, musculoskeletal system, intelligence, etc.), and they most often require special corrective training and education.

Distance learning for disabled children

The right to education is a priority socio-cultural right for every person due to the fact that it is perceived as an area of ​​society’s life that most significantly influences the process of people’s development.

IN modern conditions It is precisely this category of citizens, such as children with disabilities, who face problems (legal, financial, organizational, technical and social) regarding the possibility of its implementation. In connection with this, the study of the constitutional and legal mechanism ensuring the right to education acquires relevance and urgency.

Education of children with disabilities through distance learning makes it possible to provide each child with high-quality education, regardless of the specific place of education. Acquiring knowledge with the help of a computer information environment provides a child with the opportunity to acquire the appropriate professional skills necessary for him in the future both for work and for a decent existence in general.

In practice, it has been repeatedly proven that distance learning makes it accessible for children with disabilities to receive appropriate education, as well as full development them basic general education program average general education.

Benefits of distance learning

Here, a network teacher and tutor (teacher-consultant) will be able to conduct lessons using a special one, which is used as a mechanism for individualizing the educational process through a variety of individually oriented models of organization and curriculum, and lesson (depending on the educational needs and capabilities of this category of students).

The primary task of education here is the preservation of the child’s individuality, as well as the creation of suitable conditions for his self-expression. This can be achieved thanks to differentiated learning, taking into account the degree to which the student has mastered knowledge, the pace of his activities and the development of certain skills and abilities.

What conditions need to be created in educational institutions for children with disabilities?

They must guarantee capabilities such as:

1. Achievement of planned results in relation to the mastery by all students of the basic educational program of primary general education.

2. The use of both conventional and specific assessment scales for the academic achievements of children with disabilities that meet their educational needs.

3. Adequacy of assessment of the rate of change in the life competence of each child with disabilities, along with other students, as well as parents (or legal representatives) and school employees.

4. Individualization of the educational process for children with disabilities.

5. Purposeful development of the ability of this category of students to interact and communicate with peers.

6. Development and identification of the abilities of children with disabilities through sections, clubs, clubs and studios, as well as public organizations useful activity, including social practice, while using the capabilities of existing educational institutions of additional training.

7. Involving students with disabilities in creative and intellectual competitions and scientific and technical creativity that are acceptable to them.

8. Involving children with disabilities, parents and teaching staff in the process of developing the basic educational program of primary general education, as well as in the design of internal social environment and the formation of individual training routes.

9. Use of advanced, scientifically based methods within the educational process correctional technologies, which are focused on the special educational needs of students with disabilities.

10. Interaction in one educational space and general education, and special school, which will allow productive use of long-term teaching experience regarding the education of children with disabilities, as well as use resources created specifically for this.

So, it will be necessary to develop an individual program for children with disabilities, in which their parents must be involved. This is how they realize the degree of their responsibility regarding the quality of life of their child, not only in the family, but also at school.

Cerebral palsy in children: causes

There are about 50 of them. However, they are all rooted in the unfavorable course of pregnancy and subsequent childbirth.

The most significant (causing serious negative consequences) include:

1. Acute oxygen starvation during childbirth (for example, due to tight entanglement of the umbilical cord, premature placental abruption, etc.) or after birth less than 37 weeks of pregnancy or with a weight of less than 2 kg). Premature birth using cesarean section is considered especially dangerous.

2. The presence of intrauterine infections (cytomegalovirus, toxoplasmosis, rubella, etc.).

3. Severe degree of hemolytic disease of newborns (immunological incompatibility of the blood of mother and fetus).

4. A number of effects on the central nervous system, mainly in the early stages of pregnancy (for example, taking prohibited medicines, including hormonal contraceptives, radiation exposure, etc.).

And these are just a few negative factors, which can cause cerebral palsy in children and cause significant harm child's health.

Characteristics of children with visual impairments

As has already been deciphered above, children with disabilities are a category of persons with a certain kind of impairment. In this case - visual function.

Based on the results of a study of this category of children, the following trends in the dynamics of specific visual diseases were identified:

1. The number of children with residual vision has increased significantly (up to 90%). Theirs:

• completely blind - 3-4%;
• with light perception - 7%;
• with a visa of more than 0.06 - 10%.

2. The percentage of complex complex visual diseases has increased. However, only a few cases are associated with visual impairment, which are characterized by a single lesion of its function. Numerous studies in this area have confirmed that most preschool children have 2-3 eye diseases.

3. An increase in the number of defects that accompany visual disease. As a rule, they are associated with disruption of the central nervous system.

Integration of disabled children into preschool educational institutions

This is the process of teaching children with disabilities within a general education institution general type. This issue is receiving very significant attention today.

Integrated education implies the fact that children with disabilities in preschool educational institutions must master the same skills, abilities and knowledge in the same period as normally developing children.

It is considered the most favorable for the integration of disabled children into the team of their peers with normal development.

Education of disabled children at school

They are admitted there after receiving the appropriate conclusion from the pedagogical and medical-psychological commission, which must indicate that the child can undergo training in a comprehensive school.

It also contains information regarding psychological and pedagogical features development of a specific personality, as well as diagnostic results in these areas. Relevant recommendations for accompanying work are then grouped into the student's portfolio.

It is a well-known fact that the transition from a preschool educational institution to an elementary school is quite a crisis, therefore the primary task of the support service is preventive work with children with disabilities regarding the prevention of problems during the adaptation period.

What might disabled children encounter during the transition from preschool to school?

Problems of the adaptation period include:

• personal ( high degree anxiety, lack of self-confidence, low level educational motivation, inadequate self-esteem);
• socio-psychological (a number of problems of social maladaptation);
• cognitive (attention, thinking, memory, perception, etc.).

Main activities of the escort service

Children with disabilities at school should receive support in the following areas throughout their education:

1. Diagnostic measures regarding emotional-volitional, motivational and cognitive spheres student's personality.
2. Carrying out analytical work.
3. Organizational events (school psychological, medical and pedagogical councils, large and small teacher councils, training seminars, meetings with students’ parents, teachers and administration representatives).
4. Consultative work with students and their parents, as well as teachers.
5. Preventive measures (implementation of programs aimed at solving issues regarding interpersonal interaction).
6. Systematic implementation of correctional and developmental activities (individual and group seminars with students who have difficulty adapting).

Classification of the category of persons under consideration according to A. R. Maller

It is based on the specific nature of the disorder, that is, children with disabilities may be:

• deaf;
• hard of hearing;
• late-deafened;
• blind;
• visually impaired;
• with dysfunction of the musculoskeletal system;
• with a violation of the emotional-volitional sphere;
• with intellectual impairment;
• with mental retardation;
• with severe speech impairment;
• with complex developmental disabilities.

Six types of dysontogenesis by V. V. Lebedinsky

As mentioned earlier, children with disabilities are a category of persons with certain disabilities. Thus, the first type of such dysontogenesis is mental underdevelopment. Its typical pattern is mental retardation.

The second type is delayed development, represented by a multiform group, which has various variations (infantilism, impaired school skills, underdevelopment of higher cortical functions, etc.).

The third type includes damaged mental development(initially normal, and subsequently impaired due to injuries or diseases of the central nervous system).

The fourth is deficient development, which represents various variations of the psychophysical, but subject to serious impairments of either vision, or the musculoskeletal system, or hearing.

The fifth type represents distorted development, characterized by a combination of the above types.

The sixth is a violation in the process of personality formation. At the same time typical model There are various forms of psychopathy.

The essence of activities to support disabled children in boarding homes

Correctional and developmental work with children with disabilities is assistance in their psychological and social development (formation of images of positive social behavior and familiarization with the culture of society, training in skills and abilities of everyday activities).

The structure of education and training of children with developmental disorders is formed so that in each age period both general educational and specific correctional tasks are provided.

What should be the emphasis in activities to support the category of persons in question?

Children with disabilities are unique in their own way, so correctional assistance should be individualized as much as possible. This requires painstaking, patient and focused work. Teachers must clearly understand which teaching method is best to apply to a particular student, how to help him cope with the difficulties that arise during his studies, mainly related to his illness.

Working with children Preschool disabilities age implies their involvement in a specially designed educational and developmental environment, as well as the organization of their properly qualified training, which should take into account their age and psychophysical characteristics.

So, finally, we should once again recall the decoding of the concept we have considered. Children with disabilities are a category of persons characterized by any impairments (mental or physical) that require a specially organized approach to the learning process.

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 is it?

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 with 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”. We are talking about any loss or anomaly (psychological/physiological, anatomical structure or functions).

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

2. Violations 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 are most from total number. 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 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 pedagogical classification violations.

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, when proper training and education, the child can fully restore all functions.

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

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 that cause social maladjustment child. In addition, it can be stated irreversible nature lesions and, often, 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 disorders, which 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 program material and learn together with everyone in secondary school, attend a regular kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, in special education, education 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, high level professional training of specialists, etc.

Despite the efforts made and progressive development 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 education and providing a decent life in modern society.

However, the implementation of these tasks must be carried out at all levels, starting from kindergarten and finishing 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 equipment. This is especially true for fulfilling everyday needs, developing competence and social activity.

Besides this, special attention should be given 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 move as far as possible. existing borders the surrounding world.

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 - individual card 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 provide assistance to parents in the process of learning practical knowledge and skills necessary for 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 parents with an educational institution, etc.

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