Internet Project IVROR (Disabled people in Russia - a frank conversation): Education for people with disabilities.
http: dialogenew.narod.ru/education.htm

Statistics of Russian Education.
http: stat.edu.ru

National report 2005 "The state and development of the general secondary education system in Russian Federation"(1.53 MB).
http: stat.edu.ru/doc/Doklad_tabl_obl.pdf

INVAK.INFO: Information agency - portal of disabled people.
http: invak.info

Public Interest Law Initiative (in Russian and English).

UNICEF: Children with Disabilities (in Russian and English).
http: www.unicef.org/ceecis/media_3021.html

Institute of Correctional Pedagogy, Russian Academy of Education, resource center country.
http: ise.edu.mhost.ru

Reference information about educational institutions for the deaf and hearing impaired throughout Russia.
http: www.deafnet.ru/dn/index.phtml? c = 46

Tatiana Goguadze: diagnosis and correction of writing disorders.
http: www.dyslexia.ru

Computer technologies for the blind and visually impaired.
http: www.tiflocomp.ru

"Integration" (site of the club of blind computer users).
http: integr.org

i-School: a school for distance education support for children with disabilities and children who do not attend educational institutions for health reasons.
http: home-edu.ru "

Big Change "is a project aimed at public promotion of the Federal Target Program for the Development of Education for 2006-2010.
http: www.newseducation.ru

"Moscow Education": information portal of the Moscow Department of Education.
http: www.mosedu.ru

Official server of the Moscow Department of Education.
http: www.educom.ru

Ministry of Education and Science of the Russian Federation: Federal agency of Education.
http: www.ed.gov.ru

Priority national project "Education".
http: www.rost.ru/projects/education/education_main.shtml

Federation of Internet Education.
http: fio.ru

Electronic scientific-practical journal "Questions of Internet education".
http: vio.fio.ru

Banner network "DetskyDomiki" (The purpose of the network is to promote sites to help children. We invite you to exchange sites of organizations, projects, individuals who, in one way or another, provide assistance to children with special needs.)
http: bn.detskiedomiki.ru

Charitable Foundation OIP "Holiday of Life". (Combining the efforts of families with sick children, government officials, medical workers and sympathetic people in solving issues of organizing treatment, rehabilitation and social adaptation of families with sick children.)
http: www.holilife.ru/blago/

IREX: American Council for International Research and Exchanges (IREX / Russia).
http: www.irex.ru

Innovative educational network "Eureka".
http: www.eurekanet.ru

Moscow Department of Health.
http: www.mosgorzdrav.ru

Department of Social Protection of the Population of Moscow.
http: www.kszn.ru/kszn

Ministry of Education of the Moscow Region. Lists of correctional educational institutions.
http: mo.mosreg.ru/contacts

Ministry of Social Protection of the Moscow Region. List of social rehabilitation centers.
http: mszn.mosreg.ru/ministry_dependents_family

Russian educational portal.
http: school.edu.ru

"Education for Children" website. Lists of all kindergartens, schools, institutions additional education and social and psychological assistance in the districts.
http: www.edukids.ru

Medical information network.
http: www.neuro.net.ru

Non-state schools in the capital.
http: www.moschools.ru

Electronic library "Special child".
http: www.webcenter.ru/~scdl

Site "Special Childhood" (Center for Curative Pedagogy, Moscow).
http: www.osoboedetstvo.ru

Increasing discrimination against children with disabilities in education. Ways to change the situation.
http: www.osoboedetstvo.ru/fs/archives/38 - .. html

Useful books (book section of the site "Special Childhood").
http: www.osoboedetstvo.ru/books.htm

Site of the St. Petersburg Fund "Fathers and Sons".
http: www.autism.ru

"Child Psychology for Parents" site.
http: www.psyparents.ru

Information network of Russian psychology.
http: www.psi-net.ru

Directory of non-profit organizations in Russia.
http: www.nco.yandex.ru

Conference "Other children" on the site "Semya.ru".
http: www.7ya.ru/conf/conf-Others.aspx

Conference "Special children" of the club "Give birth and grow up".
http: www.rodim.ru/conference/index.php? showforum = 124

Forum on the Russian-language site of the mother of an autistic child from Canada.
http: www.elinahealthandbeauty.com/forum

Catalog of the Terevinf publishing house (Literature on curative pedagogy - books for parents and specialists).
http: www.terevinf.ru

Portal for inclusive and special education for children with disabilities in the city of Moscow. The portal allows specialists in the field of inclusive and special education and parents of children with disabilities to have quick access to a large-scale information resource of knowledge for the prompt resolution of specific professional and life situations, obtaining the necessary information materials and recommendations on the organization of education for children with disabilities in a general educational institution.
http: www.edu-open.ru

The Center for Curative Pedagogy (established in 1989) aims to help every special child find his or her path in life: from diagnosis and early assistance to getting a profession and integration into society.
http: www.ccp.org.ru

The Institute for Problems of Integrative (Inclusive) Education was established by the decision of the Academic Council of the Moscow City Psychological and Pedagogical University in July 2009. The purpose of the Institute's activities is scientific and methodological support of inclusive education, support of educational institutions that implement an inclusive approach, training and retraining of specialists in the field of inclusive education. The Institute conducts applied Scientific research on the main problems of inclusive educational practice, develops training and professional development programs teaching staff working with children with disabilities in the system of integrative and inclusive education, creates technologies for the psychological and pedagogical support of inclusive education in preschool, school, additional and higher professional education.

-- [ Page 1 ] --

DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW

Institute for Inclusive Education

Moscow City University of Psychology and Education

INCLUSIVE

EDUCATION

Center "School Book"

Responsible editor

T.N. Guseva

Compiled by:

S.V. Alekhina, N. Ya. Semago, A.K. Fadina Inclusive education. Issue 1. - Moscow: Center "School Book", 2010. - 272 p.

This collection opens a new series of methodological publications devoted to practical developments in the field of inclusive education. It concentrates the first, but already quite rich experience in promoting inclusive processes directly in various administrative districts the city of Moscow.

For managers and teachers of educational institutions of all types and types Free publication for acquisition of libraries of educational institutions in Moscow © Center "School Book", Inclusive education as a way of development and humanization of society Guseva T.N., Ph.D., Deputy Head of the Department of Education Moscow The spread of the process of inclusion of children with mental and / or physical disabilities in educational institutions in Moscow is not only a reflection of time, but also represents another step towards ensuring the full realization of children's rights to receive accessible education. Inclusive practice realizes the provision of equal access to obtaining one or another type of education, and the creation of the necessary conditions for achieving adaptation of education by all children without exception, regardless of their individual characteristics, educational achievements, native language, culture, their mental and physical capabilities.

The Law "On the Education of Persons with Disabilities in Moscow" adopted by the Moscow Duma in April this year

was a significant milestone on the path of not only the development of the educational system, but also the humanization of Russian society as a whole, another step towards the integration of our country into the world community.

In this regard, the Moscow City Department of Education is making significant efforts to promote this innovative system in subordinate educational institutions. To date, in all districts of Moscow, not only educational institutions have been identified where inclusive practice will be carried out, but also district resource centers for the development of inclusive education. Most districts have established Inclusive Education Development Councils as bodies that guide the development of this practice in the district. More than a thousand children with disabilities - with infantile cerebral palsy, autistic disorders, hearing impairments, visual impairments, cognitive impairments, both preschool and school age are already included in the general educational environment with the provision of barrier-free and adaptive conditions. The number of educational institutions involved in the inclusive process is growing in the city.

The Institute for Inclusive Education Problems and the City Resource Center have been established on the basis of the Moscow City Psychological and Pedagogical University. A strategy for the development of inclusive education in the city is being developed. In the same institution of higher education, a lot of work has been launched to improve the qualifications of specialists who implement inclusive practice in the city, moreover, the training of specialists who will come to these inclusive institutions in the future begins. In general, we can speak with confidence about a certain accumulation of experience at the most varied levels of the educational system, the “launch” of an inclusive process at practically all levels of the educational vertical - from early assistance services to secondary specialized education and higher education. educational institutions, which gives us the right to talk about lifelong inclusive education. It is continuous inclusive education that should serve as the basic stage on which all subsequent achievements of a person depend. This is the foundation for the preservation of the national culture and an important condition for the formation of the child's personality and the social adaptation of himself and his family.

Analyzing the state of inclusive education at currently, one can speak not only of an innovative process that allows the training and upbringing of children with different starting capabilities at different levels of the educational vertical. This direction has a powerful influence on the development of the educational process itself, significantly changing the relationship between its participants. The developed strategies of psychological and pedagogical support of children with special educational needs and support technologies allow building relationships of all participants in the educational process on the basis of respect for their rights and characteristics. All this ensures, and the further humanization of education, and the formation of a professional pedagogical community of a new type.

Thus, the most urgent need for scientific and methodological support and the development of software and teaching materials and teaching aids to accomplish this important task.

The practical development of inclusive education cannot be ensured without the constant introduction into inclusive practice of methodological developments, software, methodological guidelines for the organization and content of activities, and the educational institutions themselves included in the inclusive process, and the services of psychological and pedagogical support of these educational institutions, and their systems. management.

This collection opens a new series of methodological manuals devoted to practical developments in the field of inclusive education. It concentrates the first, but already quite rich experience in promoting inclusive processes directly in various administrative districts of the city of Moscow. A variety of approaches, original methods of inclusive practice developed in educational districts and individual educational institutions, allow us to see the general outline of the development of inclusive education in the city. Therefore, this collection of the series "Inclusive Education" can be safely considered as one of the first methodological guidelines in this innovative field of education.

We hope that its readers will find for themselves a lot that is useful and in demand for their important and arduous work on the inclusion of children with disabilities in educational practice.

The current stage of development of inclusive education in Moscow Alekhina S.V., Ph.D. Psychol. Sci., Director of the Institute for Inclusive Education Problems An event unique in its significance took place in Moscow - the Law "On the Education of Persons with Disabilities" was adopted, which for the first time in domestic legislative practice defines inclusive education as joint education and upbringing of children with disabilities and children without such restrictions. Without commenting on the Law itself, I will dwell on some reflections on the main characteristics of the current stage in the development of inclusive education. In order to better understand the real situation, it is necessary to clarify some of the main points.

Inclusion is a social concept that assumes an unambiguous understanding of the goal - the humanization of public relations and the acceptance of the right of persons with disabilities to quality coeducational education. Inclusion in education is a stage of inclusion in society, one of the humanitarian ideas of its development. The development of inclusive education is not the creation of a new system, but a qualitative and systematic change in the education system as a whole.

Now a lot of attention is paid to understanding the term itself. This is a legitimate process. Professional thinking requires the definition of the semantics of the activity. I will add some important, from my point of view, accents.

“Inclusion as a principle of organizing education is a socio-pedagogical phenomenon. Accordingly, inclusion is not aimed at changing or correcting an individual child, but at adapting the learning and social environment to the capabilities of the given child ”(Prof. Ulf Janson).

Webster's new unabridged universal vocabulary defines inclusion as "the process by which something is included, that is, involved, encompassed, or included as part of a whole."

The Early Childhood Branch of the Council for Special Children (1993) defines inclusion as “... a value that ensures the right of all children, regardless of their ability to take an active part in society in the current context”. As we can see, in the presented definitions there is not a word about children with disabilities, a special methodology or a new form of education. According to the ideal canons, inclusive education is not a form, but a new education with its own philosophy, education of opportunities and free choice. I believe that terminological disputes, which sometimes give rise to risks of misunderstanding, will lead to meaningful filling of concepts and learning new things.

The current stage of development of inclusive education is filled with a mass of contradictions and problems and requires from us a professional open dialogue, constructive dispute, taking into account domestic experience and consistency of positions. In the developed Strategy for the development of inclusive education in Moscow, this period is defined as a transitional one.

An important circumstance of this transition is the readiness of our school to change. For the development of inclusive educational practice, systemic institutional changes are needed, which do not occur quickly. But the most difficult of them are changes in the professional thinking and consciousness of people, starting with the psychology of the teacher (which is the most difficult), and ending with the economic and financial foundations of the functioning of the entire system. The introduction of inclusive education is faced not only with the difficulties of organizing the so-called "barrier-free environment", but above all with problems of a social nature. They include widespread stereotypes and prejudices, the willingness or refusal of teachers, children and their parents to accept new principles of education, but also the lack of systematic, comprehensive psychological and pedagogical knowledge and technologies, special monitoring studies directly related to the experience of domestic inclusive education. Along with the declared philosophical foundations and principles, the absence of a methodology of inclusive education gives rise to many questions related to mistrust and criticism of the idea itself.

Lack of research and monitoring data leads to inaccurate estimates and conclusions.

At the stage of understanding and introducing inclusive education, serious applied research can provide knowledge about the processes and results of qualitative changes, affect the general ideas about the possibility and effectiveness of the processes of inclusion in education. Now inclusive educational practice is rather limited, largely experimental, and therefore the region is not unstable. It is necessary to study successful experience and a detailed description of the processes and mechanisms of its launch and maintenance.

The Institute for Inclusive Education Problems, MSUPE, sees its task in solving these issues, hoping for cooperation and scientific discussions with other research teams.

In addition, management, economic and methodological support for the successful experience of inclusive educational institutions is urgently needed.

An important characteristic of this stage in the development of inclusive education is the lack of professional training of teachers. general education and support professionals capable of implementing an inclusive approach. They need specialized comprehensive assistance from specialists in the field of correctional pedagogy, special and pedagogical psychology, in the understanding and implementation of approaches to the individualization of teaching of children with special educational needs, in the category of which, first of all, students with disabilities fall. ... But the most important thing that mass school pedagogy should learn is to work with different children, and take this diversity into account in their pedagogical approach to everyone.

The main question of practitioners is “how?”, Until it finds a qualified answer in all cases. Sometimes you need a pedagogical search, experiment, innovative courage.

In domestic education, there are two rich content resources for the development of an inclusive approach in education - the experience of special and integrated education and the technological experience of psychological and pedagogical support of participants in the educational process. Only professional communication of teachers from different educational systems can affect cross-fertilization and increased opportunities for collaborative learning and education.

One of the essential characteristics of the changes taking place is the position of the parents. The independent thinking of parents determines the educational trajectory of the child with special educational needs, the partner's position of the parents in relation to the school and their responsibility for the educational result. We want a parent to be a partner, but very often we deprive him of the right to make responsible choices. Then the recommendations of specialists become a “sentence”, and the consultation does not open up opportunities and options for behavior. In the process of developing an inclusive approach in education, the position of parents will acquire more and more independence and activity. The ability to organize a productive dialogue with parents, to involve them in participation and cooperation, in a joint discussion of the conditions for a child's education is an important task of the school community.

There is no doubt that the development process of inclusive education should be based on an innovative project basis. Experimental activities carried out in Moscow have shown that in the current conditions created in the education of the capital, it is possible to effectively design an inclusive practice. Until the system has taken shape, innovative design will make it possible to achieve systemic changes, organize a targeted search and the desire to obtain a new result, a complete renewal of the position of educational subjects, the transformation of connections in the system and the system itself as a whole, and most importantly, it will allow developing new criteria for the quality of performance results. ... Now it is important to start the thinking work of all people involved in these transformations, to initiate their author's position, to give an opportunity to organize the conditions and spaces for such activity. I am deeply convinced that each of the 187 educational institutions that have started implementing the inclusive approach in Moscow is in serious research and design work. This work requires support from education management and teaching services. In addition, right now, at the stage of transition, a well-built systemic coordination of all scientific and methodological resources is required. Only the synchronization of efforts will make it possible to make a meaningful breakthrough both in understanding and in activity. In the case of disparate (sometimes multidirectional) actions, a qualitative evolutionary movement cannot be ensured.

Today, the main areas of resource support for the development of inclusive education in Moscow are:

1. Scientific and methodological support of the activities of pedagogical collectives;

2. Psychological support of all participants in inclusive processes;

3. Designing the process of interaction between different levels of the educational system.

4. Development of practice-oriented technologies for individual education and psychological and pedagogical support of the processes of including a child with special educational needs in the general educational environment;

5. Modeling the components and content of an inclusive educational environment.

To solve these problems, a system of activities of the City and District Resource Centers has been created, capable of comprehensively providing educational, methodological and consulting support to pedagogical teams of inclusive educational institutions.

The network of resource centers for the development of inclusive education is an effectively functioning link, in the methodological, informational, analytical and practical terms, connecting educational institutions of different levels that implement an inclusive approach in education, their specialists and parents with municipal institutions specialized assistance - centers of psychological, pedagogical and medical and social assistance, with institutions of secondary and higher professional education, with an organizational and management link. The system of resource centers implements methodological and information-analytical areas of activity, and also serves as a real practical platform for training specialists, improving their qualifications, providing specialized assistance to the population in the range from an early age to graduation from a higher educational institution, at all levels of the inclusive educational vertical.

The construction of inclusive practices in basic general education will be limited if the development of an inclusive approach in the system of secondary and higher vocational education is not provided. The problematic context of this task is very wide and requires a large analysis of system capabilities. The careful and thoughtful experience of the capital's universities speaks of the readiness to solve these problems responsibly, with the understanding that vocational education can provide people with disabilities with the opportunity to realize their chance in life, and not remain dependent on society.

Inclusive education is becoming more and more widespread. It is supported by legislation, substantiated by international requirements and the processes of world integration. Foreign experience shows that this project will require a lot of time and participation from everyone. Our efforts depend on the goal that we set for ourselves.

Literature 1. Materials of the National Week of Inclusive Education of the USA, 2001. Inclusive Schools: Benefits for Children. (Redefining our understanding of inclusion and defining its meaning for children.) Ilene S. Schwartz, University of Washington Charlene Green, Clark County School District, Las Vegas, Nevada.

2. Commentary on the TACIS Report “Study on Disability Status”, Faculty of Education, Stockholm University.

3. Webster's New Unabridged Universal Dictionary, 1994.

Inclusive education:

broad aspects Lopatin V.I., Ph.D. Head of the Education for All Movement, supported by UNESCO, emerged in 1990 at the International Conference “Education for All” (Jomtien, Thailand). Over the 18 years of the movement's development, it has acquired the broadest meaning: education for all at various levels and throughout life. Depending on the country, with its established educational space, various projects of the movement took shape. At the same time, depending on the geopolitical, socio-economic, regulatory and cultural aspects, various strategies were used to introduce the movement. In the CIS countries, the Moscow Bureau of UNESCO has determined the most effective policy for the introduction of new educational technologies, called "cluster", in which two key characteristics are highlighted: the geographical concentration of educational resources and the interconnection of participants within various areas of the educational system of the region.

For Russia, many tasks of the Education for All movement are not typical - in particular, in Russia all the necessary measures are being taken in the field of policy of ensuring the upbringing and education of children under the age of three, as well as publicly available programs for the upbringing and education of children younger age regardless of the level of family income. The issues of adult literacy and gender parity are also not relevant for our country. However, most urgent task is to improve the quality of education.

One of the goals of the Education for All movement is to ensure sustainable development and variability of educational institutions in order to realize the potential of the personality of any child, regardless of his starting capabilities. This is dictated by the essence of the child's main right - the right to a fully lived childhood, in which the child's emotional comfort and his full mental development are combined. And this right can and must be ensured, first of all, by a unified educational environment, and not by its separate components.

The new international project “Moscow education: from infancy to school” is the result of close cooperation between the Moscow Department of Education and UNESCO. Among other things, this project involves expanding and improving the upbringing and education of young children, offering a wide range of educational services and programs, in the broadest sense of the social development of children, based on the principle of equal opportunities. The declaration of this principle at the highest level is a reflection of the global trend towards cohesion and the desire for mutual understanding.

The main objectives of the project are:

1) Ensuring the accessibility of the entire range of upbringing and education of young children, with particular attention to population groups with different social status and taking into account their linguistic needs.

2) Provide high quality, comprehensive early childhood care and education services that address the basic needs of young children, including preschool education, psychosocial support, health and nutrition.

3) Ensuring the well-being and all-round development of children aged 0 to 6 years.

It is assumed that the developed models will be made available to other countries participating in the project for information and possible use. At the same time, the project itself involves expanding the range of educational services, including the development of various models designed for children with different educational needs, and improving the qualifications of teachers, including the level of their organizational and methodological support.

The tasks set have determined three directions for the development of activities in the field of improving the quality of educational services, which we conditionally named: regulatory, institutional, and organizational and methodological.

The priorities of legal regulation in the field of education are:

Ensuring the availability of quality general education;

Improving the quality of educational literature;

Raising the level of remuneration for educators;

Modernization of the system of training, retraining and advanced training of educational workers;

Expanding public participation in education management;

Development of a network of educational institutions.

If we talk about current achievements, then at the international level, this is, first of all, the “Convention on the Rights of Persons with Disabilities” signed on September 24, 2008 by Sergey Viktorovich Lavrov on behalf of the Russian Federation, but in order to fulfill all the points of the Convention, it is necessary to bring a lot of legislation tive acts in accordance with international law. It should be said that the most important for our country decrees of the Government of the Russian Federation “On indefinite re-examination of disabled people” and “On the procedure for providing disabled people with technical means of rehabilitation” have already been adopted.

The development of the institutionalization of the educational space is the introduction of various models and forms of organizing general education: the usual general education schools and kindergartens are enriched by educational centers, family schools and kindergartens, and the system of schools and kindergartens of the future is developing. At the same time, the variability of the structure of support for preschool children is actively increasing - counseling centers, play support centers, lectures, and early assistance services are opening. All this complex educational space is supported by the Centers for Psychological and Pedagogical Support and a developed system of additional education.

The development of the variability of the educational system is one of the stages of the social development of children within the framework of increasing the availability of quality education and the free choice by parents of forms and methods of upbringing.

Finally, the development of the organizational and methodological direction is the introduction into educational institutions of additional components aimed at accompanying children with disabilities, children from bilingual families, gifted children and, which is especially important, children of another cultural space, requiring the preservation and development of their cultural and ethnic specificity. The main difficulty in the development of this area is not just the need to restructure a rather rigidly defined educational process, which is possible in conditions of segregation and separation of children, but in the soft inclusion of new variables in the entire educational space of the school - which is a true inclusive education, and not replacing it, for example, in the form of "integration".

Studying the experience of the development of the educational space of a number of European countries in the light of the development of inclusive education, we came to the conclusion about the necessary evolutionary nature of the change in the educational environment. If the developed countries spent several decades to move from the “medical model”, implying isolation (segregation), to the models of “normalization” and “inclusion,” then in Russia and the CIS countries this process should be accelerated on the basis of an analysis of international experience. but taking into account the specifics of the conditions of modern Russian education.

The development of the project "Moscow Education: From Infancy to School" is not just an experience of international interaction, not just an actualization of pressing issues in the field of education. This project is the basis for those changes of a global nature that the entire educational system as a whole is undergoing, including interdisciplinary relations and interaction with non-state foundations and public associations.

And the most outstanding development achievement preschool education was the creation of a network of inclusive educational institutions, since this approach is further development the idea of ​​variability is no longer within the framework of individual educational institutions, but within the framework of the diversity of educational programs of the institution. This is the next step in the development of an individual, personal approach in the form of an individual educational route in a single educational space.

The introduction of inclusive education required a rethinking of all accumulated teaching experience of all types of educational institutions, has actualized close interdisciplinary integration. Developing a network of integrative educational institutions, we have developed a system of principles for interaction between institutions of various levels and types, a system for the transmission of experience, and finally, we are taking measures to overcome the stereotypes that have developed over the long years of the policy of "isolation"

children with special educational needs.

Here the educational system is faced with the main principle of inclusive education - “it is not the child who is adjusted to the conditions and norms existing in the educational institution, but, on the other hand, the entire educational system is adjusted to the needs and capabilities of a particular child”.

In connection with the increase in the number of bilingual children, the problem arose not only of teaching such children to speak Russian correctly, but also of supporting their identity, showing respect for their cultural traditions. Educators working in a modern metropolis need to know how to support the development, education and upbringing of all children, regardless of their ethnicity. Thus, the educational system is faced with the task of including such children not only in the educational, but also in the cultural space. This is compounded by the fact that, according to polls by the Moscow City Education Department, about 13 percent of parents do not attend cultural centers with their children. In connection with the strengthening of the processes of social stratification, the role of preschool educational institutions is increasing as an institution that evens out the starting possibilities for introducing a child to culture. Solving the problem of broadcasting a multitude of cultural systems, while respecting the identity and integrity of the personality of each student, requires the most modern pedagogical approaches.

No less urgent for the city is the task of including children with disabilities in the unified educational space. In Moscow today there are several “sources” of inclusive education for children with disabilities - the “Swifts” project, which is being implemented in the Central District;

the I-School project based on the Teaching Technologies Education Center;

series of projects of regional public organization disabled people "Perspective".

In conclusion, I would like to emphasize once again that all children, in spite of their physical, intellectual, ethnic, social and other characteristics, should be included in the general education system, brought up together with their peers at the place of residence. Inclusive education not only enhances the status of the child with special educational needs and his family in society, but also contributes to the development of tolerance and social equality.

This requires the following measures:

To support, at the level of state policy and national projects, the development of an inclusive education system as one of the priority directions of the education system of the city of Moscow;

Petition the Government of Moscow to accelerate the adoption of the relevant normative legal acts and to include nominations in social advertising contests for the adoption of ideas of inclusion in society;

To propose to the Ministry of Education and Science of the Russian Federation to improve the system of training and retraining of pedagogical personnel, taking into account the needs of inclusive education, to ensure the development of scientific and methodological support in this area;

Create a coordinating interagency council to support inclusive education.

Experience in the systemic development of inclusive education in the Central District of Semago N.Ya., Ph.D. in Psychology, Associate Professor, Head of the City Resource Center for the Development of Inclusive Education IPIO MGPPU, scientific director GEP "Approbation of the model of psychological and pedagogical support of the integrative process in an educational institution"

With sincere gratitude to the colleagues involved in this work.

The main requirement for modern education lies in the fact that it should become humanistically oriented, consider a person as the main value, be aimed at personal development. With this approach, any forms, methods, technologies of education are not an end in themselves, but should be considered in the context of one of the main tasks of education - to provide the most favorable conditions for self-development and adaptation.

As a result, education is focused on helping a person to realize and enrich his “I”, to find his place and determine his social role in relations with the outside world.

The spread of the process of inclusion in our country - the inclusion of children with mental and / or physical health disabilities in educational institutions along with their ordinary peers - is not only a reflection of time, but also represents the realization of children's rights to education in accordance with the legislation of the Russian Federation. ... Inclusive practice in education involves improving the quality of life special child and his family, without worsening, at the same time, the quality of life of other participants in the educational process, and creating necessary conditions The article was prepared for the collection of the Department of Education of the city of Moscow "Unmarked learning as a means of forming the educational independence of students", Center "School Book", 2010.

to achieve success in social adaptation and education for all children without exception, regardless of their individual characteristics, educational achievements, language, culture, their mental and physical capabilities.

The modern state education system presupposes the creation of such conditions under which a special child with special educational needs will be able to realize their potential. The inclusion of such children in the social, cultural and general educational environment is currently an urgent problem not only in pedagogy, but also in psychology and sociology. In addition, the unification of ordinary children and children with disabilities in a single social and educational space makes it possible to solve a number of general pedagogical, social and humanistic problems.

Scientific and teaching practice have convincingly shown that a child with special educational needs, entering the community of healthy peers from infancy, moves along with them and reaches more high level socialization.

In turn, inclusive education is based on the following priorities:

The priority of the child's social adaptation at each age stage;

Continuity of the inclusive process at all age levels;

Conformity to nature of educational (in a broad sense) tasks and methods, both to the child's capabilities and the general logic of development;

Priority development of communicative competencies, the ability to interact with other people;

Prevention and overcoming of disability and artificial isolation of the family of a special child.

In addition, it is necessary to say about the basic principles of inclusive education: Evolutionary and phased development of inclusive practice, systematic changes in education as a whole.

The effective implementation of the designated priorities for including a special child in the environment of a general educational institution seems almost impossible without specialized psycho-pedagogical support of both the inclusive process as a whole and its individual structural components, since the very process of including children with disabilities in education turns out to be very difficult. both in the organizational and in the content components. The creation of an adequate model and specific technologies of psychological and pedagogical support of inclusive practice, to a certain extent, makes it possible to make this process as adaptive and plastic as possible.

Hence, it is possible to determine the main goal of the experimental activity - it is the development and testing of the model and technologies of psychological and pedagogical support of the inclusive process in various educational institutions of the district.

Within the framework of this goal, we also identified the main tasks of the experiment:

1. Creation of a unified educational environment for children, thus having different starting opportunities;

2. Organization of a system of effective psychological and pedagogical support of the process of inclusive education;

3. Ensuring the effectiveness of the processes of correction, adaptation and socialization of children with developmental disabilities at the stage of schooling;

4. Creation of a system for the development of tolerant self-awareness among the growing generation;

5. Creation and testing of a model of interdisciplinary interaction in a team of support specialists.

Twenty educational institutions took part in the work of the network City experimental site “Approbation of the model of psychological and pedagogical support of the integrative process in an educational institution”: three Centers (TsSPRiK “Tverskoy”, which is a regional resource center, TsSPRiK “Garmoniya”, TsPPRiK “On Taganka ");

ten preschool educational institutions - No. 288, 281, 492, 1465, 1678, 1948, 2022, 2030, 940, 255;

two central centers - No. 1447, 1429;

two SKOSH - No. 359, 532;

comprehensive school number 518;

School of health number 464 and school with in-depth study foreign language № 1225.

All these institutions, each having their own structure and specifics, their own educational tasks and a different composition of specialists, were united in the work of the GEO for a single task - creating conditions for the social and emotional adaptation of all participants in the inclusive educational process.

In the course of our work, we identified three main aspects of inclusive education - value, organizational and content.

The value aspect - as the most "subtle" one, presupposes actually a change in the attitude towards children with disabilities and "otherness" in general.

This is a recognition of the value of each child, regardless of his cognitive, academic and other achievements. These are changes at the level of the worldview of people, primarily adults.

The organizational aspect is considered by us as the need to determine the sequence of steps for organizing an actually inclusive space for teaching, upbringing and life of children in a specific educational institution - kindergarten, school, group of the center from the point of view of management and organization of the process, including organization PMPK activities the corresponding level.

A separate task was to prepare the necessary regulatory framework and local acts necessary to implement the inclusion of children with disabilities.

The content aspect of the very process of inclusive education and teaching of children (in the broadest sense of education) is considered in most cases as the main one. To implement it, it is necessary to develop not only technologies for psychological and pedagogical support, but also to significantly adapt educational programs and build a sequence and depth of program material for various categories of children with disabilities in each individual competence or subject, adequate to the child's capabilities.

As a result of the activities of the GEP, with the support of the Central District Education Department of Moscow, a model of psychological and pedagogical support of the inclusive educational vertical “ Kindergarten- Center - School ”and developed technologies of psychological and pedagogical support of inclusive processes adequate to the assigned tasks, the conditions for the implementation of the developed technologies were determined.

It should be noted that all the developed technologies, in turn, relied on:

- knowledge of the stages and patterns of normative ontogenesis in different age periods;

- to understand the psychological tasks of each specific age, and not the norms of education imposed by society;

- on the specifics of the mental development of children with different variants of dysontogenesis, based on an understanding of the mechanisms and causes of these features;

- to take into account various educational tasks within each level of education;

- knowledge of the stages and patterns of development of interaction in the children's community at different age periods.

During the work of the site, original organizational and content technologies were created that ensure the maximum efficiency of education and upbringing of children, in accordance with their characteristics and capabilities in a single educational environment, including:

Technology for modeling team interaction of specialists in the inclusive space of GOU CRR - kindergarten;

Technologies for organizing a subject-developing environment in an inclusive preschool educational institution;

The technology of psychological and pedagogical support for the family of a special child in a preschool educational institution;

Model of psychological and pedagogical support of students in the experimental diagnostic class;

Adaptation technologies for some sections of educational material for multilevel learning tasks;

Integration of children with different abilities within the framework of the environmental approach;

Construction technology individual program development of a disabled child in the context of integration;

Activities of an escort specialist (tutor) in an inclusive class;

Technologies for working with various participants in the educational process at school.

Also, a block of technologies was developed for the activities of the District Resource Center as a methodological and coordinating link in the organization of inclusive education in the District.

As part of the tasks of the resource center, the following have been developed:

Organization and content of the activities of an inclusive Early Care Service;

The technology of the PMPK resource center to determine educational route, including the necessary conditions, for the “advancement” of a special child up the “steps” of the inclusive vertical (counseling center, Early Assistance Service, lekothek, short-term stay group “Special child”, a group for children with a complex defect structure, an inclusive group , inclusive class).

The conditions necessary for the effectiveness of the inclusion process itself were also identified. First of all, these are:

Adopting a philosophy of inclusion;

The readiness of the leader and the teaching staff for changes and difficulties;

Existence of “external” support from the teaching community and leadership;

Existence of laws and regulations governing inclusive education.

Certain organizational, including personnel, conditions are also necessary:

Cooperation with the resource center for inclusive education in the district, including the PMPK;

Interaction with other inclusive and special institutions of the vertical or network (school, kindergarten, technical school, etc.), including the mutual exchange of technologies, materials, information and documents;

Continuity in the work of institutions at different levels of the inclusive vertical;

Continuity in the work of educational institutions of different types and types;

Interaction with external partners;

Availability of personnel trained for the implementation of the tasks of inclusive education;

Development of techniques, methods and forms of increasing the professional competence of specialists;

The presence of a team of support specialists (coordinator (head teacher) for inclusion, psychologist, special teacher, speech therapist, social teacher, teacher's assistant (tutor), etc.);

Organization of the activities of these specialists as a PMPK of an educational institution with the corresponding assigned tasks.

Among the necessary environmental conditions are:

Architectural transformations, including a barrier-free environment;

Special equipment and facilities modulating the educational space of the class / group.

It should be noted that the latter, oddly enough, often does not play a key role in the formation of value attitudes, but their importance can hardly be overestimated in the implementation of the very process of inclusive education and upbringing of a special child.

In the course of their activity, the specialists of the Tverskoy Center for Problems of Education and Culture developed a system of small forms of increasing the professional competence of specialists and teachers - seminars, master classes, psychological and pedagogical workshops and professional studios of GEP participants in preschool and school establishments.

Also, a program of advanced training courses for specialists in the integrative space “Psychological and pedagogical support of inclusive education” was developed and started to be implemented. The professional development of specialists and teachers took place on the basis of the FPK MGPPU.

At active participation specialists of educational institutions of the GEP have developed drafts of local regulations governing the activities of participants in integrative education:

- Concept for the development of inclusive education in the Central Administrative District;

- Regulation on the resource center for inclusive education.

Together with the Department of Education of the Central Administrative District, local regulations have been developed:

- Regulations on the class of diagnostic training;

- Regulations for an inclusive class.

Amendments have been proposed to the Draft Law “On the Education of Persons with Disabilities in the City of Moscow”.

Today, more than 50 educational institutions are in inclusive practice in educational institutions of the Central District of Moscow. Almost 260 children with various types of deviant development - children with cerebral palsy, autism spectrum disorders, total underdevelopment of mental functions, sensory deficits and other developmental features - attend kindergartens, schools and PMS centers along with their usual peers.

Of course, most of the problems of the development of inclusive practice in education cannot be solved within the framework of only experimental activities, especially in one district. These tasks should be solved in a much more systematic way, at the city level with the support of the Moscow Government and the City Education Department, as this concerns changes in the education system as a whole.

Thus, only one thing is clear - social and educational inclusion is needed not only, but sometimes not so much for a special child, as for education itself and society as a whole.

Educational integration (inclusion) as a natural stage in the development of the education system Kovalev E.V., director of the Center for Social and Social Management of the South UEUO Staroverova M.S., Candidate of Psychology, Deputy. Director of the TsPMSS "Interaction"

Creation of conditions for full-fledged upbringing and education of children with disabilities, adequate to their condition and health, in particular, the introduction of inclusive education is highlighted as one of the priorities of the state social policy. An inclusive approach to education is driven by a variety of reasons. Collectively, they can be designated as a social order that has reached a certain level of economic, cultural, legal development of society and the state. This stage is associated with the rethinking of society and the state of its attitude towards people with disabilities, with the recognition not only of the equality of their rights, but also the awareness of their duty to provide such people with equal opportunities with all others in different areas of life, including education.

The concept of "inclusion" has become often used in the educational system, but, unfortunately, the substantive aspects of this concept have not been disclosed. In some cases, the concepts of "inclusion" and "integration"

are considered synonyms, which from our point of view is unacceptable.

Let us only note that the specialists of the Institute of Correctional Pedagogy of the Russian Academy of Education have been successfully dealing with integration issues since the seventies of the last century. It seems even more illogical to us to copy Western experience into the Russian education system and to interpret inclusion as a philosophy of “inclusive learning”. The current situation makes it necessary to define the process, which in the orders and local acts The Moscow Department of Education is designated as “integrative (inclusive) education”.

First of all, we note that the phrase “inclusive education” is not entirely correct, since this type is not defined by the Law of the Russian Federation “On Education” (Chapter 2). And in the future, it will be more correct to use the concept of “inclusive form of education and upbringing”.

Inclusive teaching and upbringing is a natural stage in the development of the education system in any country in the world, a process in which all highly developed countries, including Russia, are involved.

Inclusive learning is a logical continuation of the ideas of integrative learning that preceded inclusion chronologically, ideologically and technologically. That is why, one should consider them side by side, but not equivalent terms.

The concepts of “inclusion” and “integration” characterize the different degrees of involvement of children with disabilities in the educational system.

It should also be borne in mind that successful educational integration (inclusion) is a multifactorial, multilevel process that requires restructuring at all levels of human functioning, starting with the replacement of the priority setting of the average statistical equality of the student population with the priority of the diversity of student potentials. At the same time, the dominance of the interests of one or several groups (for example, those with disabilities) in the implementation of the ideas of inclusion should not be allowed.

Integration returns students with disabilities to the general education system, since before this stage, children in this category were trained only in the special (correctional) education system. At the same time, it is important to note that, being in the general education system, students with disabilities must fully master the program of a general educational school.

The practice of inclusive education and upbringing is based on the idea of ​​accepting the individuality of each individual student and, therefore, education should be organized in such a way as to meet the special needs of each child with disabilities. It focuses on the personalization of the learning process, on the development of an individual educational program (hereinafter - IEP).

The main difference between the process of inclusion and integration is that with inclusion, all participants in the educational process change their attitude towards children with disabilities, and the ideology of education changes towards greater humanization of the educational process and strengthening of the educational and social orientation of education.

Thus, inclusion is more of a sociocultural technology, and integration is an educational technology.

Accordingly, with inclusive education and upbringing, a child with disabilities masters IEP, which takes into account the peculiarities of his development and is focused, first of all, on personal development and social adaptation. It is important to understand that IEP does not imply full mastery of the basic Federal State Educational Standards and that special Federal State Educational Standards can be established (clause 5 of Article 7 of the Law of the Russian Federation "On Education").

The introduction of an inclusive form of education is considered as the highest form of development of the educational system in the direction of realizing the human right to receive a quality education in accordance with his cognitive abilities and an environment adequate to his health at the place of residence.

Inclusive teaching and upbringing is a long-term strategy, considered not as a local area of ​​work, but as a systematic approach to organizing the activities of the general education system in all areas as a whole. An inclusive form of learning concerns all subjects of the educational process: children with disabilities and their parents, normally developing students and members of their families, teachers and other specialists in the educational space, administration, structures of additional education.

Therefore, the activities of a general education institution should be aimed not only at creating special conditions for teaching and raising a child with disabilities, but also at ensuring mutual understanding both between teachers (specialists in the field of correctional and general pedagogy) and between students with disabilities and their healthy peers.

Inclusive education is not compulsory for children with disabilities, but at the same time, learning in the context of educational inclusion allows a child with disabilities to preserve their usual social environment as much as possible. Early socialization has a beneficial effect on the formation of the personality of children with disabilities and their adaptation in real life. Thanks to inclusive learning, some of the "extraordinary"

children, attending the nearest public school, will be able not to be separated from their families, as is the case when a child studies in a special (correctional) boarding school. Parents, thus, have the opportunity to educate their child in accordance with their own life attitudes.

It should be noted that the possibility of socialization of children with disabilities is also available with well-organized integrative education.

However, it should be clearly understood that with inclusion, training is personified and takes place according to the IEP, which will be further enshrined in legislation. Integrative learning involves the mastery of a mass school program by students with disabilities.

Inclusive education is one of the forms of teaching children with disabilities, which should not crowd out the traditionally established forms of effective assistance to children with disabilities, which have developed and are developing in special education. Genuine inclusion does not oppose, but brings together two educational systems - general and special, making the boundaries between them permeable.

When analyzing the degree of development of an inclusive form of education, it should be borne in mind that in Russia there are a number of scientific developments in the field of defectology and special psychology that have no Western analogues, which are logically connected with the process of integrative (inclusive) education. Among the scientists, whose theoretical ideas and practical research laid the foundations for integrative learning in our country, first of all, it is necessary to name E.I. Leonhard, B.D. Korsunskaya, G.L. Zaitsev, N.N. Little Feeva, N. D. Shmatko, A.N. Konoplev, T.S. Zykov, T.V. Pelymskaya, T.L. Leshchinskaya, M.L. Lyubimova, N.M. Nazarov, L.I. Tigranov, E.A. Shkatov, L.E. Shevchuk, L.M. Kobrin, D.V. Shamsutdinov, L.M. Shchipitsin, T.V. Furyaev and others.

The programs of early psychological and pedagogical correction existing in Russia make it possible to bring many children with disabilities to such a level of psychophysical development, which enables them to integrate into a normal general educational environment. That is why, when developing an inclusive form of education, one should rely on the methodology and technologies proposed by domestic scientists and practitioners. In particular, on the technology of multilevel educational integration, developed by specialists of the Institute of Correctional Pedagogy of the Russian Academy of Education.

The main normative documents that set the conceptual and substantive foundations for the development of an integrative form of education and upbringing are:

1. Law of the Russian Federation "On Education" dated July 10, 1992 No. 3266-I (with amendments and additions dated July 17, 2009) Article 14 of the Law postulates general requirements for the content of education, among which its orientation towards:

ensuring self-determination of the individual, creating conditions for his self-realization;

development of society;

the formation of a person and a citizen who is integrative into his contemporary society and aimed at improving this society.

Thus, the Law sets the main targets for the activities of the entire education system.

2. The concept of long term social and economic development of the Russian Federation (2008–2020), approved by the order of the Government of the Russian Federation of November 17, 2008 No. 1662-r.

Within the framework of the Concept, the strategic goal of the state policy in the field of education is formulated - to increase the availability of quality education that meets the requirements of innovative development of the economy, the modern needs of society and every citizen.

Some of the tasks of modernizing the institutions of the education system are:

creation of a system of educational services that provide early development children regardless of their place of residence, health status, social status;

creation of an educational environment that ensures the availability of quality education and successful socialization for persons with disabilities.

Based on this, the educational system as a whole and the educational system of the capital region have identified strategic goals and development objectives to create an educational environment for children and adolescents with disabilities.

3. Law "On the education of persons with disabilities in the city of Moscow."

Article 1 defines the circle of persons to whom this Law applies, among them:

disabled children, other persons not recognized in the established manner as disabled children, but who have temporary or permanent disabilities and who need to create special conditions for education (upbringing), as well as disabled people and other persons with disabilities over the age 18 years of age studying in basic vocational education programs of primary vocational, secondary vocational and higher vocational education.

This determines the contingent of students (pupils) for whom it is possible to use the integrative (inclusive) form of education.

Article 2 of this draft Law defines special conditions that must be created for the successful education (upbringing) of children and adolescents with disabilities. In particular, these are:

special educational programs and teaching methods, textbooks, tutorials and didactic and visual materials, technical teaching aids for collective and individual use (including special), means of communication and communication, sign language interpretation in the implementation of educational programs, as well as pedagogical, psychological and pedagogical, medical, social and other services providing a barrier-free environment education and life, without which the development of educational programs by persons with disabilities is impossible (difficult).

The foregoing determines the methodology of work - an integrated approach to psychological and pedagogical support of children with special educational needs;

and it is also emphasized that special educational and methodological support is a prerequisite for the successful implementation of integrative educational programs.

4. Federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No.

In the first section, paragraph 2 of this document, it is said that the Standard takes into account the educational needs of children with disabilities. To this point, an explanation is given that when implementing basic educational programs for students with disabilities, special federal state educational standards may be established.

Clause 4 of the same section states that the standard term for mastering the basic educational program of primary general education is four years. And the clarification says that the normative period for mastering the basic educational program of primary general education for children with disabilities can be increased taking into account the peculiarities of psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission).

Thus, the need is set for the transition to the creation of individual educational programs that take into account the peculiarities of children with disabilities, if necessary, increasing the terms of their development.

5. Strategy for improving the quality of life of people with disabilities in the city of Moscow for the period up to 2020 (hereinafter referred to as the Strategy), approved by the decree of the Moscow Government No. 115-PP of February 17, 2009.

This document sets out the timing of the transition to an inclusive form of education. Namely, it is said that experts' assessments "show that it is quite realistic by 2020 to give the opportunity to practically all Moscow children with disabilities, whose parents express a desire, to attend preschool and school educational institutions of a general type."

The same document names the main principles of scientific and methodological support for the implementation of the Strategy:

reliance on modern scientific developments, the best examples of world and Russian experience in building an effective social policy;

attraction of the best representatives of Russian and international scientific and expert organizations;

conducting regular monitoring and predictive studies;

prompt presentation of the obtained data and reasonable hypotheses to the Moscow Government and the professional community.

building an integral system of training, retraining and advanced training of specialists based on the best international and Russian experience;

maximum use of the capabilities of Moscow universities and scientific organizations, the system of business education, active and interactive learning technologies, internships in Russia and abroad;

creation modern system certification of specialists and assignment of qualification categories, the use of modern motivational technologies, effective forms of remuneration.

These principles should form the basis of personnel policy and the organization of scientific and methodological activities of the education system in terms of the development of integrative (inclusive) education.

In addition to the documents on the development of the process of integrating children with disabilities into the environment of healthy peers mentioned above, there are: Resolution of the Moscow Government dated August 12, 2008 No. 737-PP “On the city target program for the development of education“ Capital education-5 ” for 2008–2011 ", Resolution of the Moscow Government dated February 17, 2009 No. 115-PP, dated June 23, 2009 No. 576 - PP" On the Year of Equal Opportunities in the City of Moscow and the Strategy for Improving the Quality of Life of Disabled People in the City of Moscow for the period until 2020 ”, letter of the Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06.

The main postulates formulated in the listed documents determine the need for rethinking the methodological and organizational-content foundations of activities to educate children and adolescents with disabilities.

An inclusive form of education and upbringing is a long-term strategy that, from our point of view, involves a phased implementation. In the next time period, it is advisable to talk about the preparatory stage, at which the technologies of multilevel educational integration are used, since in the future the education of children with disabilities in a mass educational institution will be organized taking into account the special needs of each child with disabilities and, in fact, we are talking about development of an individual educational program (IEP). But, at the same time, there is a lag in the development of a regulatory framework and training on IEP is not legally enshrined.

A prerequisite for the development of inclusive education and upbringing is the creation of a barrier-free environment, including physical and psychological components. Special work is planned with the use of additional education resources to organize interaction between healthy children and children with disabilities, aimed at harmonizing children's relationships;

creating an atmosphere of emotional comfort and mutual acceptance.

Regarding the personnel resource, it is necessary to introduce a tutor to the staff of an educational institution with the obligatory training of these teachers in special psychology and special pedagogy and to conduct at least short-term refresher courses for the entire staff of an educational institution in special psychology, special pedagogy and technologies of inclusive education.

At the transitional stage, based on the availability of the material and technical base and human resources of educational institutions, it is expedient to organize integrative education and upbringing for the following groups of children:

with mental disorders (mental retardation);

with dysfunctions of the musculoskeletal system;

with disorders in the emotional and volitional sphere;

with impaired hearing function;

with speech impairment.

For the coordination, methodological support and monitoring of inclusive processes in each district of Moscow, a Resource Center for the development of integrative (inclusive) education is being created.

The Resource Center specialists provide organizational and methodological assistance on the opening, recruiting and functioning of inclusive classes. They conduct psychological and pedagogical examination of children with disabilities, coordinate the development of individual plans for the provision of correctional and pedagogical assistance to students with disabilities enrolled in integrative classes, study the success of integrative learning processes, participate in organizing methodical work with teaching staff of educational institutions and psychological and pedagogical support of students, provide advice to parents and teaching staff of educational institutions.

Parents or legal representatives of a child who wish to place a child with disabilities in an inclusive educational institution should undergo a specialist consultation (PMPK) at the Resource Center in order to determine the child's special educational needs and receive recommendations on the educational resources available in the district in relation to the diagnosed features. ...

One of the prerequisites for the implementation of the educational process in the conditions of inclusive education and upbringing is the implementation of psychological and pedagogical support of children with disabilities in a general educational institution. For this, by order of the head of the educational institution, a group of psychological and pedagogical support is created, which includes: a representative of the administration responsible for ensuring inclusive processes in a general educational institution;

pedagogical (teacher-defectologist, pedagogical psychologist, teachers, tutors working with students with disabilities) and other employees of the educational institution, as well as a specialist of the Resource Center, coordinating the introduction of an inclusive form of education and activities in the field of special education in the district.

The activities of the support group are aimed, first of all, at studying the developmental features of each specific student, his special educational needs, drawing up an individual educational program (IEP), developing an individual support program, which is recorded in an individual map of psychological and pedagogical support for the student's development. For each child, a curator is appointed from among the teaching staff of the educational institution.

Throughout the entire period of study, the support group carries out work on the selection of adequate teaching methods and techniques, adaptation of the curriculum of general education institutions for students with disabilities based on an assessment of the condition of each child with disabilities and an assessment of the dynamics of its development, the support group can initiate a revision curriculum. The administration of a general education institution is responsible for the organization, state and quality of integrative (inclusive) education and upbringing.

For the timely identification of children whose parents express a desire to enroll them in inclusive educational institutions and planning staffing in the district, joint work between preschool institutions, including lecotheques and initial stage learning GOU.

The transition to the main (inclusive) stage will be determined by the development of a regulatory framework to ensure a national program of inclusive education in Russia, which will allow children with disabilities to study on IEP in a mass educational institution.

Building a "culture of inclusion" - preventing the risks of inclusive education L.V. Kuznetsova, Ph.D. which one of the decisive factors in building a civil society is the development of a system of inclusive (from English inclusion) education. The system of inclusive (inclusive) (education) implies phasing and continuity of all levels of education. Its first obvious targets are the elimination of physical barriers to the social, educational and professional inclusion of people with disabilities in society.

However, the deployment of inclusive education as a full-fledged form of the educational process requires a balanced analysis of both humanitarian and educational advantages and risks of this form of education.

At the same time, the educational system in Russia has developed its own adequate forms of response to the ever increasing diversity of students and pupils, and technologically, in fact, approached the inclusive form, without calling it this term. The concept on which the “domestic” technology of inclusion was built was the Concept of the “Adaptive educational system” as an integral educational process aimed at “creating conditions for each individual to independently choose their strategy of conduct, way of existence, directions of self-realization and self-realization. improvement in the context of human culture ”.

The Law of the Russian Federation "On Education" proclaimed the adaptability of the education system in relation to the levels and characteristics of the development and training of students and pupils (Article 2, paragraph 3.

Edition 1996) In 1996, E.A. Yamburg, director of the Education Center No. 109 of the city of Moscow, on the basis of many years of experiment on joint education of children with at different levels psychophysical development, including different levels of intellectual development, the book “School for All: An Adaptive Model. Theoretical basis and practical implementation ”.

In fact, the described experience and pedagogical technologies adaptive school, before coming to Russia incomprehensible word"Inclusion", proved the relevance and effectiveness of multilevel social interaction in combination with reflection (introspection of one's own mental activity and its results) at each lesson for the development of students with different levels of development.

Based on the work of A.V. Petrovsky, A.N. Perret-Clermont on the positive influence of different levels of social interaction on the increase mental development, the developers of the adaptive school model, based on practical experience, came to the important conclusion that it is effective for both children with a lower level of intellectual development and with a higher one to have a discrepancy of no more than one step (level). Developing in a similar situation for a child with a higher intellectual level, there is a sense of significance in the eyes of other children and adults, which stimulates the formation of achievement motivation. For a child with a lower level of development, it is motivated to achieve success at the level of their capabilities. In addition, an important resource of the adaptive school is the variability of educational programs (from programs increased level and, accordingly, specialized classes to classes of correctional and developmental education, helping to compensate for developmental shortcomings in the comfortable conditions of a reduced class size and special psychological and pedagogical support. Relevant is the possibility of a student's transition from one educational program to another, taking into account the dynamics of its development.

Thus, we can say that one of the risks of inclusive education is the “splashing out” of that domestic positive “experience of inclusion” and specific psychological and pedagogical technologies that meet the main challenge of inclusive forms of education - this is the professional (methodological) and personal readiness of teachers. mass schools to the implementation of this form of education without prejudice to all students and to their health.

Our special study on the state of mental health of teachers of mass and special (correctional) educational institutions showed that one of the decisive factors in the development of burnout syndrome in teachers who work with children with sensory or intellectual disabilities is the lack of knowledge and special techniques. teaching with these groups of learners.

In an inclusive educational space, an additional challenge is the teacher's ability to organize an educational process that meets significantly different intellectual, sensory physical, and communicative characteristics of the development of each child. It seems important that in the desire to develop a new form of the educational system, built on the so-called “social model of disability,” to remember the general laws of mental and personal-social development of children with disabilities. They were most clearly formulated in the works of V.I. Lubovsky and described in the work of L. Pozhar based on the materials of the generalization of the works of E. Syrzhtieva. It is the competent consideration of the peculiarities of mental development in various types of mental dysontogenesis, in combination with ideas about the specific problems and resources of a child with certain deviations from the normative line of development, that underlies the effective rehabilitation process and in the formation of a person's need and ability for independent independent life. It is the system of early detection, early psychological and pedagogical, and in some cases even medical care a child with various developmental difficulties and his family becomes especially relevant and working on the reality of the prospect of an independent life for such a child. In addition, students with special educational needs require special rehabilitation and socialization courses, such as a course in spatial orientation for the blind or teaching Braille. The introduction of additional courses increases the load on the child, hence the question of the timing of the study and the problematic nature of learning at the same pace as normally developing peers. In other words, a child with disabilities should have the right to an individual learning pace (or appropriate to the child's learning standard with some limitation) and, at the same time, avoid the risk of traumatization as “underperforming”. The individual educational program is only a partial answer to the above point, since it does not solve the issue of the final document on education that a graduate can receive and the provision of this document with further educational opportunities and professional development... In other words, this risk is associated with the contradiction between the form of inclusive education, which presupposes the development of individual educational programs for students and the requirement for the effectiveness of the educational process in the form of “a statement of the achievement by a citizen (student) of the established state educational levels (educational qualifications)” // Federal law. On amendments and additions to the RF Law “On Education”. - M. 2000. Article 1.

The adoption by the Moscow City Duma on April 28, 2010 of the Law “On the Education of Persons with Disabilities in the City of Moscow” is an important step for further legislative initiatives, but at this stage, parents of children with disabilities have a question about the document that their child will receive after graduating from an inclusive school. is one of the most significant, if not the most important.

A survey of teachers of preschool and school educational levels showed that for the effective implementation of an inclusive form of education, the following conditions must be met (in order of importance for teachers of schools and educational centers):

Logistics support;

Continuing education programs;

Software and methodological support;

Additional staffing;

Psychological preparation of normally developing children and their parents for educational inclusion;

Stress-resistance hanging programs for educators;

Regulatory support.

The preschool educational institutions point out the need for additional staffing as the most significant condition for the effective “inclusion” of different children, the rest of the points have the same meaning as for school teachers.

A generalization of the experience of existing inclusive educational institutions and a mass survey of all participants in the educational process in two districts of the city of Moscow regarding the attitude to joint learning, risks and conditions of efficiency, revealed significant differences on some points between the preschool and school levels of the educational system. and also showed the variability of the level of readiness of institutions for an inclusive form of education.

The main, practically important, result is the fact that preschool level education (from the point of view of all participants in the educational process) is "more tolerant" to the inclusion of even children with a pronounced intellectual retardation, although more than 50% of teachers note that children of this category are the most difficult educational process... At the school level, more than 70% of teachers note the difficulties of including children with intellectual disabilities. Parents and children (on average 60–80%) also have doubts about whether they will be able to make friends with a child with a serious intellectual disability and with children with behavioral disorders. In preschool age, behavioral disturbances are also a complicating factor in child acceptance. 67% of parents of preschool children and 87% of parents of schoolchildren consider it necessary to carry out special work with students and parents of general schools to understand and accept classmates with a pronounced distinctiveness in development and behavior. It should be noted that, in general, despite the adoption of an inclusive form of education as one of the forms, a significant number of teachers (at the level of at least 30%) note that they will experience difficulties when working with all categories of children with disabilities. A survey of students of special (correctional) schools of I, III types about the possibility of transition to the system of inclusive education revealed the preference of children in special institutions as the most appropriate to their educational needs at the modern stage of development of the educational system.

Considering all of the above, we consider inclusive (integrated) education as higher form development of the educational system in the direction of realizing the human right to receive a quality education in accordance with his cognitive abilities and an environment adequate to his health at the place of residence.

Inclusive education is a long-term strategy that starts today and represents the construction of an educational environment that will allow every child, including children with serious disabilities in psychophysical, emotional, social and other aspects of development, to study together in an educational institution, but at the level of their capabilities.

Inclusive education concerns all subjects of the educational process: children with disabilities (HH) and their parents, normally developing students. Educational inclusion is not a local area of ​​work, but systems approach in organizing the activities of a general educational institution in all areas in general.

Institute for Inclusive Education was created at the Moscow City Psychological and Pedagogical University in July 2009.

The purpose of the Institute- promoting and implementing an inclusive approach in Russian education, scientific and methodological support of the process of formation and development of inclusive education at all levels of the general education system in Russia.

The main content of the Institute's work- study of the experience of inclusive educational institutions, methodological support and support of educational institutions implementing an inclusive approach, technological and instrumental equipment of pedagogical work, design of inclusive educational systems in regions, development of effective organizational and administrative models of inclusive schools and kindergartens, dissemination of advanced pedagogical experience, popularization ideas of inclusive education in Russian society.

The Institute has extensive contacts and partnership research projects with research teams from Europe and America.

Since 2011, the institute has been holding the most important scientific event on inclusive education in Russia every two years - the International Scientific and Practical Conference, which gathers more than five hundred participants. The topic of the conference reflects actual problems at a certain stage in the development of inclusive education in the country:
2011 - I International Conference "Inclusive Education: Methodology, Practice, Technologies" (Moscow, June 20-22, 2010)
year 2013 - .

Resource educational and methodological center for training people with disabilities and people with disabilities Tyumen State University

A call-center continues its work at the Resource Educational and Methodological Center for the Training of Disabled People and Persons with Disabilities (RUMTs Tyumen State University), whose specialists are always ready to answer questions of interest in the field of higher inclusive education.

The RUMC of Tyumen State University receives questions concerning various areas of higher inclusive education. For example: “Are there any restrictions on the admission of persons with disabilities to technical specialties? What are the peculiarities of admission? "," How are entrance examinations for students with disabilities and disabilities conducted? " social scholarship? What do I need to bring for her appointment? ”,“ Where can I go for help in finding employment? ”,“ What should be considered when working with a blind student? Where can I find the latest information? " and etc.

In 2018, more than 300 students and their parents, employees of educational organizations and specialists of institutions, for whom the topic of inclusive higher education is relevant, applied for advice.

All questions related to higher inclusive education can be asked by calling the call center 8-800-700-76-62 or by email. mail [email protected]

• Regulation on the training of disabled people and persons with disabilities
  
• Regulations on the procedure for conducting and the volume of training in physical culture and sports for undergraduate programs in part-time and part-time forms of study, with a combination of various forms of education, in the development of an educational program by persons with disabilities and persons with disabilities
• Action plan for the implementation of the inclusive education program at TSPU
• Portal of information and methodological support for inclusive higher education for people with disabilities and people with disabilities
• Educational and methodological center of higher professional education for students with disabilities and disabilities
• Regulations on the teacher-psychologist (psychologist) for the disabled and people with disabilities
• Regulations on a social teacher for people with disabilities and people with disabilities
• Regulations on a tutor for disabled people and people with disabilities
• Regulations on a specialist in special technical and software tools for training disabled people and persons with disabilities
• Order on the appointment of those responsible for working with people with disabilities and persons with disabilities
• Order of TSPU on the appointment of those responsible for organizing the educational process for training people with disabilities and people with disabilities
• Information about equipped classrooms, including those adapted for use by people with disabilities and persons with disabilities
• Information about facilities for conducting practical exercises, including those adapted for use by people with disabilities and persons with disabilities

• Information about the nutritional conditions of students, including those adapted for use by people with disabilities and persons with disabilities

  Parameter	Library	Dining / Buffet	Medical Center	Student polyclinic
  Location address		Tomsk, st. Herzen, 49 Tomsk, st. Kievskaya 62a; Tomsk, Komsomolsky ave., 75;
  Square	3000	102,7; 346,1; 356,4; 321,06 32,4; 37,9; 86,2; 30.2 (pool) Total: 1126.26 / 186.7	25,1	-
  Number of seats	405	38; 110; 90; 67 14; 17; 58; 11 Total: 305/100	1	-
  In the Tomsk state pedagogical university there are 4 canteens and two buffets located at the following addresses: dining room: Tomsk, Komsomolsky avenue, 75 - 2nd floor; dining room: Tomsk, Komsomolsky avenue, 64 - 2nd floor; dining room: Tomsk, st. Herzen, 49 - 1st floor with the possibility of servicing the disabled and people with disabilities; dining room: Tomsk, st. K. Ilmera, 15/1 - 1st floor with the possibility of servicing the disabled and people with disabilities; buffet: Tomsk, Komsomolsky avenue, 75; - buffet: Tomsk, st. Kievskaya, 60

• Information about the conditions for protecting the health of students, including those adapted for use by people with disabilities and persons with disabilities

  Parameter	Library	Dining / Buffet	Medical Center	Student polyclinic
  Location address	Tomsk, st. Herzen, 66.	Tomsk, Komsomolsky ave., 75; Tomsk, Komsomolsky ave., 64; Tomsk, st. Karl Ilmer, 15/1; Tomsk, st. Herzen, 49 Tomsk, st. Kievskaya 62a; Tomsk, Komsomolsky ave., 75; Tomsk, st. Karl Ilmer, 15/1.	Tomsk, Komsomolsky ave., 75.	Tomsk, st. Kievskaya, 74.
  Square	3000	102,7; 346,1; 356,4; 321,06 32,4; 37,9; 86,2; 30.2 (pool) Total: 1126.26 / 186.7	25,1	-
  Number of seats	405	38; 110; 90; 67 14; 17; 58; 11 Total: 305/100	1	-
  In order to protect the health of students, including people with disabilities and people with disabilities, the Tomsk State Pedagogical University operates: Medical office, located at the address: Tomsk, Komsomolsky avenue, 75; Sanatorium-preventorium "Teacher", located at the address: Tomsk, st. Herzen, 49 ".

• Information on the number of residential premises in the hostel, adapted for use by people with disabilities and persons with disabilities

  • Hostel №2: Tomsk, st. Kievskaya, 64 (232 rooms);
  • Dormitory №3,4: Tomsk, Komsomolsky avenue, 64 (431 rooms);
  • Sanatorium-preventorium "Teacher": Tomsk, st. Herzen, 49

Complex of buildings, structures and structures of TSPU equipped with ramps

Library of TSPU	Poseidon Sports and Recreation Pool
Academic building №4 Business incubator	Academic building №9

Dormitory # 2:

Academic building number 8:

Inclusive education at RSUH is aimed at ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. According to the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" and other regulatory legal acts and local regulations, RSUH is actively working to provide conditions for teaching disabled students and students with disabilities.

A communication model based on humanism and mutual respect between students of different physical abilities is the norm in university life. The University provides an opportunity for citizens with disabilities and disabled people to get higher education, depending on the level of training and individual abilities of each. The best graduates have the opportunity to go to graduate school and engage in scientific work. All work of the university structures is based on a strictly individual approach to each student and listener, on teaching materials developed by specialists from institutes, centers and university-wide departments using modern computer and information technologies.

The university's strategy for students with disabilities and students with disabilities includes:

• availability of all levels of higher education: bachelor's, master's, specialty, postgraduate studies;
• integration into the university environment through joint lectures in common groups at the stages of training;
• training of economically independent professionals in intellectual work, capable of contributing to the development of their country.

The RSUH implements a set of constantly developing elements of modern social rehabilitation:

• vocational education and vocational rehabilitation;
• an inclusive system of training in general groups for individual curriculum using remote educational technologies;
• pre-university training as part of the general system of pre-university training of applicants;
• vocational guidance in the form of advice on admission and training;
• entrance examinations are accompanied by the provision of separate audiences for applicants with disabilities, an increase in the duration entrance examinations, providing the opportunity to choose the form of entrance examinations (in writing, orally);
• socio-psychological engineering (social and psychological correction);
• medical rehabilitation and prevention;
• rehabilitation sports and physical education;
• social and environmental adaptation and social orientation and integration;
• barrier-free architectural environment in the university for students with musculoskeletal, hearing, vision impairments - the availability of the adjacent territory, the presence of specially equipped sanitary and hygienic facilities. There are stair lifts "Super-Truck" (Public) for moving people with disabilities around the university, in the educational buildings of the university.

The university has created conditions for the education of disabled people and people with disabilities, including the ability to adapt, if necessary, any educational program (clause 4. Regulations on the educational program of higher education (bachelor's, specialty, master's degree)). It also provides for the organization of intermediate and final state certification of students with disabilities, taking into account the peculiarities of their psychophysical development, their individual capabilities and health status (clause 5. of the Regulation on conducting state final certification for educational programs of higher education - bachelor's programs, specialist programs and master's programs) , a special procedure for mastering disciplines (modules) in physical culture and sports has been established on the basis of compliance with the principles of health, savings and adaptive physical culture (), special requirements on writing term papers (clause 5 of the Regulation on term paper) and other provisions on inclusive education.

If a student with a disability requires help and / or special conditions for learning, when conducting tests, exams, etc., then you must apply with a written application (in free form) to the dean's office of your faculty, and also notify the teacher, tutor, assistant rector about it on inclusive education.

To provide training sessions in physical culture and sports, the university has several gyms and a swimming pool, a gym, an outdoor sports ground. For a description of the sports facilities of the Russian State University for the Humanities, see

The Employment Promotion Service of the Russian State University for the Humanities has created a page on the employment of students with disabilities and students with disabilities (link).

With the support of the Office for Work with Students of the Russian State University for the Humanities, a student club "Best Friends at Russian State University for the Humanities" was organized at the university, within the framework of which various events are held on an ongoing basis.