Educational institution: Republic of Tatarstan, Arsky district, MBDOU "Utar-Atyn kindergarten"
Brief job description:
Publication date: 2017-11-03 Forms of organization of inclusive education Badrieva Nailya Maratovna The forms of inclusive education with children of senior preschool age are shown, taking into account the requirements of the Federal State Educational Standard for Preschool Education.
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Forms of organization of inclusive education
Inclusive education is carried out in the following forms:
Early intervention services are family-oriented, comprehensive social and correctional pedagogical support for young children (from 0 to 3 years old), where individual and group developmental classes are conducted with children with the active participation of the family.
The rehabilitation process is aimed at developing new functions and abilities in the child, its goal is to improve the life and development of the child and his family. Specialists, together with parents, determine key information that should be transferred to the preschool institution and prepare a written report about the early intervention program, the child’s progress during the program and the specific support that the child needs in the future.
Inclusive preschool group - carries out psychological and pedagogical activities aimed at providing optimal conditions for increasing the accessibility and quality of joint education and upbringing of children with different starting abilities (both typically developing preschoolers and preschoolers with developmental disabilities). The inclusive group consists of typically developing children; it includes children with developmental disorders (at risk of impairment) or with multiple developmental disorders.
The teacher of an inclusive group must be a special education teacher (special teacher). Children with special educational needs are accepted into the group in accordance with the recommendation of the psychological, medical and pedagogical commission.
Short-term stay groups are created in order to provide systematic medical, psychological and pedagogical assistance to children with disabilities who are not studying in special (correctional) preschool educational institutions: deaf, hard of hearing and late-deaf, blind, visually impaired and late-blind, with severe speech impairments, musculoskeletal disorders apparatus, mental retardation, mentally retarded and with a complex structure of the defect. In short-stay groups, children with disabilities should be provided with individual lessons and lessons in a small group (2-3 children each). Parents must be present at classes.
Short-term stay groups based on psychological, pedagogical and medical-social support centers (PPMS centers). The main goal of the work of such groups is the socialization and adaptation of children with developmental problems in a group of peers and their parents in the course of systematic, purposeful activities. Teaching various communication skills to a child with psychophysical disabilities through joint play is the most acceptable form of socialization. Specific to the activities of short-stay groups at PPMS centers is the conduct of group work in conditions of close contact of the child with an adult close to him - mother, father or grandmother. This ensures that the child develops a sense of security, and his family develops the skills of competent psychological and pedagogical support and pedagogical techniques for stimulating the child’s communication with adults and peers.
Inclusive education classes are created in general education institutions with the aim of forming a holistic system that provides optimal conditions for the training, education and social adaptation of children with special educational needs in accordance with their age and individual characteristics, the level of actual development, the state of somatic and neuropsychic health. Inclusive classes can be organized in all types of general educational institutions that implement educational programs of primary general, basic general, secondary (complete) education, where special conditions are created for the stay and education of children with special educational needs.
Children are admitted to an inclusive class only with the consent of their parents (legal representatives). Children with special educational needs are admitted to an inclusive class in accordance with the recommendation of the psychological, medical and pedagogical commission.
The inclusive class consists of typically developing children and includes children with developmental disabilities (risk of impairment) or with multiple developmental disabilities.
A system of accompaniment and support for children with disabilities with the help of a tutor. The goal of a tutor is to successfully integrate a child with disabilities into the environment of a general education institution. A tutor can become a link that ensures the coordination of teachers, special educators, psychologists, and other specialists necessary for the child at each stage of the educational process.
Forms of inclusive education in vocational education institutions. Inclusive education in the vocational education system is implemented in the process of secondary and higher vocational education. In addition to the accessibility of the environment, the educational qualification that students with disabilities must meet upon completion of their education is important.
Inclusive education in vocational education institutions is carried out in the following forms:
Education on a general basis with students without health problems (equal participation of people with disabilities in one of the aspects of public life).
Training in special educational programs exclusively for persons with disabilities (targeted group work to achieve “stability”).
Taking into account the personal characteristics of all subjects of inclusive education, which makes it possible to create a stable axiological basis for the inclusive education of all children, becomes of central importance in the process of building an inclusive educational space.
. .3.5. Issues of staffing in the organization and support of the inclusive educational process
The changing needs of parents as a social customer of educational services, the inclusion of Russian education in international processes, the development of integration processes in education form new requirements for qualifications, professional training, first of all, teachers and psychologists, other education specialists, including the administrative corps.All this expands and complicates the professional activities of pedagogical specialists, requiring them to possess new competencies, knowledge of related branches of pedagogy, including special pedagogy and psychology, high competence in the field of pedagogy and general education, social pedagogy and psychology. In these conditions, it becomes especially important to create a system for improving the professional qualifications of all participants in the inclusive educational process.
Staffing for the system of psychological and pedagogical support for inclusive education
The development of integration processes in education increases the requirements for the professional competence and flexibility of a teacher, psychologist, and administrator in the conditions of inclusive practice, and creates a need for skills to work in an interdisciplinary group (team) of specialists.
All this requires new approaches and new content, first of all, programs for advanced training of city specialists.
In this regard, as part of the activities of the city resource center, the Institute for Problems of Integrated (Inclusive) Education - IPIO MGPPU - began the development and implementation of programs for training specialists to work in the conditions of integrated (inclusive) education of children with disabilities in various educational institutions of the city.
Within the framework of the unified program “Psychological and pedagogical support of inclusive education”, 4 areas of professional development for specialists have been developed, organized on a modular basis (72 hours):
1st direction: Activities of a resource center support specialist for support of inclusive education as part of the territorial resource center and territorial PMPK;
2nd direction: Features of management activities in organizing psychological and pedagogical support for inclusive education;
3rd direction: Technologies of psychological and pedagogical support in an inclusive educational institution;
4th direction: Pedagogical technologies in working with children with disabilities in an inclusive educational institution.
The composition of groups of students in each area of advanced training programs is formed from proposals from district resource centers. Referral to training is coordinated with the district education department.
Creation of a professional community of teachers in inclusive educational institutions.
The purpose of creating a community.
Ten years of experience in the development of inclusive education in the Central Administrative District of Moscow proves that inclusive processes in education lead not only to the normalization of the lives of children with disabilities, but also to greater success of their ordinary peers by improving the professional skills of teachers. The main change concerns a fundamentally different approach to education: It is not the child who is adjusted to the conditions and norms existing in the educational institution, but, on the contrary, the entire education system is adjusted to the needs and capabilities of a particular child.
Participants in the promotion of inclusive practices note that the need for inclusive education in modern society is growing every day. There has been a tendency to move from isolated pockets of successful experience in introducing an inclusive approach in education to the creation of territorial systems of inclusive educational verticals.
At the same time, the contradiction has intensified between the growing need of educational institutions for specialists who are ready to accept the ideas and philosophy of inclusive education, who are able to quickly adapt to changing conditions of professional activity, who know how to work in a team, and the imperfection of the existing system of advanced training for teaching staff.
Unfortunately, by that time, the academic school was ready to offer advanced training courses that introduced students to the typology of the defect, with traditional teaching methods designed to separate children by types of developmental disorders. At the same time, teachers of inclusive classes experienced the main difficulties precisely in the lack of differentiation skills curricula, programs, lack of information about methodological approaches to organizing inclusive education.
It was necessary to take adequate organizational measures in an extremely short time.
One of these organizational decisions was the creation of a professional community of teachers in inclusive educational institutions.
The main purpose of the existence of such communities is professional communication between colleagues and like-minded people, during which their personal and professional improvement is ensured through the constant exchange of knowledge between participants.
A professional community is distinguished by the presence of a common practice shared by participants used in everyday professional activities. Community members are united by shared activities (from lunchtime conversations to solving complex problems in a designated time) and the knowledge acquired as a result of participation in these activities.
When describing the activities of professional communities, three key characteristics should be highlighted:
The subject of a community is a joint initiative understood and shared by its members;
The mode of functioning is numerous meetings that unite members into a social group;
The result developed by the community is the common resources shared by members (vocabulary used, communication style, daily practice, etc.).
Thus, professional community of specialists in inclusive educational institutions – an association of teachers of different specialties, with different work experience, with different levels of professional competence, implementing the ideas of inclusive education in their daily teaching practice.
Goals communities include:
promoting professional growth and development of research activities of teachers;
creating conditions for including as many of them as possible in the discussion of the problems of inclusive education;
implementation of professional exchange of teaching experience.
Conditions for effective interaction of specialists from educational institutions in the district within the community.
Organizing special events within the professional community on the basis of the district resource center for inclusive education helps teachers:
adopt a philosophy of inclusion;
learn to observe your child, noting changes in his behavior and learning;
express fears and debunk prejudices associated with teaching children with disabilities;
identify resources for organizing effective work;
set goals for motivated filling of gaps in professional knowledge;
to carry out real interdisciplinary cooperation both within its teaching staff and in all external structures.
For the effective development of the professional community of teachers of inclusive education, specialists of the district resource center:
analyze the request, identifying the most pressing problems and the insufficiency of the professional and personal resources of the educational institution specialists;
are the initiators of interaction between specialists from institutions both in the “educational vertical” and “horizontal”, supporting the initiative of teachers in discussing various problems;
coordinate the interaction of teachers, offering its various forms: group and individual;
have sufficient methodological resources, ready for use by colleagues (including their own successful professional experience and analyzed experience of inclusive education in foreign countries and regions of Russia);
evaluate the effectiveness of interaction in the professional community and adjust its activities.
Based on the results of activities within the professional community, we have identified the following: conditions necessary for its development:
Unified educational space;
Common professional interests;
An atmosphere of acceptance and support for all community members;
Supporting the initiative of teachers in the search and testing of technologies for psychological and pedagogical support of the educational process of inclusive educational institutions;
Freedom to choose forms of interaction;
Constantly studying the request, searching for “pain points”.
DOCUMENTATION
ON SUPPORTING INCLUSIVE EDUCATION IN EDUCATIONAL INSTITUTIONS
Collegial opinion of the PMPC (it must be studied)
Individual rehabilitation and habilitation program for a disabled child (issued by MSE, for a child with a disability).
Regulatory and legal framework for the inclusive education of children with disabilities and children with disabilities. List of main regulatory documents regulating the organization of education for children with disabilities http://krcppms.ru/biblioteka/spetsialistam/ Documentation of the Federal State Educational Standard for Disabilities and Organization of psychological and pedagogical support children with disabilities in inclusive education 08/19-20/2015. Materials for the republican seminar
Social passport of a disabled child (for a child with a disability).
Local acts:
“On the opening of a class/group with inclusive education” (or on the continuation of the functioning of a class/group with inclusive education);
“On the creation of a psychological, medical and pedagogical council (PMPk) in an educational institution”;
“On the distribution of functional responsibilities of members of the council (PMPk) in an educational institution.”
“On the distribution of tutor’s working time” (the time for accompanying students with disabilities, conducting individual lessons, preparing documentation, conducting individual consultations is determined)
CONTRACTS:
with parents (legal representatives) for the provision of educational services;
parental consent to conduct diagnostic, correctional, rehabilitation and developmental services;
with the Territorial Psychological-Medical-Pedagogical Commission (TPMPK), with the State Budgetary Institution OO KRC PPMSS.
PROVISIONS:
about the psychological, medical and pedagogical council of the educational institution
(which specifies the main tasks and areas of activity, composition and organization of work, duties of members of the PMPK, responsibilities of members of the PMPK, directions of interaction with TMMPK);
on inclusive education of children with disabilities in educational institutions(which prescribes the organization of inclusive education, the organization of the educational process, staffing and organization of the work of a team of specialists; the creation of special conditions necessary for the organization of UVP);
about adapted work programs of academic subjects(general provisions (basic concepts), structure of the adapted work program, basic requirements, control of the level of training, requirements for the level of training);
on the assessment of students with disabilities according to an adapted educational program.
PROTOCOLS:
PMPK meetings, including on the organization of inclusive education(at least 3 times per academic year; September, December, May. If necessary, meetings can be held more often). Report on the development prospects (the report on the development prospects (copy) on paper and electronic media is provided to the TPMPC specialist supervising inclusive education).
Observation diary (it is mandatory to keep the first six months, then according to the following parameters (achievements of a child with disabilities and emerging problems).
Individual curriculum if necessary.
General schedule of lessons (in the classroom and individually), special and additional services for a child with disabilities.
(hereinafter - IML) (social data about the child, description of the existing conditions: personnel, material and technical (including educational, methodological and information support) (in accordance with the recommendations of the PMPC). The individual route sheet is signed by the head of the IRC GBU OO KRC PMSSS and the teacher-psychologist IRC GBU OO KRC PMSSS (at the address Simferopol, Alexandra Nevsky St., 15), a copy on paper and electronic media must be provided to the IRCGBU OO KRC PPMSS, at the address: [email protected]. Parents (legal representatives) must be familiarized with the IML.
Completed last sheet The IML “Results and effectiveness of the work done” is sent to the IRCin May every year.
IML form: http://krcppms.ru/biblioteka/spetsialistam/ Individual route sheet
Individual development program(compiled at the request of PMPk OO)
Detailed psychological and pedagogical characteristics compiled after comprehensive data collection (from 2 weeks to 1 month), as well as table of strengths and weaknesses of development child with special needs, and a table indicating priority areas, goals and responsible specialists).
Adapted educational program by subject(work programs for subjects with calendar and thematic planning)
Correction and development programs(compiled taking into account the recommendations of PMPK specialists, according to staffing by specialists (social educator, educational psychologist, speech therapist, defectologist) Correction and development programs can be compiled independently or adapted by several proprietary programs (for educational psychologists, programs that have received the stamp of the Federation of Educational Psychologists can be used Russia “Recommended for use in educational institutions”) All correctional and developmental programs are coordinated with the methodologists of the Information and Methodological Center.
Plan for the development of inclusive education in an educational institution.
Child's portfolio.
Progress reports are provided twice a year (December, May) to the IRC (includes a detailed description of the child, a table with strengths and weaknesses of development in areas, a table with priority areas, goals and responsible specialists, a report from each specialist on the work done, in which it should be visible dynamics and progress in the development of the child during the reporting period; if there is no progress, then the reasons and solutions are indicated)
When preparing a report, be sure to indicate:
The child’s full name, educational organization, class/group, full name of the specialists who compiled the characteristics, programs and reports, documents must be signed by the head of the public organization.
Exemplary
list of local acts of educational organization
according to the Federal State Educational Standard of the NOO OVZ and the Federal State Educational Standard of the Educational Institution:
On the creation in a general educational institution of a working group on the introduction of the Federal State Educational Standards of the Non-Educational Educational Institution and the Federal State Educational Standard of the Educational Institution (order on the creation of a working group on the introduction of the Federal State Educational Standards of the Non-Educational Educational Institution and the Federal State Educational Standard of the Educational Institution and the approval of the regulations on the working group);
Amendments to the Regulations on the assessment system, forms and procedure for conducting intermediate certification in terms of introducing an integrated approach to assessing educational results: subject, meta-subject, personal in accordance with the Federal State Educational Standards of the NEO OVZ and the Federal State Educational Standards of the Educational Institution (minutes(s) of the meeting(s) of bodies, at which(s) the issues of introducing changes to the Regulations on the assessment system, forms and procedure for conducting intermediate certification, an order to amend the regulations, regulations indicating changes and additions were considered);
Orders for educational institutions:
On the development of adapted basic educational programs by level of education if there are separate classes in educational institutions for students with disabilities (by category);
On the development of adapted educational programs and/or individual curricula for each student with disabilities in joint education (inclusive education);
On approval of adapted basic educational programs by level of education if there are separate classes in the educational institution for students with disabilities (by category);
On approval of adapted educational programs and/or individual training classes for each student with disabilities in joint education (annually);
On approval of the program of extracurricular activities;
On approval of the PA program to improve the level of professional skills of teaching staff;
On approval of the list of textbooks and teaching aids used in the educational process, list of teaching materials;
On carrying out in-school control on the implementation of the Federal State Educational Standards of the NOO, the Federal State Educational Standards of the LLC, the Federal State Educational Standards of the SOO, the Federal State Educational Standards of the Non-Resident Educational Institution for Special Education and the Federal State Educational Standards of the Educational Institution;
On amendments to the job descriptions of teachers, the deputy director for water management, who oversees the implementation of the Federal State Educational Standards of NOO OVZ and the Federal State Educational Standards of Educational Institutions; educational psychologist, speech therapist, social teacher, additional education teacher working with students with disabilities;
On approval of the methodological work plan (section of the plan regarding support for the introduction of the Federal State Educational Standard of the NOO OVZ and the Federal State Educational Standard of the Educational Institution);
On approval of the plan-schedule for advanced training of members of the teaching staff on the implementation of the Federal State Educational Standard of NOO OVZ and the Federal State Educational Standard of Educational Institution;
on carrying out calculations and mechanisms for generating expenses necessary for the implementation of AOEP for students with disabilities (agreed with the founder).
Introducing changes and additions to the relevant sections of the Charter, the main regulatory local act of the PA.
The Charter of an educational organization must contain, along with the information provided for by the legislation of the Russian Federation, including the Federal Law “On Non-Profit Organizations” (Article 14), the following information:
1) type of educational organization;
2) the founder or founders of the educational organization;
3) types of educational programs being implemented, indicating the level of education and (or) focus, including adapted basic general education programs;
4) the structure and competence of the governing bodies of the educational organization, the procedure for their formation and terms of office.
The Charter of the educational organization specifies:
the procedure for making decisions by governing bodies and speaking on behalf of the educational organization,
procedure for approving regulations on structural divisions,
the procedure for participation in the management of an educational organization by students and parents (legal representatives) of minor students,
rights, duties and responsibilities of other employees of the educational organization and other provisions.
Adjustments to other local acts of an educational institution must be carried out in strict accordance with the changes made to the Charter. The list of local acts to which it is necessary to make changes related to the introduction of the Federal State Educational Standards of NOO OVZ and the Federal State Educational Standards of Educational Institutions is determined by the list of local acts that are reflected in the Charter of the educational organization.
An educational organization has the right to create new local acts that reflect the specifics of the implementation of the Federal State Educational Standards of NEO OVZ and the Federal State Educational Standards of Educational Institutions in a specific educational institution:
Regulations on information support for the implementation of the Federal State Educational Standards of the NOO OVZ and the Federal State Educational Standards of the Educational Institution.
Regulations on interaction with the parent community of educational institutions regarding the implementation of the Federal State Educational Standards of NOO OVZ and the Federal State Educational Standards of Educational Institutions.
Regulations on the work programs of individual academic subjects, remedial courses, programs of extracurricular activities in educational institutions in connection with the implementation of the Federal State Educational Standards of the NOO OVZ and the Federal State Educational Standards of the Educational Institution.
Agreement between an educational organization and parents (legal representatives) of students with disabilities.
Regulations on the distribution of the incentive part of the wage fund for employees of an educational institution, reflecting the effectiveness of the implementation of the Federal State Educational Standard of NOO with disabilities and the Federal State Educational Standard of Educational Institution and the quality of educational services provided to students with disabilities.
Regulations on the creation of a resource center for methodological and psychological-pedagogical support for students with disabilities from other educational organizations, including the provision of paid additional educational services.
Organization of inclusive education in educational institutions
Deputy Director for SD of MOAU Secondary School in the village of Tomichi Besedina N.N.
A change in the state and society's understanding of the rights and opportunities of a disabled child has led to the formulation of the practical task of maximizing educational coverage of all children with disabilities. Recognition of the right of any child to receive an education that meets his needs and fully utilizes development opportunities has determined the most important initiatives and guidelines for the new educational policy.
This formulation of the problem entails the need for structural, functional, content and technological modernization of the educational system.
The state's recognition of the value of social and educational integration of children with disabilities necessitates the creation of an adequate educational process for them in a general education institution, which is given a central place in providing the so-called “inclusive” (included) education.
The main criterion for the effectiveness of inclusive education is the success of socialization, introduction to culture, and development of the social experience of a child with disabilities along with his mastering of academic knowledge.
The legal basis for teaching children with disabilities is the following documents:
1948 Universal Declaration of Human Rights
1989 UN Convention on the Rights of the Child
1990 World Declaration on Education for All
1993 UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities
1994 Salamanca Declaration of Principles, Policies and Practices in the Education of Persons with Special Needs
2000 World Education Forum
2001 Pilot project of the Education for All program
2005 UN Convention on the Rights of Persons with Disabilities
The fundamental principle of education for all is that every person should have the opportunity to learn.
Fundamental Principleinclusive education – all people should be able to learn together, regardless of any difficulties along the way or differences in learning abilities they may have.
The recipients of inclusive education are people with disabilities, and disabled people are only one of them.
Inclusion (inclusion) -the process by which something is included, that is, involved, embraced, or included as part of a whole.
Inclusive education-is an education in which all children, despite their physical, intellectual and other characteristics, are included in the general education system and study in secondary schools together with their peers.
Inclusionmeansdisclosure of each studentwith the help of an educational program that is quite complex, but matches his abilities.
Inclusiontakes into accountneeds, as well asspecial conditions and support, necessary for students and teachers to achieve success.
Works to improve educational structures, systems and practices to meet the needs of all children.
It is part of a larger strategy to create a society that accepts everyone.
It is a dynamic process that is constantly evolving.
Recognizes that all children can learn
Let's consider various forms of education and principles of learning in these forms.
There are three aspects to the development of inclusion (they are presented on the next slide)
1.Creating an inclusive culture
Building a school community
Adopting inclusive values
2.Developing inclusive policies
Development of a school for all
Diversity Support Organization
3.Development of inclusive practices
Learning process management
Resource mobilization
Inclusive educationis based on eight principles:
A person's value does not depend on his abilities and achievements.
Every person is capable of feeling and thinking.
Every person has the right to communicate and to be heard.
All people need each other.
True education can only take place in the context of real relationships.
All people need the support and friendship of their peers.
For all learners, making progress may be more about what they can do than what they can't do.
Variety enhances all aspects of a person's life.
There are various options for inclusive education:
Full integration class (out of 20 students, 3-4 children with disabilities) is used whenthe level of psychophysical and speech development of children with disabilities corresponds to or approaches the age norm, who are psychologically ready for joint learning with healthy peers Children spend the day with normally developing children
Special (correctional) class of partial integration.It is effective for those who are able to develop normally and, on an equal basis with their peers, master only a small part of the necessary skills and abilities, and spend only part of their educational and extracurricular time with them.Correctional hours, extracurricular activities.
Homeschooling school
Family education, external study
Our school uses a variant of inclusive education: a full integration class (1 disabled girl with cerebral palsy is educated in a regular classroom) and 1 disabled child is educated at home in type 8.
At this stage of implementing inclusive education, there are many barriers:
Children with special educational needs are often considered to be non-educational;
Most teachers and principals of public schools do not know enough about the problems of disability and are not ready to include children with disabilities in the learning process in the classroom;
Parents of children with disabilities do not know how to defend their children’s rights to education and are afraid of the education and social support system;
Architectural inaccessibility of schools and institutions
A systematic approach is required to overcome these barriers
To introduce inclusion, it is also not enough to have schools and preschool institutions themselves, even if they are fully equipped, accessible and with trained staff.
It is necessary to prepare a positive public opinion of all parents about the co-education of children.
Along with these conditions, the living environment (including transport) must be adapted to the needs of disabled people.
Adequate support for families with disabled children is also important.
!!! Only with such a systematic approach can we expect a real significant reduction in the number of children studying in special educational institutions and an increase in the pace of development of inclusive schools.
What is needed:
creation of a barrier-free environment in educational institutions;
training of specialists and methods of joint education of disabled children in public schools;
provide measures to disseminate effective models of inclusive education in public schools;
ensure the allocation of the necessary resources for development, testing
and implementation of inclusive education models;
To achieve these goals, it is necessary to create organizational conditions for the successful training and education of children with disabilities
1. Creation of an adaptive environment that allows for full inclusion and personal self-realization in an educational institution.
Creation in a general educational institution of appropriate material and technical conditions that provide the opportunity for unimpeded access for children to the building and premises of the educational institution and the organization of their stay and training in this institution (ramps, elevators, specially equipped training places, specialized rehabilitation, medical equipment, etc. .d
Every teacher and every specialistaccompanying a child with disabilities must:
have an idea and understanding of what inclusive education is and how it differs from traditional forms of education
have knowledge about psychological patterns and characteristics of the age and personal development of children in an inclusive educational environment
know the methods of psychological and didactic design of the educational process
be able to implement various methods of pedagogical interaction between all subjects of the educational environment (with students individually and in groups, with parents, fellow teachers, specialists, management)
Conditions for organizing successful education and upbringing of children with disabilities
In order to ensure that children with disabilities master educational programs, it is advisable to introduce additional positions for pedagogical (speech pathologists, speech therapists, educational psychologists, social educators, educators, etc.) and medical workers into the staffing table of general educational institutions.
Formation of a tolerant attitude in society towards children with disabilities and children with disabilities: to ensure the effective inclusion of children with disabilities in general educational institutions, it is important to carry out awareness-raising and explanatory work on issues related to the characteristics of the educational process for this categories of children, with all participants in the educational process - students, their parents, teaching staff.
To preserve and strengthen the personnel potential of educational institutions providing education to children with disabilities, it is necessary to develop measures of material incentives for the activities of employees of these institutions (determining the size and conditions of remuneration, establishing additional measures of social support and social assistance).
So, creating conditions for inclusive learning at school is as follows:
1.development of local acts in the educational institution:
Regulations on the admission of children with disabilities to educational institutions
regulations on certification of children with disabilities
regulations on individual curricula and programs
Regulations on psychological and pedagogical support for the education of children with disabilities
2.Organizational and methodological support consists of
development of curriculum and educational programs for types of HIA
adjustment of the educational work plan of the school and class, taking into account children with disabilities
teacher training
3.Psychological and pedagogical support should consist of
Special psychological and pedagogical support (psychologist, speech pathologist, speech therapist)
Tutor support
Organization of the work of the school’s psychological and pedagogical council
Development of tolerant interaction relations
And of course, the creation of an adaptive educational environment lies in the accessibility of classrooms, other school premises, and technical means to ensure comfortable access
Creation of recreation areas, restoration of performance, and recovery
It is very important to understand:
When creating inclusive schools, schools of a new type, children get used to the fact that the world is diverse, that the people in it are different, that every person has the right to life, education, training, and development.
