Screening test for educators working with children of health care facilities. Monitoring and evaluation of the results of mastering the module Tests on inclusive education for students

1. For the first time, the principles of inclusive education at the international level were fixed:
A) in the Salamanca Declaration
B) in the Jomtien Convention
C) the Convention on the Rights of Persons with Disabilities

2. Inclusive education, according to the Federal Law "On Education in the Russian Federation" (dated December 29, 2012, No. 273-FZ), is
A) creating optimal conditions for socialization for children with disabilities and disabilities
B) creating optimal conditions for the moral development of normally developing children
C) ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities

3. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers means:
A) inclusion
B) integration,
C) individualization.

4. Choose the correct answer: Inclusion, that is, "inclusive education", which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers is:
A) group integration,
B) educational integration,
B) communication.

5. Choose the correct answer: Social inclusion must be ensured:
A) to all, without exception, children with developmental disabilities,
B) only for children with developmental disabilities at primary school age,
B) children studying only in special institutions.

6. What are the names of children, for whose education it is necessary to create special conditions, in Russian legislation?
A) children with disabilities
B) children with developmental disabilities
Children with special educational needs

7. Choose the correct answer: Children with disabilities are
A) children with various deviations in psychophysical development: sensory, intellectual, speech, motor, etc.
B) children who have various kinds of deviations (mental and physical), causing disturbances in the natural course of their general development, in connection with which they cannot always lead a full-fledged lifestyle.
C) disabled children, or other children aged 0 to 18 years, not recognized as disabled children in the prescribed manner, but having temporary or permanent deviations in physical and (or) mental development and needing to create special conditions for education and upbringing.

8. Special educational conditions for all categories of children with disabilities and disabilities include: A) creation of a barrier-free environment in educational institutions B) material and technical (including architectural) support, personnel, information, software and methodological support of the educational and educational process, psychological and pedagogical escorting children with disabilities and disabilities C) an individual educational route for a child with disabilities and disabilities D) ramps, special elevators, specially equipped educational places, specialized educational, rehabilitation, medical equipment.

9. Choose the correct answer: An adapted educational program is
A) an educational program adapted for training persons with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons. B) educational and methodological documentation that determines the volume and content of education recommended by the federal state educational standard, the planned results of the development of the educational program, approximate conditions of educational activities, including approximate calculations of the normative costs of providing public services for the implementation of the educational program

10. The adapted program is being developed:
A) independently as a teacher working with a child with disabilities
B) independently by an educational organization based on the recommendations of the PMPK
C) jointly by the teacher and parents

11. What is the basis for determining the version of an adapted educational program for a student with disabilities?
A) PMPK recommendations, formulated based on the results of a comprehensive examination of the child;
B) written statement of the parents (legal representatives) of the child;
C) the choice of the child himself;
D) PMPK recommendations, formulated based on the results of interviews with the parents (legal representatives) of the child.

12. Two main indicators of teachers' readiness to work in inclusive education:
A) professional readiness
B) psychological readiness
C) information readiness
D) readiness for professional interaction and training

13. For the first time, the theoretical foundation of integrated education was laid in the works of a domestic scientist:
A) A.N. Leontiev,
B) S.L. Rubinstein,
PM. Vygotsky.

Answers: 1A, 2B, 3A, 4B, 5A, 6A, 7B, 8B, 9A, 10B, 11A, 12A, B, 13V

“Education of children with special needs is one of the main tasks for the country. This is a prerequisite for creating a truly inclusive society, where everyone can feel the ownership and relevance of their actions. We must enable every child, regardless of his needs and other circumstances, to fully realize his potential, benefit society and become a full-fledged member of it. "

David Blanket

At the present time, issues of inclusive education are the subject of close attention of politicians, scientists, parental and pedagogical communities. Let us consider the most specific features of inclusion that characterize it as a pedagogical and sociocultural phenomenon.

Note that in most countries of the world, inclusion is considered as a natural stage in the development of the education system. Thus, on December 13, 2006, the UN General Assembly approved the Convention on the Rights of Persons with Disabilities, aimed at protecting the rights and dignity of these persons. In the context of education, this international document recorded a new stage in the development of international law - from the statement in the Universal Declaration of Human Rights (1948) on the right of every person to education to the obligation of UN member states to ensure the realization of this right for people with disabilities (HH) , including through inclusive education. The concept came into effect on May 3, 2008. By 2011, 147 UN member states had signed it. Moreover, 99 countries have already ratified this international document. The Russian Federation signed the Convention on September 24, 2008. The President of the Russian Federation signed the Federal Law of 03.05.2012 No. 46 - FZ "On the Ratification of the Convention on the Rights of Persons with Disabilities".

It is not by chance that we have cited these data. They set guidelines for the modernization of the system of general and special education. At the same time, it is possible to state that in the state educational policy of Russia, inclusion is considered as the most important line of social development. As N.N. Malofeev, “the system of special education is one of the institutions of the state, and the choice of the path of its development will always depend on value orientations, political attitudes, economic capabilities of the state and accepted cultural norms”.

In various regions of our country, there is already a certain experience of joint education of children with normal and impaired development. In some cases, this process is strictly controlled, accompanied by qualified specialists; in others, it proceeds spontaneously, which is commonly called “pseudo-integration” or “wild inclusion”.

We consider it necessary to reveal the essential meaning of the central concept of our article. Analysis of scientific and methodological literature (L.V. Andreeva, A.M. Zotova, E.D. Kesarev, V.V. Kolkov, E.I. TV programs of an educational nature allow us to point out the presence of contradictory, and sometimes, in our opinion, illegal interpretations of the term "inclusion", its replacement by the concept of "integration" as equivalent, synonymous. At the same time, speaking, in fact, about the same phenomenon, it is often put in a different essential meaning.

Inclusion (from the English inclusion - "inclusion") implies the joint education and upbringing of children with disabilities, with their normally developing peers - according to the same programs, textbooks, using common criteria for assessing knowledge. Most often, such training is organized in kindergartens and general schools. However, it may be different: in a special (correctional) educational institution, separate (so-called "inclusive") classes and groups are being opened, in which the majority of children do not have developmental disorders, and some have disabilities. The second case is much less common.

Inclusion is a special case of integration. Accordingly, the concept of "integration" (connection) is much broader than "inclusion" (inclusion).

Two types of integration should be distinguished: educational and social. Educational integration is also inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers. Social integration involves the inclusion of a child in society, that is, his socialization. Social integration should be ensured for all children with developmental disabilities, without exception, regardless of the nature and structure of the disorder, special educational needs, age, and the type of institution in which they study.

For the first time, the theoretical foundation of integrated education was laid in the works of the outstanding Russian scientist L.S. Vygotsky. He noted that a child, studying in a boarding school, is isolated from normally developing peers, family, and society as a whole. L.S. Vygotsky emphasized that it is necessary to "smash" the walls of a special school, to ensure the cultural and historical development of a special child, to create conditions for his "growing" into society.

Great Britain has become a pioneer in the field of introducing integrated (inclusive) education into pedagogical practice. In the 70s. In the twentieth century, first in this country, and then in other countries of Western and Eastern Europe, the first precedents of the closure of correctional institutions and the transfer of children with disabilities to kindergartens and general schools are noted.

In Russia, the first experimental experience of coeducation of children with normal and impaired development appears in the 90s. last century. This experimental work involves preschool children with impaired auditory analyzer.

In modern special pedagogy, basic models of integrated education for children with disabilities have been developed (NN Malofeev ND Shmatko). Among them - permanent complete, permanent incomplete, permanent partial, temporary partial and episodic. Scientists have identified and described the general parameters of the proposed models:

Which children can benefit from this model;

How the integration time is dosed;

How the joint activities of children are regulated;

In which educational institutions this or that model can be implemented;

What are the rules for recruiting groups and classes in which children with disabilities are trained and brought up;

Which specialists are involved in the inclusive learning process;

Where and by whom the special assistance is provided;

What is the mechanism of interaction between teachers of special (correctional) institutions and institutions of a general type.

Exercise ... Answer the question. In your opinion, for which children can permanent full integration (i.e. inclusion) be effective?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In addition, domestic science has developed indications and contraindications for inclusive education (N.N. Malofeev, N.D. Shmatko). The indications are clearly visible through the principles of the domestic concept of integrated (inclusive) education:

Integration through early correction;

Integration through compulsory corrective assistance for each integrated child;

Integration through informed selection of children for integrated learning.

In accordance with these principles, it can be argued that inclusive education is most acceptable for children with disabilities, with whom correctional and pedagogical work was started early (from the moment a developmental disorder was detected, from birth). In addition, a child with developmental disabilities, studying together with normally developing peers, does not cease to need to satisfy his special educational needs on the part of defectologists and must remain under the patronage of the special education system. And, finally, inclusion cannot be widespread, since in the conditions of “included education” a child with disabilities is faced with the need to master the state educational standard on a par with normally developing peers. As a rule, this turns out to be feasible for children with a high level of psychophysical development, close to normal.

Here are some examples to illustrate the indications and contraindications for inclusive education.

In the first case, we are talking about a hearing impaired child, correctional work with whom was started early - from the moment a developmental disorder was identified. The level of general and speech development of the child is close to normal. This is manifested in high cognitive activity, the free establishment of contacts with adults and normally developing peers through verbal speech. Parents are ready to take an active part in accompanying the process of inclusive education of their child. In this case, there are no contraindications to inclusion.

In the second case, the child has mental retardation. His speech and general development lag significantly behind the norm. Mastering the qualification level of education is impossible. In such a situation, it is recommended to study in a correctional institution according to special programs, that is, the most acceptable is not educational, but social integration.

Note that the differentiation of integration into educational and social is conditional. This is due to the fact that with educational integration (inclusion), the socialization of a child with disabilities is inevitable. In addition, the most favorable conditions are created for her precisely in educational institutions of a general type, which was noted in the report of Professor O.N. Smolin at the IV Pedagogical Readings held in 2010 in Moscow, as well as in some other reports and works of this scientist and politician.

It should be emphasized that leading Russian scientists in the field of special pedagogy not only do not deny the possibility of inclusive education, but also recognize its need for some children with disabilities. At the same time, the authors warn against its total implementation, note the danger of copying a foreign model, making quick decisions, implementing a "revolutionary approach" that provides for the massive nature of inclusion and a complete rejection of the special education system.

At the parliamentary hearings on the topic “Inclusive education of persons with disabilities in the Russian Federation: problems of the industry and society”, held on April 12, 2012, the following was noted. Inclusive education for many children with disabilities allows them to avoid their stay for a long time in boarding schools, provides opportunities for them to live and raise them in a family, and to constantly communicate with their peers in a regular school. In most cases, this contributes to both a more effective solution of the problems of social adaptation and integration of children with disabilities into society, and the formation of a tolerant attitude of other schoolchildren and their parents to the problems of persons with developmental disabilities. At the same time, the development of inclusive approaches does not imply a rejection of special education.

One cannot but agree with the statement that, although inclusive approaches in education are not new for our country, their practical implementation encounters a number of serious obstacles, among which the following should be especially noted:

Imperfection of the legal framework governing the protection of the rights of children with disabilities, including the right to education;

Inadequate financial support for both families with children with disabilities and organizations and institutions that provide services and support to them;

Insufficient understanding by the state and society of the essence of the problem of child disability and the importance of full integration of this category of Russian citizens into society;

Inertia of thinking of teachers and parents;

Inadequate implementation of the current Russian legislation by state bodies and officials.

The identified obstacles should be considered as tasks facing the state and society, and requiring immediate attention.

So, the concept of "inclusion" was formed from the belief that education is one of the basic human rights. This right creates the basis for the development of society as fair, humane and tolerant.

Exercise. Get to know the organizational setting in which children learn. Indicate in which case we are talking about social integration (socialization), and in which case - about educational integration (inclusion).

1.Children (12 people) study in grade 3 of the VIII type, which is located in the structure of a general education school _________________________________________

2.Children (12 people) are enrolled in grade 6 VII (for students with PD), which is located in the structure of a general secondary school _____________________

3. Visually impaired children (2 people), systematically using spectacle correction, study in the general education grade 7 of a mass school ______________

4.Children of preschool age with hearing impairment (2 people) attend kindergarten type V _____________________________________________________________

5.Children (8 people) with a mild degree of mental retardation study in a small class (1, 2, 3 grades) of the VIII type, which is in the structure of a general education school of a general type ________________________________________

6.Children (4 people) with a slight degree of mental retardation study in a small class (6, 8, grades) of the VIII type, which is in the structure of a general education school of the general type. At the same time, these students attend physical education and vocational training lessons together with students with preserved intelligence _______________________________________________________

7.Children of preschool age with DPD (2 people) attend a group together with normally developing peers in a combined kindergarten. However, these preschoolers attend daily classes of a teacher-defectologist in a special group together with peers with the same developmental disability _____________________________________________________________________________

8.Children with a mild degree of mental retardation go to school of the VIII type, but 2 times a month, together with normally developing peers, participate in sports activities ______________________________________________________

9.In the summer recreation camp, a joint stay (in one group) of adolescents with mental retardation, speech disorders, musculoskeletal system and visually impaired is organized. Children are together around the clock, jointly participate in all activities.

_____________________________________________________________________________

According to many researchers (S.V. Alekhina, O.S.Nikolskaya, M.L.Semenovich, N.Ya.Semago, M.M.Semago, A.S.Sirotyuk, E.A. Strebeleva, etc.) inclusive education of children with disabilities should include an inclusive vertical and an inclusive horizontal.

INCLUSIVE EDUCATIONAL VERTICAL - building between educational institutions of different levels, types and types of interaction, which ensures the choice and predictability of an individual educational route for a child with disabilities, builds a complementary system of psychological and pedagogical support for the education of a child and his family (from birth to professional self-determination ).

The continuous vertical of inclusive education is implemented in accordance with the following conditions:

Complexity / continuity - a child who finds himself in an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up;

Walking distance - an inclusive educational vertical "Kindergarten - School - Center" should be built in each district of the district;

Unity of goals - all inclusive institutions should have a common development strategy and adequate, level-matched methodological support;

Continuity - all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each stage of the educational vertical will be recorded in his individual map ("development map").

Professional competence - an effective mechanism for training, retraining and methodological support of all teachers and specialists involved in inclusive education must be worked out.

The initial level of the inclusive vertical is the period of early childhood, when comprehensive assistance to a child with disabilities and his family as a single subject of inclusion will allow the latter to adapt:

In the legal field;

In the field of specific forms of assistance from the social protection authorities;

Areas of medical assistance and support for a child with disabilities;

In the psychological and pedagogical field, the problems faced by the family of a child with disabilities.

The productive result of the inclusion of this level of inclusive vertical by the subject of inclusion is a unique opportunity for the early integration of children with developmental disabilities into preschool institutions that maximize their socialization and development, as well as an organized system of support for their families.

The issue of choosing the educational and rehabilitation route of a child with disabilities, including determining the form and degree of its integration into the educational environment, should be decided based on the needs and characteristics of the development and capabilities of the child with the direct participation of his parents (legal representatives).

At the second stage of inclusive, upright education and socialization of a child with disabilities are carried out within the framework of preschool institutions, where they are accompanied by complex psychological and pedagogical diagnostics and corrective assistance for adaptation in the environment of healthy peers. This makes it possible to reasonably and differentially determine possible variable individual strategies for the further education of a child with disabilities in a mass general education school.

The third step of the inclusive vertical – general education secondary school - includes, as variable opportunities for inclusive education, both full and partial or temporary, models of integration into the educational process, taking into account the greatest correspondence to the level of development and capabilities of each child (N.N. Malofeev and others).

The final level of the inclusive vertical is the stage of vocational guidance of school graduates with disabilities in the field of possible professional interests and choices, as well as the trajectories of subsequent vocational education.

In addition to constant psychological, medical and pedagogical support at all levels of the inclusive educational vertical, it is necessary to provide a set of measures, including:

Technical equipment of educational institutions to create a barrier-free environment, depending on the structure and degree of impairment in children with disabilities (ramps, lifts, specially equipped toilets, physiotherapy rooms, psychomotor correction rooms, rooms for speech therapy and correction classes with defectologists and psychologists, a medical office, gym, etc.);

Creation of a favorable medical, psychological and pedagogical environment for the adaptation of students with disabilities in educational institutions;

Organization of professional training in universities for specialists for the system of inclusive education or professional retraining of teachers already working in conditions of inclusion;

Scientific and methodological support of teachers on the organization of inclusive education;

Development of adapted educational programs for children with disabilities, individual lesson plans for children with disabilities, developed together with parents;

Financial and legal support of the educational process, regulated by regulatory documents.

At each level of the inclusive educational vertical, it is necessary to create an inclusive horizontal, which, first of all, presupposes the creation of a system of multi-subject interaction: children with disabilities and their parents, bodies of legal and social protection of the population, medical and psychological centers, teaching staff of educational institutions, the media, employers, etc. etc. ...

Such an organization inclusive vertical and horizontal will provide constant comprehensive psychological and pedagogical support of a child with disabilities throughout the entire period of his education and will allow him to gradually socialize.

Exercise. Provide in the table an inclusive educational vertical and an inclusive horizontal that characterizes the model of inclusive education on the territory of the Russian Federation

Inclusion in school is the disclosure of the potential of all students in the framework of the general educational process, the program of which corresponds to the individual abilities of children.
Traveling to an inclusive school can be long and challenging, but it will ultimately strengthen the school community and help children. “Inclusion” does not simply mean placing children with disabilities in general education classes. This process must include fundamental changes in how the school community supports and accommodates the individual needs of each child.
In fully inclusive schools, all students are welcome and can participate in all aspects of school life. Diversity is respected and supported. Inclusive schools believe that all students are confident, connected, actively involved in activities, learn throughout their lives, and work towards it through a developed curriculum. Students' identities, languages, abilities and talents are recognized and validated, and their learning needs are addressed.
Inclusive schools:

have ethical standards and leadership that build an inclusive education culture;
have well-organized systems, effective teamwork, and constructive relationships that guide and support the inclusion of all students;
employ innovative and flexible methods that meet the needs of all learners.

Teaching Diversity: A Framework for Reflecting on Inclusive Practices.
As each child brings unique and diverse experiences, needs and strengths to the learning experience, education systems must be flexible and adaptable to learners' needs, rather than expecting learners to conform to a fixed learning system.

Learning one-to-one inclusive programs require equal treatment of students, taking into account intellectual, physical, linguistic, cultural abilities and talents. The curriculum is non-prescriptive and provides a flexible learning approach. OOS (general education schools) have a mandate to design their curriculum in a more personalized way as they notice, recognize and respond to the needs of all their students.
IE (Inclusive Education) is an exploratory approach that can be used by schools to support the development of more flexible, inclusive learning environments optimized for personalization.

The organizational structure of IE in a school provides guidance in several ways:

providing information to support understanding;
providing students with opportunities to create, learn and collaborate;
stimulation of sustainable interest and motivation in learning.

In an AI school or classroom, students can personalize their learning in environments where diversity and variability are expected and appreciated. Initially, barriers to learning for children with disabilities were identified and minimized in partnership with peer learners, educators and parents. Learning support will be embedded in the environment and provided to all children, not to individuals or small groups of learners.

A differentiated approach is also part of the structure of inclusive education. The emphasis is on developing the least restrictive environment for all learners. This approach reduces the need for extensive differentiation as students can customize their learning environment to meet many of their needs.

Features of the legislation on an inclusive school in Russia

During the organizational stage, the government paid attention to the specifics of the legislative framework. NPB IO (regulatory framework for inclusive education) is based on the laws of the federal level:

"On education in the Russian Federation";
"On social protection of disabled people in the Russian Federation";
UN Convention "On the Rights of the Child" Article 28.

Problems in Russia

Classes are a great concept, but they require a lot of teaching, patience, and compassion on the part of the teachers. Fully inclusive classrooms have students across the entire spectrum of education and development, from typically developing children to severely disabled children. For this reason, it is difficult for a teacher to find a balance in the educational process.

What are the main challenges for inclusive education in schools that teachers face?

Lack of experience - the teaching staff is not fully aware of the special needs of children with disabilities. Educators must coordinate efforts and understand the needs of the class in terms of skills development.
Lack of experience working with severe disabilities - students with severe and profound disabilities require more adaptation and medical care. Teachers must be able to cope with severe disabilities and create lesson plans based on the individual abilities of the child. Lack of experience can lead to the fact that the child will not fully develop physically, intellectually and socially.
Involvement of all students in different activities - teachers must decide how the class will communicate with each other and encourage participation. If there is no adaptive equipment or adaptive means of communication and language, then this makes it difficult for teachers to work within a single class.
Lack of tutors - usually in inclusive classes there is a main teacher and a tutor (teacher's assistant for working with “special children”). Due to the nature of the class and the size, it is imperative that there are an adequate number of teaching assistants.
Psychological readiness of healthy children to accept disabled children - teachers should not tolerate insensitivity and cruelty, their goal is to teach understanding, compassion, respect and collective support.
Psychological readiness of parents - the role of the teacher is to show parents of children with special needs that nothing threatens their children, and participation in the general educational process will stimulate their all-round development and socialization. As for parents of healthy children, the teaching staff and school administration must show all the benefits of introducing new educational standards.
Lack of skills in developing individual educational plans, taking into account the needs of all students in the class.
The first task of schools implementing IO is to provide a versatile and full-fledged training of the teaching staff.

1. Agavona E.L., Alekseeva M.N., Alekhina S.V. The readiness of teachers as the main factor in the success of the inclusive process in education // Psychological Science and Education №1: Inclusive approach and family support in modern education. M., 2011 .-- p. 302

2. Alekhina S.V. Inclusive education in the Russian Federation // Report by Alekhina S.V. presented on December 7, 2010 within the framework of the International Symposium "Investments in Education - Contribution to the Future". - p.102

3. Almanac of psychological tests. - M .: KSP, 2006 .-- P. 400

Inclusive education. Issue # 1 / Fadina A.K., Semago N.Ya., Alekhina S.V. - M .: Center "School Book", 2010. - P.132

4. . Nikishina, V.B. Practical psychology in working with children with mental retardation: a guide for psychologists and educators. - M .: VLADOS, 2004 .-- P. 126

5. Teaching children with special needs using integrated learning technology with internal differentiation in a general education class: guidelines / comp. L.E. Shevchuk, E.V. Reznikov. - Chelyabinsk: IIUMC "Education" - 2006. - P. 223

6. General psychology: a textbook for students of pedagogical institutes A. Petrovsky. - M .: Education, 2012 .-- P. 465

7. Penin G.N. Inclusive education as a new paradigm of public policy // Bulletin of Herzen University. - 2010 - No. 9 (83). - P.47

After studying the above material, you can get tested and get
certificate about training:

Start test

Inclusive learning at school

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

Next question

Inclusion is:

Previous question

Next question

There are two types of integration

FINAL TEST

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

a) inclusion

b) interaction

c) individualization

2. Inclusive education, according to the Federal Law "On Education in the Russian Federation" (dated December 29, 2012, No. 273-FZ), is:

a) creating optimal conditions for socialization for children with disabilities and disabilities

b) creating optimal conditions for the moral development of normally developing children

c) ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities

3. Inclusion is:

a) form of cooperation

b) a special case of integration

b) behavior style

4. What rights of parents are provided by the Federal Law "On Education in the Russian Federation" (dated December 29, 2012, No. 273)?

a) the right to choose a study program

b) the right to determine teaching methods

c) for free textbooks

d) to participate in the management of an educational institution

5. There are two types of integration:

a) internal and external

b) passive and creative

c) educational and social

a) psychological, medical and pedagogical commission

b) defectologist

c) medical and social expertise

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

a) group integration

b) educational integration

c) communication

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

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

b) children with disabilities should study in specialized schools

c) some children are not capable of learning

9. Social inclusion must be ensured:

a) to all children with developmental disabilities without exception

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

b) children studying only in special institutions

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

a) PMPK

b) a medical commission

c) ITU

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

a) A.N. Leontyev

b) S.L. Rubinstein

pm. Vygotsky

12. The state guarantees free of charge for persons with disabilities:

a) food

b) sign language interpreter services

c) textbooks

13. The first country in the field of introducing Int (inclusive) education into pedagogical practice was:

a) Great Britain

b) Russia

c) France

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

a) hearing impairment (deaf)

b) hearing impairment (hearing impaired and late deaf)

c) visual impairment (blind)

d) visual impairment (visually impaired)

e) severe speech disorders

f) disorders of the musculoskeletal system

g) mental retardation

h) mentally retarded

i) autism spectrum disorders

j) complex defect (two or more violations)

k) restrictions associated with somatic diseases

l) all answers are correct

15. In the 70s. XX century in the countries of western and eastern Europe, there are precedents for the closure of correctional institutions, due to:

A) absence of children with disabilities

B) transfer of children with disabilities to kindergartens and general schools

B) teaching children with disabilities at home

16. What is the fundamental philosophical principle of inclusion:

a) freedom of movement

b) the right to live among equals

c) freedom of choice

17. In Russia, the first experimental experience of coeducation of children with developmental disorders appears in:

a) 60s XX century

b) 90s XX

c) 70s XX century

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

a) visual analyzer

b) intelligence

c) auditory analyzer

19. Special educational conditions for all categories of children with disabilities and disabilities include:

a) creating a barrier-free environment in educational institutions

b) material and technical (including architectural) support, personnel, information, software and methodological support of the educational and upbringing process, psychological and pedagogical support of children with disabilities and disabilities

c) an individual educational route for a child with disabilities and disabilities

d) ramps, special elevators, specially equipped training places, specialized training, rehabilitation, medical equipment

20. In the context of "inclusive education", a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing ones, therefore:

a) inclusion cannot be massive

b) inclusion must be widespread

21. A tutor is:

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

b) coordinator of PMPK activities

c) assistant to the head of an educational institution

22. In accordance with the principles of the domestic concept of integrated education, it can be argued that inclusive education is most appropriate for:

a) children with musculoskeletal disorders,

b) children with intellectual disabilities,

c) children with disabilities, with whom correctional and pedagogical work was started early.

23. An individual educational route is built taking into account:

a) the individual characteristics of a student with disabilities, disabilities

b) the level of training of teachers

c) parents' employment

24. Which of the following principles does not apply to the principles of domestic inclusive education:

a) integration through early correction

b) integration through compulsory corrective assistance to each integrated child

c) integration through informed selection of children for integrated learning

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

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

a) inclusive educational vertical

b) inclusive educational horizontal

c) inclusive educational parallel

26. The relationship between a teacher and a student with disabilities and disabilities should be built:

a) based on cooperation and empathy

b) on the principle of protection

c) taking into account age characteristics

27. At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:

a) general secondary school

b) preschool institutions

c) families

28. The final level of the inclusive vertical is the stage:

a) vocational guidance of school graduates with disabilities in the field of professional interests and choices

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

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

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

a) communication

b) the ability to carry out operations with numbers

c) teamwork skills

d) compliance

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

a) inclusive horizontal

b) inclusive vertical

31. The development of a child with disabilities and disabilities follows the same patterns as:

a) an adult

b) a normally developing child

c) a mentally retarded child

32. The initial level of the inclusive vertical is the period:

a) adolescence

b) early childhood

c) primary school age

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

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

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

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

34. The continuous vertical of inclusive education is realized subject to the following conditions: a child who finds himself in an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his or her growing up. Select the name of the condition:

a) complexity continuity

b) walking distance

c) unity, goals

35. What are the names of children, for whose education it is necessary to create special conditions, in Russian legislation?

a) children with disabilities

b) children with developmental disabilities

c) children with special educational needs

36. Determine what condition of the continuous vertical of inclusive education we are talking about: all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and in terms of species diversity; information about the development of the child at each stage of the educational vertical will be recorded in his individual map ("development map").

A) continuity

B) professional competence

B) walking distance

37. Which of the specialists of psychological and pedagogical support is involved in the development of an adapted basic educational program in accordance with the recommendations of the PMPK:

a) only the teaching staff

b) teachers and specialized specialists (members of the PMPk)

c) all escort specialists and parents of a child with disabilities

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

A) expanding access to education

B) integration

C) mainstreaming

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

a) analysis of works

b) conversation

c) encephalography

d) pedagogical observation

40. According to the concept of the FGES, which of the components is considered in the structure of education of students with disabilities as an accumulation of potential opportunities for their active implementation in the present and future:

a) component of "life competence"

b) "academic" component

41. In the SFGOS educational areas are highlighted:

a) 4

b) 6

at 8

42. What is not required to provide an educational institution for a child with disabilities included in the environment:

a) the implementation of special conditions for obtaining education, recommended by the PMPK

b) carry out psychological and pedagogical support in terms of social adaptation

c) full assimilation of the educational program implemented by the educational institution

43. Determine which of the educational areas of the FGES is in question: knowledge about a person in society and the practice of comprehending what is happening with the child himself and other people, interacting with a close and distant social environment:

a) natural science

b) art

c) social studies

d) physical education

44. An individual educational route for children with disabilities and disabilities involves:

a) creation of special conditions

b) development of special teaching methods and programs

c) special selection of teachers

Test for the final certification (credit) for the course "Inclusive Education"

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

inclusion B) nteraction,

individualization.

2. Choose the correct answer: Inclusion is:

A) the form of cooperation;

B) a special case of integration;

B) style of behavior.

3. Choose the correct answer: There are two types of integration:

internal and external,

B) passive and creative,

educational and social.

4. Choose the correct answer: Inclusion, that is, "inclusive education"

a child with disabilities into the same educational environment with normally developing peers is:

A) group integration,

B) educational integration,

B) communication.

5. Choose the correct answer: Social inclusion must be ensured:

A) to all, without exception, children with developmental disabilities,

B) only for children with developmental disabilities at primary school age,

B) children studying only in special institutions.

6. Choose the correct answer: For the first time, the theoretical rationale for integrated learning was

works of a domestic scientist:

A.N. Leontyeva, B) S.L. Rubinstein,

L.S. Vygotsky.

7. Choose the correct answer: The first country in the field of introducing Int (inclusive) education into pedagogical practice was:

United Kingdom, B) Russia,

France.

8. Choose the correct answer: In the 70s. XX century in western countries. and Eastern Europe marked the first prece, closure of correctional institutions, due to:

A) the absence of children with disabilities,

B) transfer of children with disabilities to kindergartens and general schools,

B) teaching children with disabilities at home.

9. Choose the correct answer: In Russia, the first experimental experience of coeducation of children with developmental disabilities appears in:

60s XX century, B) 90sXX .,

70s XX century.

10. Choose the correct answer: In Russia, preschool children with a violation of the following took part in the first experimental experience of co-education with normal and developmentally impaired children:

visual analyzer,

B) intelligence,

auditory analyzer.

11. Choose the correct answer: In the conditions of "inclusive education", a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing ones, therefore:

A) inclusion cannot be massive,

B) inclusion must be widespread,

12. Choose the correct answer: In accordance with the principles of the domestic concept of integrated (learning, it can be argued that inclusive education is most appropriate for:

children with musculoskeletal disorders,

B) children with intellectual disabilities,

children with disabilities, with whom correctional and pedagogical work was started early.

13. Choose the correct answer: Which of the following principles does not apply to the principles of domestic (inclusive) education:

A) integration through early correction;

B) integration through mandatory corrective assistance to each integrated child;

B) integration through informed selection of children for integrated learning;

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

13. Choose the correct answer: the construction between educational institutions of different levels, types and in interaction, in which the choice and predictability of the individual educational route of a child with disabilities is ensured, a complementary system of psychological and pedagogical
accompanying the education of the child and his family is called:

inclusive educational vertical,

B) an inclusive educational horizontal,

inclusive educational parallel.

14. Choose the correct answer: At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:

general secondary school,

B ) preschool institutions,

families.

15. Choose the correct answer: The final level of the inclusive vertical is the stage:

A)vocational guidance for school graduates with disabilities health in the field of the emergence of professional interests and choices,

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

B) early integration of children with developmental disabilities in preschool institutions.

16. Choose the correct answer: The creation of a system of polysubject interaction involves the creation of:

A) inclusive horizontal,

B) an inclusive vertical.

17. Choose the correct answer: The initial level of the inclusive vertical is the period:

A) youth,

B) early childhood,

B) primary school age.

18. Choose the correct answer: The continuous vertical of inclusive education is realized subject to the following conditions: a child who finds himself in an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up. Select the name of the condition:

complexity continuity,

B) walking distance,

unity, goals.

19. Choose the correct answer: Determine what condition of the continuous vertical of inclusive education we are talking about: all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and in terms of species diversity; information about the development of the child at each stage of the educational
the vertical will be recorded in his individual map ("development map").

A) continuity,

B) professional competence,

B) walking distance.

20. Choose the correct answer: An approach that assumes that students with disabilities communicate with peers on holidays, in various leisure programs, is called:

expanding access to education;

B) integration;

mainstreaming;

21. Choose the correct answer: According to the concept of the Federal State Educational Standard, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation! present and future.

A) component of "life competence",

B) "academic" component.

22. Choose the correct answer: educational areas:

B) 4

23. Choose the correct answer: Determine which of the educational areas of the FGES are in question: knowledge about a person in society and the practice of comprehending what is happening with the child himself and other people, interacting with close and distant social environment:

A) natural science,

B) art,