Institution of vocational education for persons with disabilities. Organization of vocational training for persons with disabilities

E. M. Starobina

Specifics vocational education persons with disabilities health

The article reveals the features of vocational education of people with disabilities, which consists of an interdisciplinary approach, rehabilitation and educational essence, taking into account the characteristics of people with disabilities, in particular limitations in the ability to learn and subsequently work.

The article describes the specific of vocational education for people with disabilities, which is an interdisciplinary approach, rehabilitation and educational essence, taking into account the characteristics of people with disabilities, particularly educational and employment opportunities.

Keywords: vocational education of persons with disabilities, rehabilitation and educational environment, rehabilitation and educational technologies, accompanying services.

Key words: vocational education of persons with disabilities, rehabilitation and educational environment, rehabilitation and educational technology, accompanying services.

Adopted by the UN General Assembly in 2007, the Convention on the Rights of Persons with Disabilities recognizes the valuable current and potential contributions of persons with disabilities to the general well-being. Promoting the full enjoyment of human rights and fundamental freedoms by persons with disabilities will enable them to make significant strides in the human, social and economic development of society. It is necessary to recognize the right of persons with disabilities to education and work on an equal basis with others; disabled people must have access to vocational guidance, general and vocational education, adult education throughout life without discrimination and on an equal basis with others.

The Convention stipulates that states must recognize the right of persons with disabilities to education. In order to realize this right, inclusive education at all levels and lifelong learning must be ensured on the basis of equality of opportunity, while seeking to:

Towards the full development of human potential, fundamental freedoms and human diversity;

To develop the personality, talents and creativity of people with disabilities, as well as their mental and physical abilities to the fullest extent;

Towards empowering people with disabilities to participate effectively in society.

The rules of Article 19 Federal Law RF “On social protection of disabled people in Russian Federation» our state ensures that disabled people receive basic general, secondary (complete) general education, primary vocational, secondary vocational and higher vocational education in accordance with the individual rehabilitation program for the disabled.

In accordance with the provisions of Part. Part. 5, 6 tbsp. 19 of the same law, for disabled people who need special conditions for receiving vocational education, special vocational institutions of various types and types or corresponding conditions in professional educational institutions general type.

However, in practice these declarations are implemented with great difficulty.

Currently, in studies related to the study of vocational education of various categories of people with disabilities, the problems of forming a system of continuous multi-level variable vocational education for this category of students, integrating the existing system of specialized and mass institutions into a single educational space and improving specialized vocational education institutions have been raised. based on the introduction of effective rehabilitation and educational technologies and unified educational standards.

The theory of vocational education for people with disabilities (PWD) is currently just being formed at the intersection of several sciences: pedagogy, rehabilitation, psychology, sociology, medicine, etc. The specificity of the theory of vocational education for people with disabilities lies in its interdisciplinarity, rehabilitation and education essence. It is based on taking into account the characteristics of people with disabilities, in particular, various limitations in the ability to learn and subsequently work. At the same time, it is necessary to note the high social significance of this problem.

The problem of theoretical substantiation of the system of vocational education for people with disabilities arose relatively recently due to the need to ensure access for this category of students to high-quality vocational education. At the same time, we can state the lack of special educational conditions, special educational technologies, comprehensive psychological, pedagogical and medical-social support for students with special needs, trained teaching staff to ensure the preservation of their health and

functional adaptation in the conditions of the existing system of vocational education.

The basic principles of the system of vocational education for persons with disabilities are the principles of accessibility at all stages and levels of vocational education, the optimal content and volume of special educational and rehabilitation services, the combination of a strict vertical hierarchy and broad (developed) horizontal (regional and interregional) connections of educational institutions , regardless of their departmental subordination and forms of ownership.

The theory of vocational education of people with disabilities, being integrative in essence, in the rehabilitation aspect is characterized by specific concepts: “disabled person”, “person with disabilities”, “limitation of life activity”, “limitation of ability to work”, “limitation of ability to learn” ", "social protection", "rehabilitation of the disabled", "vocational rehabilitation".

From the point of view of rehabilitation, vocational education is one of its aspects, an element of vocational rehabilitation. Vocational training as a central link in professional rehabilitation is determined by the relationship with career guidance, choice of profession, pre-vocational training, on the one hand, and with employment and industrial adaptation as criteria for its effectiveness, on the other.

The most important categories of professional rehabilitation of disabled people are: labor potential, labor forecast, rational employment. Labor potential determines the possibility of training a disabled person in a specialty available to him and subsequent work in it, taking into account both individual and external factors and conditions. In the process of vocational education, the student is prepared for work in the conditions and forms of labor organization recommended to him. Regular and specially created production conditions are distinguished. In special working conditions and training in specialized educational institutions These are mainly needed by people with disabilities, people with disabilities, and those with learning disabilities.

Vocational education is designed to solve the problems of not only mastering a profession, but also social adaptation, integration into educational and work teams, society.

The composition of the rehabilitation component of the process of vocational education of disabled people is justified by an integrated approach to rehabilitation, the concept of psychological, pedagogical medical and social support of a person during educational process(E.I. Kazakova), which defines a comprehensive method of support, including the unity of diagnostics, information retrieval,

planning, consulting and assistance in implementing the support plan, in general view the functions and areas of activity of the support service are determined.

The main elements of the rehabilitation component of the process of vocational education of disabled people include: an accessible rehabilitation and educational learning environment, special rehabilitation and educational technologies, accompanying services.

The rehabilitation and educational environment is an environment adapted to the special needs of a disabled person in an educational institution, which provides conditions for the development of professional programs, adaptation of the individual in an educational institution and in society, solving problems associated with learning. This environment should compensate fully or partially for the disabilities of a disabled person and provide conditions for an optimal rehabilitation and educational process.

The rehabilitation and educational environment must be adapted not only to the educational needs of a disabled person, but also to his social, social, environmental, and sociocultural needs (moving around the building, communication, information, eating, performing basic hygiene procedures, etc.) . The environment should create conditions for rehabilitation during the educational process and subsequent fullest integration into society and the workforce. It is also necessary to take into account that not all disabled people can be competitive in the labor market and their employment requires specially created working conditions.

The following components of the rehabilitation and educational environment can be distinguished:

Special rehabilitation and educational technologies;

An unhindered environment for learning, communication and life activities for people with disabilities through architectural and planning solutions and technical support(individual and group technical means of training and rehabilitation);

Information support of the rehabilitation and educational process for people with disabilities in a form accessible to them, their relatives, teachers and other specialists;

Psychological, pedagogical and medical-social support of the educational process;

Favorable, friendly, psychologically comfortable atmosphere in a rehabilitation and educational institution.

It is necessary to clarify that in an educational institution during the vocational training of disabled people, the rehabilitation and educational environment ensures not only unhindered communication and life activities of disabled people to overcome the difficulties of social adaptation, but also

the main thing is optimal learning conditions in accordance with the special rehabilitation and educational needs of people with disabilities.

In socio-psychological terms, the formation of a rehabilitation and educational environment, for example, an institution of primary vocational education, is decisively determined by the action of subjective factors of socio-psychological adaptation of persons with disabilities among students who are not disabled.

The environment is the most important means of rehabilitation, being at the same time a healing, therapeutic means for people with disabilities. The concept of “environment” also includes the immediate environment, the social circle of a disabled person: this is the family, and those who surround him in a specialized institution, and those who are next to him at work, study, and during leisure hours. The nature of communication and relationships (relationships) of a disabled person with people around him depends not only on the characteristics of his personal properties, but also on the perception of him by others. They cannot be interpreted as a subjective reflection human relations or take only material or organizational aspects as a basis, it is necessary to consider them as a psycho-social factor with a guided nature of relationships. At the same time, the “material environment” (interior, comfort, informal atmosphere in the institution, etc.) is also important.

Rehabilitation and educational technologies are a set of organizational forms, methods and means providing vocational education. This is a pedagogical process and an aspect of professional rehabilitation at the optimal level, taking into account the specifics of the student population and the specific conditions of the educational institution, achieving specific educational and rehabilitation results in accordance with current educational and rehabilitation standards.

Rehabilitation and educational technologies should provide:

Organic connection and unity of educational and rehabilitation processes;

Optimal assimilation of educational material, both theoretical and practical;

Physical access to educational and production equipment,

Information accessibility;

Availability of interpersonal communication;

Psychological comfort of the rehabilitation and educational process;

Access to intensive, high technologies of training, communication and rehabilitation, when access to them is difficult due to specific

life restrictions;

More complete correction and compensation (and/or replacement) of impaired body functions is possible (for example, “artificial ear” processors, programmable and digital hearing aids, etc.).

The technological base should include special material, technical, educational and methodological bases that ensure accessibility and optimal efficiency of the rehabilitation and educational process for every disabled person, the creation of a special rehabilitation environment and educational space adapted to the needs of disabled people.

The organization of accompanying services is justified by the theory of integrated development support, which is transferred to the vocational education of people with disabilities, due to a number of reasons:

Recognition of the principles of humanistic pedagogy, which proclaims the human personality to be the greatest value, obliging us to create conditions for the maximum development of this personality;

Recognition of new approaches to the goals, content and effectiveness of education;

The presence of a clearly visible trend of annual increase in the number of disabled people wishing to receive vocational education, including in general educational institutions;

A significant increase in difficulties of an organizational, legal, technical, methodological, psychological, ethical nature that arise on the path of a disabled person during the period of vocational education and after its completion.

The main goals of accompanying people with disabilities in the process of vocational education are the following: organizing psychological, methodological, technical and educational support for this category of students. As forms of organization of support, both specialized departments (at general institutions or specialized ones for accompanying students of a given educational institution) and accompanying services are offered.

Accompanying services that provide an integrated approach to the rehabilitation of a disabled person during the learning process, his psychological, pedagogical and medical-social support, include methodological, psychological, social, medical, and technical services.

Methodological service provides adaptation curricula and teaching methods, introduction of modern educational, including specialized, and rehabilitation technologies, methodological support, interaction of accompanying services, supply of adapted educational materials and benefits.

The psychological service solves the following problems: development of individual programs for psychological support of students in an educational institution; participation in professional selection and professional selection; psychological diagnostics; psychological patronage, psychological assistance in the form of psychotherapy, psychocorrection, consultations and trainings in group and individual form; teaching students self-knowledge, methods of social and business communication, psychological self-regulation and self-realization; psychological assistance to teaching staff; psychological assistance to the family.

The social service solves the following tasks: coordination and control of the work of all accompanying services, maintaining individual rehabilitation diaries; development of individual programs for social support of students in an educational institution; participation in professional selection, professional selection and enrollment, conducting social diagnostics and organizing work on registering applicants and completing groups; social diagnostics; implementation of social patronage; identifying the “at-risk” group from a social point of view, carrying out social rehabilitation measures; intermediary function between students and the institution, as well as institutions civil service rehabilitation in the implementation of personal and professional plans; consulting people with disabilities on issues of social protection, benefits and guarantees, promoting the implementation of their rights; social training (social, everyday and social-environmental skills), organization of cultural and sports activities; promoting the rational employment of graduates in accordance with the acquired specialty and qualifications, cooperating with the employment service and employers; tracking the results of employment and professional activities of graduates, identifying the difficulties and problems they encounter in professional rehabilitation.

The medical service participates in professional selection and selection by assessing the health status of applicants, clarifying indications and contraindications for a specific specialty; develops individual programs for medical support for students in an educational institution; coordinates and coordinates its activities with medical institutions; sends students to medical institutions to receive highly specialized medical care, for sanatorium treatment, prosthetics and orthotics; trains students and their parents to implement medical rehabilitation measures at home, transfers medical knowledge, skills, carries out medical advisory and preventive work, sanitary, hygienic and medical education; monitors the health status

supervision of students, medical patronage, establishment of permissible educational and work loads and training regimen; identifying “at-risk” and “high-risk” groups from a medical point of view; making decisions when emergency medical care is needed; control of the sanitary condition of the institution, quality control and recommendations for catering, including dietary; carries out medical and recreational activities.

The technical service provides auxiliary technical training aids (for example, specialized work tables, supports for sitting and changing body positions, etc.), accessibility of premises (bridges, ramps, descents, audio-speech environment, visual environment, etc.), labor safety and adaptation of educational and work places during industrial training, equipment of educational, recreational and living environments for various categories of disabled people; individual consultation on equipping students’ workplaces and homes.

Such provision of a rehabilitation component in the process of vocational education of disabled people will ensure high efficiency in mastering the profession of systemic, multidisciplinary support, its continuous nature, reliance on the positive internal potential of the child’s development, interaction instead of influence, as well as the priority of the interests of the person being accompanied, the independence and autonomy of support service specialists (always on the side child).

Long-term practice of the activities of specialized vocational education institutions of the social protection system has shown that such an organization of the rehabilitation component of the learning process, based on the principles of continuous systemic, multidisciplinary support of the learning process based on the positive internal development potential of the individual, ensures high efficiency in mastering the profession of disabled people.

Currently, more and more general vocational education institutions are creating specialized departments and groups for the professional training of students with disabilities, and an integrated approach to training is gradually beginning to be implemented. However, this activity is not supported either normatively, methodologically, technically, or personnel, which does not contribute to ensuring the preservation of the health of this category of students, their functional adaptation in the conditions of the existing system of vocational education.

The problem of effective integrated vocational education of people with disabilities in accordance with international standards should be solved in line with the directions outlined above at both the federal and regional levels.

Bibliography

1. Kantor V.Z., Murashko V.V. University in the system of continuous education of disabled people: socio-psychological aspects of the rehabilitation and educational space. // Lifelong education: problems of formation and development of lifelong education. - St. Petersburg: Leningrad State University named after. A.S. Pushkina, 2002. - P. 183-191.

2. Nikulina G.V. Modern approaches to professional training of visually impaired people // Social partnership in adult education, vocational training and retraining of the population: materials of Ros. scientific-practical conf. - St. Petersburg: RNPC, 2002. - pp. 72-73.

3. Ptushkin G.S. Organization of vocational training in a special state educational institution // Dokl. All-Russian scientific-practical Conf., 11-13 Oct. 2000 - M.: VNPK, 2000. - P. 3-10.

4. Stanevsky A.G. Model innovative education disabled people, integrated with social policy// Integrated professional education of hearing impaired people at MSTU. N.E. Bauman. - M.: MSTU, 2000. - P. 19-27.

5. Starobina E.M. Vocational education of disabled people. - M.: Intellect-Center, 2003. - 192 p.

6. Khrapylina L.P. On the issue of special educational technologies for disabled people // Medical and social examination and rehabilitation. - M.: ITU, 1998. -S. 30-31.

Training for persons with disabilities and disabilities, work experience

teacher E.R. Yastrebova

FCPOU "NTTI" Ministry of Labor of Russia

“Today it is necessary to continue working on the full integration of people with disabilities into the life of society, to promote their rehabilitation and social adaptation, to help them gain confidence in their abilities, get an education, find interesting work, to realize their abilities in creativity and sports,” said Dmitry Medvedev at the V Congress of the All-Russian Society of Disabled People.

Methodical activity the teacher is due to the improvement of teaching methods, the availability of the necessary educational literature, educational and methodological documentation, educational and methodological support for taught disciplines and professional modules, implementation of OPOP, provision of extracurricular creative work.

In this regard, in order to increase the level of teaching skills and implement the principles of cooperation pedagogy, she studied current regulatory and methodological documents in education, analyzed publications in the journals “Specialist”, “Secondary Vocational Education”, “Bulletin of Education”, “Standards and Monitoring”, “Educational Policy”, etc., program - teaching materials. Attended classes with colleagues, exchanged experience with teachers in rehabilitation and educational mode and analyzed the results of their activities.

In order to expand and deepen professional knowledge, I visited shoe factories, studied materials on the competency-based approach to vocational training, as well as special literature in the specialty, the magazine “Leather and Footwear Industry”, Internet sources, etc.

For the purpose of self-improvement and accumulation of teaching experience, she took part in methodological work review-competitions, in city and regional seminars, scientific and practical conferences, exhibitions, Territorial methodological associations in economics.

In order to form and develop students’ general and professional competencies, develop interest in future profession, improving the quality of their preparation for practical independent activities in the disciplines and interdisciplinary courses I teach:

1) used educational and rehabilitation technologies of training and education: personality-oriented education, multimedia technologies, individualization, rating system knowledge assessment. She developed students’ professional and creative interest in their chosen specialty, and used elements of intensive pedagogical technologies (basic notes, individualization of learning, problem-based learning, self-development learning). In order to implement health-saving technologies, she combined frontal, individual and group forms of work, which makes it possible to differentiate and individualize the load on the student, to make fuller and more efficient use of study time. To maintain high performance and avoid reducing overwork, students carried out dynamic breaks, alternating types of activities, which ultimately has a beneficial effect on both the body and learning ability in general.

The development of effective health promotion measures is of exceptional importance when training persons with disabilities. Establishing a harmonious connection between learning and health provides a qualitative shift towards increasing the efficiency of the educational process.

2) In order to increase motivation cognitive activity students, training memory, intelligence, developing interest in the subject being studied and enhancing mental and cognitive activity, In the classroom, she gave priority to the practical activities of students. The ideal means for solving this problem is the project method: preparation for individual questions in the disciplines being studied, making presentations, mini-projects, completing coursework and diploma projects . Also, I used a teaching method based on real situations in my work. The advantage of this is the ability to optimally combine theory and practice, which seems quite important when training future specialists. The introduction of this form of training makes it possible to put into practice a competency-based approach, which enriches the content of the discipline and professional module.

To enhance learning, I used the following techniques:

formulating the purpose of the student’s activity, indicating his personal interest (even if it is an interest in a grade; or, designating this practical activity as a stage in solving more important problems that simply needs to be overcome);

adding a gaming, competitive element to practical activity (especially if it is routine), then it will acquire at least temporary significance (for example, instead of banal solving problems in economics, organizing competitions with a stimulating rating is very effective, students try to solve the problem faster than others and, get a point accordingly);

creating an unusual atmosphere during the activity, making the training session non-standard (for example, asking the group to solve the problem of the training session together or in groups, allowing discussion, distributing roles, assigning responsibility, etc.);

problematic presentation of the material, which allows students to activate their logical and creative thinking, which in turn teaches them to discuss, express and defend their point of view, gives everyone the opportunity to express their vision of the situation, solution to the problem, etc.;

creating a situation of success - due to the friendly attitude of the teacher, creating a favorable emotional atmosphere in the classroom, implementing an individual approach, differentiated selection of tasks, which allows each student to believe in themselves.

I believe that a lesson can be structured in such a way that, while organizing the targeted transfer of new material to students, at the same time ensure their individual development, independent learning activities, or structure the lesson in such a way that students independently find answers to the questions posed. A very important task is to develop in them the desire to independently expand their knowledge, work with additional literature, the ability to highlight the main thing, systematize the material, the ability to explain and prove. To do this, I use various tasks in class, for example: having the text of a textbook, find answers to the questions posed. This is a simple task, but a more complicated one - using the text of the textbook, create a supporting summary. Or I give a basic summary of a new topic and lead an explanation based on it, the guys see the integrity of the material, the interaction of issues and immediately point out the interdisciplinary connections - where it will be used, for what, at what stage. This ensures long-term retention by students of the material being studied, because Each student achieves his own result in mastering the topic, which is recorded by the teacher during an individual check of the assignment.

3) When working with students in the classroom, I used the recommendations of the psychological service on the structure of psychological competence; features of mental and personal development of disabled people of early adolescence; methods and forms of development of cognitive activity in the process of theoretical learning, etc.

Guided by the system-role model of personality formation, as part of the study of the disciplines and professional modules I taught, I regularly carried out targeted educational work in the classroom.

4) Throughout the year, using rating technology for assessing students’ educational achievements, I conducted monthly monitoring educational activities based on key indicators (attendance, academic performance, quality of knowledge, SOC), monitored each student by topic, in each discipline and professional module, using incentive points for academic success and creative activity and sanctions for poor academic performance. This method summing up allows you to make an analysis and certain conclusions, and therefore, adjusted the educational work in accordance with the intellectual, psychological and physical capabilities of the students.

5) Conducted self-examination in groups in all disciplines and professional modules taught by me. Control sections were carried out in order to identify and objectively assess the quality of students’ assimilation of the content of a specific discipline and professional module. As a research method I used the ones developed by me test tasks. The tasks meet the requirements for the minimum content of education and are aimed at identifying the basic competencies provided for by the requirements for training students of a secondary vocational educational institution.

Using the recommendations of the psychological service and the results of the rating, she identified knowledge gaps specific to each student, their causes, and conducted additional classes taking into account the individual characteristics and difficulties of the students in accordance with the planned rehabilitation routes.

The main task of extracurricular educational and rehabilitation work is to form general cultural and professional competencies, the creative personality of a future specialist capable of self-development, self-education, and innovative activity. This is the planned educational, educational and research work of students, carried out during extracurricular time according to the instructions and with the methodological guidance of the teacher.

The main principle of organizing extracurricular educational and rehabilitation work is an integrated approach aimed at developing the skills of reproductive and creative activity of the student in the classroom, with extracurricular contacts with the teacher, and with home preparation.

This involves focusing on active methods of acquiring knowledge, developing the creative abilities of students, the transition to individualized learning, taking into account the needs and capabilities of the individual, in order to develop the ability to learn, form abilities for self-development, creative application of acquired knowledge, and methods of adaptation to professional activities.

In this regard, she carried out extracurricular educational and rehabilitation work: additional classes to eliminate gaps in knowledge, for students doing extracurricular independent work, to increase rating scores; for students studying under individual educational programs; consultations for the formation of the professional part of the portfolio.

Used the following types of extracurricular independent work:

Independent study of the topic;

Preparation of reports and abstracts;

Preparing a presentation on the topic;

Searching for additional information (working with additional literature, the Internet);

Preparation of questions on the topic, crossword puzzles, tasks;

Drawing up supporting notes on the topic;

Individual independent tasks on solving professional problems, drawing up tests and selecting answers to them in different versions;

Tasks for working with reference literature and regulatory documentation;

Independent work with reference literature on implementation course work according to PM.04 Management of a structural unit of an organization;

Independent work with GOSTs, regulatory documents when performing practical work, diploma project, etc.

Independent work introduces students to scientific creativity, searching and solving pressing modern problems.

Sufficiently stable results in the education of persons with disabilities and disabilities are achieved due to the fact that the educational and rehabilitation process was carried out on the basis of system software and educational and methodological support, taking into account interdisciplinary connections, the national-regional component, the achievements of science, technology, technology in the field of implemented educational programs .

Literature

Internet resources:

Receiving education for children with disabilities is one of the main and integral conditions for their successful socialization, ensuring their full participation in the life of society, effective self-realization in various types of professional and social activities.

In article 43 The Constitution of the Russian Federation stipulates that everyone has the right to education. Universal access and free preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises are guaranteed.

Among the wide range of subjects of the right to education, there are persons with a special legal status, these are persons with disabilities. The peculiarities in the legal regulation of their position in the field of education are caused by the need to secure guarantees for the realization of the right to education. The purpose of the law was not so much to eliminate the situation in which they could actually be excluded from the education system and public life, but to create the most favorable conditions for the education of this group of people.

In this regard, ensuring the realization of the right of children with disabilities to education in the Federal law No. 273-FZ is considered as one of the most important tasks of state policy in the field of education.

Features of the organization of educational activities for students with disabilities are determined by the Ministry of Education and Science of Russia together with the federal executive body that carries out the functions of developing state policy and legal regulation in the field of social protection of the population.

New law on education gives a range of basic definitions, in particular, the definitions of a student with disabilities, inclusive education, and an adapted educational program are given:

· student with disabilities - an individual who has deficiencies in physical and (or) psychological development, confirmed by a psychological-medical-pedagogical commission and preventing them from receiving education without the creation of special conditions.

· inclusive education - ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities;

· adapted educational program - an educational program adapted for training persons with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.

In order to ensure the realization of the right to education of students with disabilities, federal state educational standards for the education of these persons are established or special requirements are included in the federal state educational standards.

Education for students with disabilities can be organized:

v together with other students;

v in separate classes, groups;

v in individual organizations carrying out educational activities.

Organizing the education of children with disabilities in general educational institutions, located, as a rule, at the place of residence of the child and his parents, makes it possible to avoid placing children in a boarding school for a long time, to create conditions for their living and upbringing in a family, to ensure their permanent communication with normally developing children and, thus, contributes to the effective solution of problems of social adaptation and integration into society.

The main article that defines the features of teaching people with disabilities is Art. 79 “Organization of education for students with disabilities.” The law obliges to create special conditions for training the groups of people we are considering and specifies these conditions: the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical teaching aids for collective and individual use, the provision of assistant services , providing students with the necessary technical assistance, conducting group and individual correctional classes, providing access to the buildings of organizations carrying out educational activities, and other conditions without which it is impossible or difficult for students with disabilities to master educational programs.

The content of education and the conditions for organizing the training and education of students with disabilities are determined by the adapted educational program, and for disabled people also in accordance with the individual rehabilitation program for the disabled person.

Special conditions for obtaining education by students with disabilities are understood as the conditions for the training, education and development of such students, including:

v the use of special educational programs and methods of training and education;

v special textbooks, teaching aids and teaching materials;

v special technical teaching aids for collective and individual use;

v providing the services of an assistant (assistant) who provides students with the necessary technical assistance;

v conducting group and individual correctional classes;

v ensuring access to the buildings of organizations carrying out educational activities;

v other conditions without which it is impossible or difficult for students with disabilities to master educational programs.

When receiving education, students with disabilities are provided with free special textbooks and teaching aids, other educational literature, as well as the services of sign language interpreters and sign language interpreters.

Selected organizations carrying out educational activities based on adapted basic general education programs, are created by government authorities of the constituent entities of the Russian Federation for the deaf, hard of hearing, late deafened, blind, visually impaired, with severe speech impairments, with musculoskeletal disorders, with mental retardation, with mental retardation, with autism spectrum disorders, with complex defects and others students with disabilities.

The state, represented by the government bodies of the Russian Federation authorized by it and the government bodies of the constituent entities of the Russian Federation, provides training teaching staff who are proficient in special pedagogical approaches and methods of training and education of students with disabilities, and promotes the involvement of such workers in organizations carrying out educational activities.

The law reflects an increase in funding for education for this category of persons, Art. 99 “Features of financial support for the provision of state and municipal services in the field of education” says that the standards determined by the state authorities of the constituent entities of the Russian Federation, standard costs for the provision of state or municipal services in the field of education should take into account the creation of special conditions for obtaining education for students with disabilities .

Naturally, the Law establishes not only norms related directly to the right to receive an education, it also touches on related rights, in particular the right of students with disabilities living in an organization carrying out educational activities to be fully supported by the state and to be provided with food, clothing, shoes, soft and hard equipment, all students with disabilities are provided with free two meals a day; for scholarships and other monetary payments, a special procedure for admission to study in an organization engaged in educational activities, preferences when paying parents (legal representatives) for the supervision and care of children studying educational programs preschool education in organizations engaged in educational activities.

Besides, “Duties and Responsibilities of Teaching Workers” obliges all teachers to take into account the characteristics of the psychophysical development of students and their health status, comply with the special conditions necessary for receiving education by persons with disabilities, and interact, if necessary, with medical organizations.

Focusing on the integration and joint education of children of different categories, teaching children with special needs adapted programs, The law did not miss special cases, in particular for students in need of long-term treatment, disabled children who, for health reasons, cannot attend educational organizations; training in educational programs of primary general, basic general and secondary general education is organized at home or in medical organizations. In particular “Protecting the health of students” says that for students mastering basic general education programs and in need of long-term treatment, educational organizations are created, including sanatoriums, in which the necessary medical, rehabilitation and health measures are carried out for such students. Education of such children, as well as disabled children who, for health reasons, cannot attend educational organizations, can also be organized by educational organizations at home or in medical organizations. The basis for organizing training at home or in a medical organization is the conclusion of the medical organization and a written request from parents (legal representatives).

Persons with disabilities (with various forms mental retardation), those who do not have basic general and secondary general education and have studied in adapted basic general education programs, are issued a certificate of training according to the model and in the manner established by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.

State authorities of the constituent entities of the Russian Federation ensure that students with disabilities (with various forms of mental retardation) who do not have basic general or secondary general education receive vocational training.

At the moment, the regulatory framework for organizing the education of people with disabilities has not been fully developed. Certain provisions have been regulated by establishing at the level of the Russian Ministry of Education and Science the specifics of the organization and implementation of educational activities in accordance with relevant educational programs. At the same time, the necessary changes to the Federal State Educational Standard have not yet been made, and therefore many organizations have questions about how they can continue their activities.

By-laws adopted earlier remain in effect with regard to the specifics of working with persons with disabilities until the correction of federal state educational standards and until the adoption of additional by-laws, subject to two conditions. First, the act was not specifically repealed. Secondly, it does not contain direct contradictions to the new Federal law

INCLUSIVE MODELS OF EDUCATION FOR CHILDREN WITH LIMITED HEALTH OPPORTUNITIES

Inclusive(French) inclusive- including) education- the process of development of general education, which implies the accessibility of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.

Today inclusive education is understood by Russian scientists as a process of joint education and training of persons with disabilities and normally developing peers. Through such education, children with disabilities can achieve the fullest progress in social development. The system of psychological and pedagogical assistance in inclusive education is based on social adaptation and rehabilitation of children with disabilities.

The described approach allows us to consider correction and compensation of developmental disorders not as the final goal, but as one of the most important conditions for the most adequate and effective entry of a child or adolescent into society. Russian model of inclusion is based on the positions of L.S. Vygotsky, who thought of the individual and the environment as an integrity. According to his views, the social environment is of paramount importance for the development of a child with disabilities.

True Integration involves organizing optimal conditions for each child with special needs in a general education institution. The simple transfer of a student from a special educational institution that has everything necessary (equipment, and most importantly, a staff of qualified specialists) to a general education institution that is unsuitable for him kindergarten or school has nothing to do with integration appropriate to the child's capabilities and special needs.

Formal inclusion is a hidden form of discrimination. If a child is given access to a general education system that does not have the facilities to provide education that meets his or her specific needs, his or her right to a quality education is effectively violated. In this case, the child’s situation not only does not improve, but worsens.

True Integration involves organizing optimal conditions for each child with special needs in a general education institution.

Basic tasks inclusive education:

1) expanding the coverage of needy children with the special pedagogical assistance they need;

2) providing children with disabilities with the opportunity to be integrated into the environment of normally developing peers;

3) providing parents (legal representatives) with the opportunity to receive the necessary advisory assistance;

4) providing teachers working with integrated children with constant and qualified methodological assistance.

Inclusion refers to the inclusion of children in a way that takes into account their special needs, contributes to the development of these children and the disclosure of their potential.

Basic conditions inclusive education:

1) the ability to choose for a child the option of organizing integrated education that is accessible and useful for his development;

2) the desire of parents to educate their child together with normally developing peers;

3) the desire and readiness of the family to systematically help the child in the learning process.

The construction of a model of inclusive (integrated) education for preschool children with disabilities is based on the following fundamental principles:

Humanization of the education system, creation of conditions to meet the educational needs of various categories of children;

Interaction of mass and special education structures in the implementation of integrative approaches to teaching children with disabilities;

Access to education for children with developmental defects of varying severity and depth;

Ensuring timely diagnosis of developmental disorders, aimed at developing an individual educational route for each child, providing for education and upbringing in the least restrictive conditions;

Individualization of education for children with disabilities as a universal mechanism aimed at helping the child realize his individual educational capabilities and needs;

Formation of a data bank of children with disabilities.

Among the main advantages, proponents of inclusion most often mention that as a result, the “included” child successfully masters social experience. The second advantage of inclusion is that children from the “included child” environment become kinder and more caring.

The quality of the educational process in integrated groups is largely determined by the coordinated and purposeful actions of all teachers and specialists working with children. This circumstance determines the need to develop integration models in accordance with the characteristics of children and the capabilities of a preschool educational institution (human resources, legal, material, technical, scientific and methodological support for the process of integrated education).

It has been shown that the most adequate conditions for carrying out targeted work on the integration of children with developmental disabilities are provided by combined educational institutions, i.e. institutions with both regular and special preschool groups and school classes.

Under these conditions, it is possible to effectively integrate children, taking into account the level of development of each child, choosing a useful and possible “share” of integration for him, i.e. one of the models:

1) Constant full integration - effective for those children whose level of psychophysical and speech development meets or approaches the age norm, who is psychologically ready for joint learning with healthy peers.

2) Constant incomplete integration - useful for preschoolers with different levels of mental development, but without combined disorders. Effective for those who, along with their normally developing peers, are able to master only a small part of the necessary skills and abilities, and spend only part of their educational and extracurricular time with them.

3) Permanent partial integration - expanding communication and interaction of children with disabilities with their normally developing peers.

4) Temporary partial integration - Preschoolers of the correctional group unite with normally developing children at least 2 times a month to conduct joint activities.

5) Episodic integration - the meaning of this integration is the purposeful organization of at least minimal social interaction of children with severe developmental disorders with peers (holidays, competitions, exhibitions of children's works, clubs, etc.)

The implementation of all these models presupposes the mandatory management of the integration process by a teacher-defectologist, who helps mass teachers in organizing the upbringing and education of a child with developmental disabilities in a group of healthy peers.

Every child with developmental disabilities receives the necessary psychological and pedagogical assistance and support.

Speaking about inclusive education, it should be noted that this is not only the creation of technical conditions for unhindered access of children with disabilities to educational institutions, but also the specifics of the educational process, which should be built taking into account the psychophysical capabilities of a child with disabilities. Educational institutions must organize high-quality psychological and pedagogical support for a disabled child, as well as create a special moral and psychological climate in teaching and student teams, based on an understanding of the problems, needs and aspirations of a disabled child and on the desire to help him.

For normally developing children, the development of integration is no less important, since this form of educational organization allows them to purposefully prepare them for the unconditional acceptance of a person with special social and educational needs, and to form a tolerant attitude.

Every child from birth has and is guaranteed by the state the rights and freedoms of man and citizen in accordance with the Constitution of the Russian Federation, generally accepted principles and norms of international law, international treaties of the Russian Federation, the Family Code of the Russian Federation and other normative legal acts.

In 2012, the Russian Federation ratified the Convention on the Rights of Persons with Disabilities, according to which Russia not only recognizes right of persons with disabilities to education , but must also provide education disabled children at all levels, including preschool. To achieve this goal, regulatory legal acts regulating the social protection of people with disabilities in the Russian Federation are brought into line with the provisions of the Convention. According to Law No. 181-FZ, the state supports the acquisition of education by people with disabilities and guarantees the creation of the necessary conditions for its receipt.

Support for general and vocational education, as well as vocational training for people with disabilities, is aimed at:

· to exercise human rights and freedoms on an equal basis with other citizens;

· development of personality, individual abilities and capabilities;

· integration into society.

Educational authorities and educational organizations, together with social protection authorities and health authorities, ensure that people with disabilities receive public and free pre-school, primary general, basic general, secondary general education and secondary vocational education, as well as free higher education.

General education, vocational education and vocational training of disabled people are carried out in accordance with adapted educational programs and individual rehabilitation programs.

Disabled children and their parents (legal representatives) are provided with information on issues of education and rehabilitation.

When disabled people receive education, including at home and in the form of family education, they should be provided with psychological and pedagogical support.

Disabled people can receive education in organizations that carry out educational activities to implement basic general education programs , in which special conditions have been created for students with disabilities (hereinafter referred to as disabilities), as well as in certain organizations that carry out educational activities according to adapted basic general education programs.

If it is impossible to educate disabled children in basic general education programs in educational organizations, educational authorities, with the consent of the parents (legal representatives) of disabled children, ensure the organization of their education in basic general education programs at home. The basis for such training is a written request from their parents (legal representatives) and a conclusion from a medical organization.

The list of diseases, the presence of which gives the right to study in basic general education programs at home, is approved by the federal executive body authorized by the Government of the Russian Federation.

The procedure for regulating and formalizing relations between a state (municipal) educational organization and parents (legal representatives) of disabled children in terms of organizing training in basic general education programs at home is established by a regulatory legal act of the authorized government body of a constituent entity of the Russian Federation. The amount of compensation for the expenses of parents (legal representatives) of disabled children for these purposes is determined by laws and other regulatory legal acts of the constituent entities of the Russian Federation and are the expenditure obligations of the constituent entities of the Russian Federation.

When organizing distance education disabled children must also be guided by the Decree of the Government of the Russian Federation dated July 18, 1996 No. 861 and the letter of the Ministry of Education and Science of Russia dated September 30, 2009 No. 06-1254, which sent recommendations on creating conditions for distance learning disabled children who need home education in a constituent entity of the Russian Federation.
Measures aimed at state support for disabled children and children with special needs are listed in National strategy actions in the interests of children for 2012-2017.

They provide:

v Creation unified system early assistance services for disabled children and children with disabilities, including medical,

v rehabilitation, correctional and pedagogical assistance to the child,

v socio-psychological and advisory assistance to his parents;

v ensuring continuity of early assistance and assistance in preschool age, development of inclusive preschool education, organization of comprehensive preparation of a disabled child and a child with disabilities for schooling;

v legislative enshrinement of ensuring equal access for disabled children and children with disabilities to quality education at all levels, guaranteed implementation of their right to inclusive education at their place of residence, as well as respect for the right of parents to choose an educational institution and form of education for the child;

v introduction of an effective mechanism to combat discrimination in the field of education for children with disabilities and children with disabilities in case of violation of their right to inclusive education.

Separate requirements for the quality of education for children with disabilities are made by GOST R 52142-2003. According to the standard, conditions for disabled children must be created taking into account their physical condition, the nature of the disability and provide the necessary amenities in the process of education and training. Special educational programs must be drawn up taking into account the ability of a particular disabled child to perceive and master upbringing and learning skills.

Official source

· Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (as amended on July 23, 2013). Art. 2

· Federal Law of July 24, 1998 No. 124-FZ “On the Basic Guarantees of the Rights of the Child in the Russian Federation” (as amended on July 2, 2013). Art. 6

· Federal Law of November 24, 1995 No. 181-FZ “On the social protection of disabled people in the Russian Federation” (as amended on July 2, 2013). Art. 19

· Decree of the President of the Russian Federation dated June 1, 2012 No. 761 "On the National Strategy of Action in the Interests of Children for 2012-2017"

· Decree of the President of the Russian Federation dated October 2, 1992 No. 1157 “On additional measures of state support for people with disabilities” (as amended on September 24, 2007)

· Decree of the Government of the Russian Federation dated July 18, 1996 No. 861 “On approval of the Procedure for raising and educating disabled children at home and in non-state educational institutions” (as amended on September 4, 2012)

· National standard of the Russian Federation "Social services to the population. Quality of social services. General provisions. GOST R 52142-2003", approved by Resolution of the State Standard of Russia dated November 24, 2003 No. 326-Art. Subclause 4.5.5

· Letter of the Ministry of Education and Science of Russia dated September 30, 2009 No. 06-1254 “On Recommendations for organizing activities to create conditions for distance learning for disabled children who need home education in a constituent entity of the Russian Federation”

· Letter of the Ministry of Education and Science of Russia dated April 18, 2008 No. AF-150/06 “On creating conditions for children with disabilities and disabled children to receive education”

According to statistics, in the modern world the number of people of working age with certain health conditions is increasing by 2% per year. As the number of disabled people of working age grows, employers need, instead of a policy of avoiding employees with disabilities, to develop new standards for selecting applicants for vacancies. And psychologists should prepare for the fact that at any moment they may be tasked with career guidance for this category of people. There are 10 million people with disabilities in Russia. And only a small part of them are socially adapted and employed, so the problem is widespread.

When providing career guidance to disabled children, a pedagogical focus on rehabilitation measures is recommended. Work with this group begins as early as possible and is carried out during the training process. It is important to work not only with the child, but with the family of the disabled person. The main principle of vocational guidance for children with disabilities of the second and third groups is occupational therapy in workshops of various profiles, which contributes to the development of practical skills simple types labor. Career guidance for citizens with mental retardation has its own specifics. The learning process is accompanied by psychotherapeutic and psychocorrectional work. The main issue for disabled people since childhood is the primary choice of profession.

A fundamentally different situation arises for persons with acquired disabilities. They previously received vocational education and mastered certain skills, but due to illness they cannot continue to work in their existing specialty. In this case, we are talking about rational employment (the recommended job must be adequate to the capabilities of the sick person, consistent with his personal motives and professional training). Often, training in skilled professions takes place directly on the job – in the form of retraining workers. When choosing a new profession, it is necessary to take into account the capabilities, inclinations and previous activities, as well as pay attention to issues of psychological support, since the trauma that has occurred and the acquired disability change the usual way of life of the sick person, complex rehabilitation is required.

When providing assistance to disabled people, the severity of disability is taken into account. Thus, persons with the first disability group are in the most severe condition in terms of physical health status, dysfunction of higher nervous activity and, as a consequence, from the standpoint of social adaptation and labor rehabilitation. At the same time, persons with the second and third groups of disability have impairments of moderate and mild severity, respectively, and may well succeed professionally. In 2011, the Center for Testing and Development “Humanitarian Technologies”, commissioned by the Moscow Department of Labor and Employment, developed modern Lists of recommended professions for citizens with different types restrictions on life activity (see appendix EP-14-8). This list contains quite a few professions that require higher professional education, and not just primary and secondary vocational education, as was previously customary.

When organizing assistance to the professional self-determination of persons with disabilities (PWD), it is necessary to take into account that the course of the disease, as a rule, differs in that a certain personal deformation of the PWD occurs.

Such deformation creates additional difficulties when conducting professional counseling, since people with disabilities often have inadequate methods of professional self-determination.

First of all, we can talk about the following problems affecting the process of professional counseling for persons with disabilities:

they do not know their capabilities and limitations, they evaluate themselves inadequately;

do not realize their strengths and weaknesses;

do not have sufficient information about real production, professions and their requirements for workers;

do not have information about professional training opportunities, the procedure and employment opportunities, and the most in-demand professions;

Afraid of discovering the true extent of their disability;

socially poorly adapted, the necessary social skills have not been formed;

readiness for work and work attitude are not formed, they are infantile.

The presence of these features should be taken into account when conducting a professional consultation conversation. If necessary, the conversation should be aimed at correcting the inadequate ideas of the PWD and his parents.

During the consultation process, the results of the diagnosis and the possibility of training PWDs in primary or secondary vocational education institutions should be discussed.

When discussing options for professional choice, the consultant finds out how well the consulted PWD understands the content of professional activity and the conditions for its implementation in specific workplaces. If the person being consulted does not have such ideas or they do not correspond to reality, the consultant provides the necessary information. Professional counseling should help develop the life perspective of the person being counseled. To do this, you should help the person being consulted in forming realistic plans regarding the professional sphere of his life.

The humanization processes taking place in society and associated with changes in the regulatory and legal field highlight in a special way the problems of creating a barrier-free educational environment for all categories of citizens. Various aspects of preparing young people with mental disabilities for professional activities are of particular relevance. For them, obtaining a professional education is one of the main and integral conditions for their successful socialization, full participation in the life of society, and effective self-realization in various types of professional and social activities. This is determined by the fact that for most graduates of special (correctional) general education schools or boarding schools, only labor training aimed at vocational training provides correction and compensation for their psychophysical development and the possibility of employment in the field of material production in modern conditions economic development society (G.V. Vasenkov).

Professional and labor socialization of persons with mental disorders is a set of pedagogical means aimed at developing:

basic learning activities for various educational fields and academic subjects;

readiness for an informed professional choice, taking into account cognitive and personal abilities and capabilities in the conditions of specially organized career guidance work;

a wide field of activities in the field of future professional activity through the use of potential opportunities for additional education;

a holistic understanding of professional work, including knowledge about the content of work, the conditions for its implementation and experience of social interaction in the work team.

Various authors, considering the issues of professional and labor socialization of persons with disabilities, note four significant features of professional and labor socialization. First feature. Socialization is considered as the leading goal, the main process and the key result of educational and professional work. Second feature. Disabilities and social development students, pupils with mental disorders, give the teacher the right in his practical activities to determine the extent to which schoolchildren are included in mastering the profession. Third feature. Professional and labor socialization of persons with mental disorders is carried out in specially created conditions in which students are constantly expanding and expedient activity. At the same time, the teacher’s work in the direction of maximizing the development of the labor skills and inclinations of young people is recorded in a special way. Fourth feature. The organization of educational and professional training for persons with intellectual disabilities is of a deliberate nature, which ensures the future labor success of students. Intentionality sets the direction of the educational and labor process, consolidating the organizing role of the teacher in understanding the features of modern production and social life in general.

The tasks of labor training for students with disabilities are: nurturing a motivated, life-interested attitude towards work and the formation of appropriate personality qualities (the ability to work in a team, a sense of independence, self-affirmation, responsibility; correction and compensation by means of labor training for deficiencies in physical and mental development; professional preparation for productive a pile that allows those who graduate from school to work in production). These tasks are fundamental for all categories of children with disorders of psychophysical development. They are of particular importance in relation to students with intellectual disabilities, for whom the role of vocational training is associated with the need to gain experience in a range of vocational training profiles while still at school. This creates the basis for motivation to labor training, contributes to the formation of the foundations of labor skills and, ultimately, lays the foundation for successful socialization.

As practice shows, solving problems of labor training and provision employment persons with mental disabilities should be carried out in an educational, adaptation and rehabilitation environment educational organizations implementing adapted educational programs for persons with mental retardation. Communication with practicing teachers and our experience prove that the conditions created in them and the content of vocational training, designed adequately for the cognitive capabilities, physical status of students and their labor needs, are capable of ensuring the student’s mastery of labor skills and abilities, professional programs, the formation general culture personality, solving multi-dimensional development problems. This environment, if possible, compensates for the limitations in the life of a mentally retarded child, allowing him, after graduating from school, to enter the labor market in areas accessible to him and achieve a certain level of socialization.

At the school level, the problems of organizing vocational training for people with intellectual disabilities are related to the existing system of their vocational training and modern market socio-economic conditions that make it difficult for them to find employment; are determined by increased qualification requirements for the training of specialists and the characteristics of the mental and physical development of students, which complicate their mastery of even professions accessible to their capabilities; are associated with a limited number of professions in which persons with mental retardation can be employed, and an even smaller number in which vocational training for students in correctional schools and boarding schools can be carried out (G.V. Vasenkov, A.N. Graborov, G. M. Dulnev, V. Yu. Karvyalis, L. S. Mirsky, etc.).

When students with mental retardation move to the next stage of education, systemic problems of their professional training are highlighted, related to the design and systematization of organizational and pedagogical conditions in institutions of various types and departmental subordination (professional rehabilitation and educational institutions, educational institutions of secondary vocational education, psychoneurological boarding schools, alternative forms of vocational training, etc.). The main set of problems is associated with the unpreparedness of engineering and teaching staff for psychological and pedagogical support for persons with disabilities high level their professional skills. A mini-questioning, carried out in February-May 2016 as part of a series of scientific and practical seminars on the issues of vocational training of persons with disabilities, showed insufficient readiness of vocational training masters to identify the characteristics of the psychophysical development of adolescents and youth with disabilities, ignorance of the basics of special psychology and pedagogy, difficulties in implementing vocational education technologies and psychological and pedagogical support for students with disabilities; difficulties in designing and implementing adapted educational programs and educational and methodological complexes, when carrying out ongoing monitoring of progress and intermediate certification of students with atypical development. The lack of competence of an adult who organizes vocational training complicates the process of socialization of students with disabilities.

A way out of this situation could be a mandatory requirement for masters of vocational training to master additional special competencies for working with persons with disabilities in the process of advanced training or professional retraining; inclusion in the staffing table of a teacher-coordinator for working with persons with disabilities from among specialized defectologists, etc. Only in this case, the processes of intellectual, personal and social advancement of students with disabilities in professional development can be considered as a process of their socialization.

Bibliography:

Vasenkov G.V. Vocational and labor training of mentally retarded schoolchildren: dissertation. ... Doctor of Ped.Sc. – Moscow, 2006. – 422 p.
Dubrova T.I. Development of the integration potential of vocational education institutions // Secondary vocational education. - 2011. - Issue No. 11. – P. 55-58.
Vocational guidance, vocational training and employment for mental retardation: method, manual / Ed. EAT. Starobina - M.: FORUM: INFRA-M, 2007. - 304 p.
Stepanova O.A. Comprehensive rehabilitation of persons with disabilities in institutions of secondary vocational education // Innovations in professional school. - 2012. - No. 8. – 60 s.