Normative legal acts. Regulatory legal acts Regulations on the psychological, medical and pedagogical commission

Clause 21 Section II of Order No. 1082 of the Ministry of Education and Science of the Russian Federation dated September 20, 2013 “On approval of the regulations on the psychological-medical-pedagogical commission” STRUCTURE OF THE PMPK COLLEGIAL CONCLUSION: 1. Reasoned conclusions about the presence or absence of the child’s physical and/or physical characteristics mental development and/or behavioral abnormalities. 2. Recommendations for creating special learning conditions: 2.1 educational program; 2.2 recommended educational organization (class, group) and form of education; 2.3 psychological, medical and pedagogical support (necessary support by specialists, recommendations for creating special conditions, timing and indications for re-examination at the primary medical examination, etc.).

The creation of special educational conditions necessary for children with disabilities of all categories are divided into the following general areas: 1. organizational support: regulatory framework, organization of network interaction, organization of medical care and nutrition, financial support, information support, logistics (including architectural) support. 2. psychological and pedagogical support: software and methodological support educational process, psychological and pedagogical support for children with disabilities in educational institution. 3. staffing.

When developing recommendations, the following regulatory framework is used: Federal Law dated 273-FZ “on education in Russian Federation"(Articles 2, 5, 12, 15, 23, 27, 42, 55, 58, 79); Order of the Ministry of Education and Science of the Russian Federation dated September 20, 2013 1082 “On approval of the regulations on the psychological, medical and pedagogical commission”; Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 1015 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of primary general, basic general and secondary general education” (clause III); Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 1014 “On approval of the Procedure for organizing and implementing educational activities for basic general education programs - educational programs preschool education"(item III); Letter from the Ministry of Education and Science of the Russian Federation from VK-1748/07 “On state accreditation of educational activities in educational programs adapted for teaching persons with disabilities mental retardation».

PROJECTS: 1. Concept of the Federal State Educational Standard for children with disabilities. 2. Federal State Educational Standard of Educational Education for children: deaf, hard of hearing and late deafened, blind, visually impaired, with severe speech impairments, with mental retardation, with mental retardation, with autism spectrum disorders, with complex defects. 3. Working materials for the All-Russian seminar “Topical issues of creating special educational conditions for children with disabilities and disabled children,” Moscow, 2014.

SAMPLE FORMULATION OF CONCLUSIONS (for children before school age) CHILDREN WITH HEARING IMPAIRMENT 1. COLLECTIVE CONCLUSION (conclusion about the current condition of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Clinical diagnosis of an audiologist indicating other existing disorders 1 option (parental consent to study in a group, educational organization for compensatory purposes) option 2 (lack of parental consent to study in a group, educational organization for compensatory purposes) 1. training in an adapted basic educational program for children with hearing impairment; 2. support by all necessary specialists (including a tutor); 3. re-examination of the PMPK with an indication of the timing (after consulting a doctor..., after the examination, etc.); 4. consultation of the necessary specialists. 1. training in an adapted educational program for children with hearing impairment; 2. inclusively in a general developmental group; 3. individual support teacher-defectologist(teacher of the deaf); if necessary, an educational psychologist, social pedagogue, etc. (including a tutor); 4. re-examination of the PMPK with an indication of the timing (after consulting a doctor..., after the examination, etc.); 5. control of an audiologist, otolaryngologist, consultation of the necessary specialists.

OPTION 1 Extract from the decision of the territorial psychological-medical-pedagogical commission of the municipal formation "City of Arkhangelsk" Last name Ivanov First name Ivan Patronymic Ivanovich Date of birth Year of birth Address Mira street, 20 Conclusion bilateral sensorineural hearing loss III degree. Recommendations: educational program adapted basic educational program for hearing-impaired children form of education in a compensatory group setting psychological, medical and pedagogical assistance support by a psychologist and social teacher for the child and his family other repeated PMPK if necessary, consultation with a psychiatrist

OPTION 2 Extract from the decision of the territorial psychological-medical-pedagogical commission of the municipal formation "City of Arkhangelsk" Last name Ivanov First name Ivan Patronymic Ivanovich Date of birth year of birth Address Mira street, 20 Conclusion bilateral sensorineural hearing loss III degree. Recommendations: educational program, adapted educational program for hearing-impaired children, inclusive form of education in a group with a general developmental focus, psychological, medical and pedagogical assistance, individual support by a teacher-defectologist (teacher of the deaf); accompaniment by a psychologist and social teacher of the child and his family, other provision of appropriate audio means of reproducing information, organization of space in the group, etc. Repeated PMPC if necessary, consultation with a psychiatrist

Recommendations for organizing support for a child with hearing impairment in a general education institution: provide appropriate audio means for reproducing information; duplicate sound background information about the schedule training sessions visual; the child should be seated at the first desk (near the window or the teacher’s desk) with sufficient space provided so that a student with hearing loss has the opportunity to turn around and visually perceive the speech of speakers; sit at the desk to the right of the hearing student-partner in order to be able to see the peer’s notebook on organizational issues lesson; use a multimedia board and equipment; create a PMPK on the basis of an educational organization to carry out adaptation work educational program, implemented in this OO to special educational needs child.

CHILDREN WITH VISUAL IMPAIRMENTS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Clinical diagnosis of an ophthalmologist indicating other disorders Option 1 Option 2 1. training according to an adapted basic educational program for children with visual impairments; 2. support by all necessary specialists (including a tutor); 3. re-examination of the PMPK with an indication of the timing (after consulting a doctor..., after the examination, etc.); 4. consultations with specialists. 1. training in an adapted educational program for children with visual impairments; 2. inclusively in a general developmental group; 3. individual support by a teacher-defectologist (typhlopedagogue); if necessary, an educational psychologist, social pedagogue, etc. (including a tutor); 4. re-examination of the PMPK; 5. control of an ophthalmologist, consultation of the necessary specialists.

CHILDREN WITH SPEECH IMPAIRMENTS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: phonetic underdevelopment; phonetic-phonemic underdevelopment of speech; phonemic speech underdevelopment; general underdevelopment of speech (level) in a child with (nosology), speech development is normal (corresponds to the age norm). Option 1 Option 2 1. training in an adapted basic educational program for children with speech impairments; 2. support by specialists if necessary; 3. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). Deadlines are indicated. 4. consultation of the necessary specialists. 1. training in an adapted educational program for children with speech impairments; 2. inclusively in a general developmental group; 3. support by the necessary specialists; 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 5. consultation of the necessary specialists.

CHILDREN WITH OD FUNCTION DISORDERS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Clinical diagnosis of an orthopedic doctor, neurologist indicating other disorders Option 1 Option 2 1. training in an adapted basic educational program for children with impaired musculoskeletal function; 2. support by the necessary specialists (including a tutor); 3. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 4. consultations with a psychiatrist, neurologist, geneticist, ophthalmologist, etc. 1. training according to adapted general education program for children with impaired musculoskeletal function; 2. inclusively in a general developmental group; 3. support by the necessary specialists (including a tutor); 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 5. consultation of the necessary specialists.

CHILDREN WITH MENTAL DEVELOPMENT RETARDS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: F 06.8, F 83 for a child with .... Option 1 Option 2 1. training in an adapted basic educational program for children with mental retardation; 2. support by specialists if necessary; 3. re-examination of the PMPK indicating the timing and indications; 4. consultation of the necessary specialists. 1. training in an adapted educational program for children with mental retardation; 2. inclusively in a general developmental group; 3. support by the necessary specialists; 4. re-examination of the PMPK; 5. consultation of the necessary specialists.

MENTALLY RELATED CHILDREN 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Diagnosis in accordance with ICD 10 (F70, F 71, etc.), indication of other violations 1 option 2 option 1. training in an adapted basic educational program for children with mild/profound mental retardation; 2. support by the necessary specialists (including a tutor); 3. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The timing is indicated; 4. consultation of the necessary specialists. 1. individual training??? adapted??? Educational program for children with intellectual disabilities; 2. inclusively in a general developmental group; 3. accompaniment by a teacher-defectologist; if necessary, an educational psychologist, social pedagogue, etc. (including a tutor); 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 5. consultation of the necessary specialists.

CHILDREN WITH ASD 1. COLLEGIAL CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: ASD Clinical diagnosis of a psychiatrist indicating associated disorders Option 1 Option 2 1. training according to an adapted basic educational program for children... (state of intelligence); 2. support by the necessary specialists (including a tutor); 3. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 4. consultations with a psychiatrist, educational psychologist and other specialists 1. training according to an individual educational program); 2. inclusively in a general developmental group; 3. teacher-defectologist, teacher-speech therapist, educational psychologist, social pedagogue, etc. (including tutor); 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 5. consultation and supervision of the necessary specialists.

CHILDREN WITH COMPLEX DEFECTS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Complex defect (listing of leading violations) Option 1 Option 2 1. training according to an individual educational program; 2. compensatory group for children with (the leading disorder is indicated); 3. support by all necessary specialists (including a tutor); 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 5. consultation of the necessary specialists. 1. training according to an individual educational program for children with (VIOLATION); 2. inclusively in a general developmental group; 3. support by the necessary specialists; 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 5. consultation of the necessary specialists.

SAMPLE FORMULATION OF CONCLUSIONS (for school-age children) CHILDREN WITH HEARING IMPAIRMENTS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Diagnosis by an audiologist (indicating other disorders: dysarthria, ADHD etc.) Option 1 Option 2 1. training in an adapted basic educational program for children with hearing impairments; 2. support by all necessary specialists (including a tutor); 3. re-examination of the PMPK (timing and indications are indicated); 4. consultations with an audiologist, neurologist and other specialists. 1. training in an adapted educational program for children with hearing impairments; 2. inclusively in a general education classroom; 3. individual support by a teacher-defectologist (teacher of the deaf); if necessary, an educational psychologist, social pedagogue, etc. (including a tutor); 4. re-examination of the PMPK; 5. supervision of an audiologist, consultations with the necessary specialists.

CHILDREN WITH VISUAL IMPAIRMENTS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Diagnosis by an ophthalmologist (if present, indicating other disorders: dysarthria, ADHD, etc.) 1 option 2 option 1. training in an adapted basic educational program for children with visual impairments; 2. support by specialists if necessary (including a tutor); 3. re-examination of the PMPK (timing and indications are indicated); 4. consultation of the necessary specialists. 1. training in an adapted educational program for children with visual impairments; 2. inclusively in a general education classroom; 3. individual support by a teacher-defectologist (typhlopedagogist); if necessary, by an educational psychologist, social teacher, etc. (including a tutor); 4. re-examination of the PMPK; 5. control of an ophthalmologist, consultation of the necessary specialists.

CHILDREN WITH SPEECH IMPAIRMENTS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: 1st grade, first half of the year: phonetic underdevelopment; phonetic-phonemic underdevelopment of speech; phonemic speech underdevelopment; general underdevelopment of speech (level) in a child with (nosology); 1st grade, second half of the year: difficulties in developing writing and/or reading caused by OPD, FND, etc.; 2nd grade, first half of the year: impairment of writing and/or reading caused by OPD, FFND; 2nd grade, second half of the year: mixed dysgraphia, mixed dyslexia; ... 3rd grade: dysorthography, ... Option 1 Option 2 1. training in an adapted basic educational program for children with speech impairments; 2. support by specialists, if necessary (teacher-speech therapist, educational psychologist, social teacher, etc.); 3. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 4. consultation of the necessary specialists. 1. training in an adapted educational program for children with speech impairments; 2. inclusively in a general education classroom; 3. support by specialists; 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). Deadlines are indicated. 5. consultation of the necessary specialists.

CHILDREN WITH ODO FUNCTION DISORDERS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Clinical diagnosis of an orthopedic doctor, neurologist indicating other disorders Option 1 Option 2 1. training in an adapted basic educational program for children with impaired musculoskeletal function; 2. support by specialists if necessary (including a tutor); 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). Deadlines are indicated. 5. consultation of the necessary specialists. 1. training in an adapted educational program for children with impaired musculoskeletal function; 2. inclusively in a general education classroom; 3. support by the necessary specialists (including a tutor); 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). Deadlines are indicated. 5. consultation of the necessary specialists.

CHILDREN WITH MENTAL DEVELOPMENT RETARDS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: F 06.8, F 83 for a child with .... Option 1 Option 2 1. training in an adapted basic educational program for children with mental retardation; 2. support by the necessary specialists; 4. re-examination of the PMPK (timing and indications are indicated); 5. consultation of the necessary specialists. 1. training in an adapted educational program for children with mental retardation; 2. inclusively in a general education classroom; 3. teacher-defectologist; if necessary, an educational psychologist, a social educator, etc.; 4. re-examination of the PMPK (after examination, etc.); 5. consultation of the necessary specialists.

MENTALLY RELATED CHILDREN 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Diagnosis in accordance with ICD 10 (F70, F 71, etc.), indication of other violations 1 option 2 option 1. training in an adapted basic educational program for children with intellectual disabilities; 2. support by the necessary specialists (including a tutor); 3. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 4. consultation of the necessary specialists. 1. training in an individual educational program for children with intellectual disabilities; 2. inclusive in general education; 3. teacher-defectologist; if necessary, an educational psychologist, social pedagogue, etc. (including a tutor); 4. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). Deadlines are indicated. 5. consultation of the necessary specialists

CHILDREN WITH ASD 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: ASD Clinical diagnosis of a psychiatrist indicating associated disorders Option 1 Option 2 1. training according to an adapted basic educational program for children... (state of intelligence); 2. support by a teacher-defectologist, teacher-speech therapist, educational psychologist (including tutor); 3. re-examination of the PMPK (timing and indications are indicated); 4. consultations with a psychiatrist, psychologist and other specialists if necessary. 1. training according to an individual educational program; 2. inclusively in a general education classroom; 3. teacher-defectologist, teacher-speech therapist, educational psychologist, social pedagogue, etc. (including tutor); 4. re-examination of the PMPK; 5. supervision of a psychiatrist, consultation of the necessary specialists.

CHILDREN WITH COMPLEX DEFECTS 1. COLLECTIVE CONCLUSION (conclusion about the current state of the child at the present time) 2. RECOMMENDATIONS for creating special learning conditions: Complex defect (listing of leading violations) Option 1 Option 2 1. training according to an individual educational program; 2. class, educational organization providing educational activities according to an adapted basic educational program for children with disabilities (the leading disorder is indicated); 2. support by the necessary specialists (including a tutor); 3. re-examination of the PMPK (after consulting a doctor..., after examination, etc.). The deadlines are indicated; 4. consultation of the necessary specialists.

Sample recommendations for organizing the accompaniment of a child with disabilities health in a general education organization 1. Recommendations for organizing support for a child with mental retardation in a general education organization Directions correctional work: improvement of movements and sensorimotor development, correction of certain aspects of mental activity (development and correction of all types of memory, attention, perception, spatial and temporal representations, etc.) development of basic mental operations and various types of thinking (visual-figurative and verbal-logical , development of skills in correlative analysis, grouping and classification, ability to work according to verbal and written instructions, algorithm, ability to plan activities, development of combinatorial abilities, etc.) correction of disorders in the development of the emotional and personal sphere (removal of mental discomfort, development of adequate forms of behavior , development of self-esteem, enrichment of the range of emotions, development of activity, prevention of infantilization of the individual, etc.), correction and development of speech (correction of phonetic-phonemic underdevelopment of speech, clarification, enrichment and activation of the dictionary, correction and development of the grammatical structure of speech), expansion of ideas about the world around us, the formation of clear, diverse ideas about objects and phenomena surrounding reality, correction of individual gaps in knowledge, development of psychophysiological functions that ensure readiness to learn (development fine motor skills hands and fingers, grapho-motor skills, etc.), the formation of skills and abilities necessary for any type of activity (to navigate the task, plan the upcoming work, perform it in accordance with a visual example and (or) verbal instructions from the teacher, exercise self-control and self-assessment).

Recommendations for organizing support for a child with visual impairments in a general education organization 1. Logistics: tactile landmarks on each table (desk) in the group (office), so that the child can easily navigate the space of the classroom; the walls should be painted in light pastel colors, preferably light green, light yellow; The use of dark curtains is not allowed, lighting should be as accessible as possible; the board and study tables (desks) should not have a glossy surface; ensuring the production of alternative formats of printed materials (large font - capital letters at least 7.5 cm high; on a white or yellow background; if necessary, duplicated in Braille); placement of visual aids in accessible places for a child with disabilities, taking into account his individual characteristics; The child’s workplace should be located in the center of the classroom (class), on the first or second desk and equipped with additional lighting. 2. Organization of the educational process: before starting work with a child with visual impairments, the educator (teacher) must familiarize himself with the medical documentation, in particular with the conclusion of an ophthalmologist, in order to comply with the recommendations given by him on the visual correction regime; The teacher is advised not to stand in a room against the light, against the background of a window. In clothing, bright colors are preferable, as they are better perceived by a child with visual impairments; The educator (teacher) should reduce the requirements for the child’s graphic skills. It is recommended to conduct classes aimed at developing writing and stencil drawing skills, shading skills, orientation in microspace (on a sheet of paper), development of visual perception, attention, memory; It is mandatory to change types of activities using exercises to relieve visual fatigue (visual gymnastics); It is necessary to use bright colors in visual material, outline the contours of the image in black; if possible, it is necessary to introduce a tutor who will accompany a child with visual impairments throughout the entire educational process, or at certain stages thereof; create a PMPK on the basis of an educational organization to carry out work on adapting the educational program implemented in this public organization to the special educational needs of the child.

In clause 1.6 of Art. 48 Federal Law from fixed responsibilities teaching staff“take into account the characteristics of the psychophysical development of students and their state of health, observe the special conditions necessary for obtaining education by persons with disabilities, and interact, if necessary, with medical organizations.”

On amendments to the order of the Ministry of Education of the Krasnoyarsk Territory dated September 18, 2017 No. 41-11-04 “On approval of the composition of the central psychological, medical and pedagogical commission in the Krasnoyarsk Territory”

In accordance with Article 42 Federal Law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, Article 101 of the Charter of the Krasnoyarsk Territory, subparagraph 32 of paragraph 1 of Article 9 of the Law of the Krasnoyarsk Territory dated June 26, 2014 No. 6-2519 “On Education in the Krasnoyarsk Territory”, paragraphs 3.19, 3.31, 4.3 Regulations on the Ministry of Education of the Krasnoyarsk Territory, approved by Decree of the Government of the Krasnoyarsk Territory dated December 27, 2013 No. 706-p, taking into account the order of the Ministry of Education and Science of the Russian Federation dated September 20, 2013 No. 1082 “On approval of the Regulations on the Psychological-Medical-Pedagogical Commission” , order of the Ministry of Education and Science of the Krasnoyarsk Territory dated December 16, 2014 No. 50-04/1 “On approval of the Procedure for the work of the psychological-medical-pedagogical commission in the Krasnoyarsk Territory”, I ORDER:

1. Make the following changes to the order of the Ministry of Education of the Krasnoyarsk Territory dated September 18, 2017 “On approval of the composition of the central psychological, medical and pedagogical commission in the Krasnoyarsk Territory”:

as part of the Central Psychological, Medical and Pedagogical Commission of the Krasnoyarsk Territory:

bring out: Smirnova O.N., Wilhelm N.V., Gavrilova L.O., Zaritskaya V.N., Mityashina D.S., Sysoeva I.M.;

Elena Reginaldovna Efremova - regional state psychiatrist budgetary institution“Regional Center for Psychological, Medical and Social Support”, deputy head of the commission (as agreed);

Tatyana Anatolyevna Aleynikova - teacher-speech therapist of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support", commission specialist (as agreed);

Busorgina Elena Viktorovna - teacher-defectologist of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support", commission specialist (as agreed);

Gorbachev Vasilina Vladimirovna - teacher-speech therapist of the branch of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support" in Minusinsk, specialist of the commission (as agreed);

Olga Ivanovna Komogortseva - social teacher of the branch of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support" in Achinsk, commission specialist (as agreed);

Tatyana Nikolaevna Korneeva - teacher-speech therapist of the branch of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support" in Achinsk, commission specialist (as agreed);

Krivulyak Tatyana Nikolaevna - pediatrician of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support", commission specialist (as agreed);

Yulia Petrovna Maksimova - teacher-psychologist of the branch of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support" in Lesosibirsk, commission specialist (as agreed);

Nabirukhina Olesya Sergeevna - social teacher of the branch of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support" in Minusinsk, commission specialist (as agreed);

Novikova Irina Valerievna - neurologist of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support", commission specialist (as agreed);

Shapovalenko Leonid Olegovich - teacher-speech therapist of the regional state budgetary institution "Regional Center for Psychological, Medical and Social Support", commission specialist;

The title of the position of Ekaterina Olegovna Bolbat should be stated as follows:

“Head of the diagnostic and advisory department of the regional state budgetary institution “Regional Center for Psychological, Medical and Social Support”, teacher-defectologist (typhlopedagogist, teacher of the deaf)”;

The title of Marina Yuryevna Vandysheva’s position should be stated as follows:

“Head of the branch of the regional state budgetary institution “Regional Center for Psychological, Medical and Social Support” in Minusinsk, teacher-defectologist”;

The title of the position of Elena Vladimirovna Skardina should be stated as follows:

“Head of the branch of the regional state budgetary institution “Regional Center for Psychological, Medical and Social Support” in Kansk, teacher-defectologist”;

The title of the position of Konstantin Aleksandrovich Chuvashev should be stated as follows:

“Head of the branch of the regional state budgetary institution “Regional Center for Psychological, Medical and Social Support” in Lesosibirsk, educational psychologist”;

The title of Marina Anatolyevna Valkova’s position should be stated as follows:

“otorhinolaryngologist of the regional state budgetary institution “Regional Center for Psychological, Medical and Social Support”;

The title of the position of Alexandra Vasilievna Emelyanova should be stated as follows:

“neurologist, pediatrician of the regional state budgetary healthcare institution “Lesosibirsk Interdistrict Hospital”;

The title of Victoria Alexandrovna Kalinkina’s position should be stated as follows:

“Deputy Head of the Department of Inpatient Social Service Institutions of the Ministry social policy Krasnoyarsk Territory".

3. The order comes into force 10 days after its official publication.

№ 41-11-04 18.09.2017 Order of the Ministry of Education of the Krasnoyarsk Territory "On approval of the composition of the central psychological, medical and pedagogical commission in the Krasnoyarsk Territory" Order 19.09.2017

Permanent address of the document:

Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, Art. 2923; N 33, Art. 4386), I order:

2. Recognize the order of the Ministry of Education and Science of the Russian Federation of March 24, 2009 N 95 “On approval of the Regulations on the Psychological-Medical-Pedagogical Commission” (registered by the Ministry of Justice of the Russian Federation on June 29, 2009, registration N 14145) as invalid.

1. The regulations on the psychological, medical and pedagogical commission regulate the activities of the psychological, medical and pedagogical commission (hereinafter referred to as the commission), including the procedure for the commission to conduct a comprehensive psychological, medical and pedagogical examination of children.

2. The commission is created in order to timely identify children with special needs in physical and (or) mental development and (or) behavioral deviations, conduct their comprehensive psychological, medical and pedagogical examination (hereinafter referred to as the examination) and prepare, based on the results of the examination, recommendations for providing them with psychological, medical and pedagogical assistance and the organization of their training and education, as well as confirmation, clarification or modification of previously given recommendations.

The Central Commission is created by the executive body of the constituent entity of the Russian Federation, which carries out public administration in the field of education, and operates within the territory of a constituent entity of the Russian Federation.

A territorial commission is created by an executive body of a constituent entity of the Russian Federation exercising public administration in the field of education, or a local government body exercising administration in the field of education, and carries out its activities within the territory of one or more municipalities of a constituent entity of the Russian Federation.

The commission includes: an educational psychologist, teachers-defectologists (in the relevant profile: oligophrenopedagogue, typhlopedagogist, teacher of the deaf), teacher-speech therapist, pediatrician, neurologist, ophthalmologist, otorhinolaryngologist, orthopedist, child psychiatrist, social teacher. If necessary, other specialists are included in the commission.

The inclusion of doctors in the commission is carried out in agreement with the executive authority of the constituent entity of the Russian Federation in the field of health care or the local government body that manages the field of health care.

5. The composition and work procedure of the commission are approved respectively by the executive body of the constituent entity of the Russian Federation that carries out public administration in the field of education, and the local government body that carries out management in the field of education.

6. The number of commissions is determined at the rate of 1 commission per 10 thousand children living in the corresponding territory, but not less than 1 commission in a constituent entity of the Russian Federation. The number of commissions created is also determined based on the existing socio-demographic, geographical and other characteristics of the relevant territory.

7. Executive authorities of the constituent entities of the Russian Federation exercising public administration in the field of education, local government bodies exercising management in the field of education, organizations carrying out educational activities (hereinafter referred to as educational organizations), commissions inform parents (legal representatives) of children about the main areas of activity , location, procedure and work schedule of the commissions.

8. Information about the examination of children in the commission, the results of the examination, as well as other information related to the examination of children in the commission is confidential. Providing this information without the written consent of the parents (legal representatives) of children to third parties is not permitted, except in cases provided for by the legislation of the Russian Federation.

9. Executive authorities of the constituent entities of the Russian Federation exercising public administration in the field of education, and local government bodies exercising administration in the field of education, provide the commission with the necessary premises, equipment, computer and office equipment, and vehicles for organizing its activities.

A) conducting an examination of children aged 0 to 18 years in order to timely identify characteristics in the physical and (or) mental development and (or) deviations in the behavior of children;

B) preparation, based on the results of the survey, of recommendations for providing children with psychological, medical and pedagogical assistance and organizing their education and upbringing, confirmation, clarification or modification of recommendations previously given by the commission;

C) providing advisory assistance to parents (legal representatives) of children, employees educational organizations, organizations providing social services, medical organizations, and other organizations on issues of education, training and correction of developmental disorders of children with disabilities and (or) deviant (socially dangerous) behavior;

D) rendering federal institutions medical and social expertise to assist in the development of an individual rehabilitation program for a disabled child;

E) keeping records of data on children with disabilities and (or) deviant (socially dangerous) behavior living in the territory of the commission’s activities;

E) participation in the organization of information and educational work with the population in the field of prevention and correction of deficiencies in physical and (or) mental development and (or) behavioral deviations in children.

B) conducting an examination of children at the direction of the territorial commission, as well as in the event of an appeal by the parents (legal representatives) of the children against the conclusion of the territorial commission.

Request from executive authorities, law enforcement agencies, organizations and citizens information necessary to carry out their activities;

Submit to the government bodies of the constituent entities of the Russian Federation that carry out public administration in the field of education, and local government bodies that carry out management in the field of education, proposals on issues of improving the activities of the commissions.