Raisa Tkachenko
Essay "Special Education and Inclusive Education - Stages of Equal Opportunities"

Working in the Achinsk correctional general educational boarding school of the 1st type for 19 years, I concluded that special education and inclusive education are not equal opportunity steps. First, we need to define what special education, and what inclusive.

Special Education - Preschool, general and professional education, for which persons with special educational needs create special conditions.

- the process of joint upbringing and education of all children, regardless of their physical, mental, intellectual and any other characteristics in the common system education together with their peers at the place of residence in the mass general education school, where their special educational needs, conditions are created in accordance with special needs and the necessary special support.

Based on the experience already gained, I want to note that before introducing any innovations in the joint education of children with disabilities and healthy children, it is necessary to create a solid legal and material base. You can build ramps and rebuild toilets, train teachers to be more flexible, put in the heart of every adult the concept inclusions, but if normative documents are not adopted, tomorrow there will be nothing to do with this model.

In my opinion, when implementing the model inclusive education should be created educational vertical: kindergarten - school - institution of additional education- vocational training institution. The question immediately arises of the need for a law that would regulate the conditions for the joint education of disabled children and ordinary children at all levels of education. How many people should be in the group and how many of them with disabilities? Children with what diagnoses will be trained in mixed groups? And what again to do for those who cannot leave the walls of the apartment. Informative sources report that the number of children with disabilities in inclusive school will be limited - no more than 10% for the whole school and no more than three people - in one class. V inclusive school cannot have 50% of children with disabilities health opportunities because then it won't inclusive school, a specialized, 10% is the indicator recommended by psychologists.

There is the question of funding. Inclusive the school will be funded as usual general education? But after all, the costs of the school, which has taken on the mission of educating special children, will not fit into this standard. There is also the issue of remuneration of teachers in groups where different categories of children study together.

To date, the most important task is to identify all stakeholders with their interests and needs. All difficulties, doubts, fears, perplexities, misunderstandings, a sense of confusion of all concerned (as well as uninterested) individuals need to be identified and identified. And there will be many fears and doubts, and so that the process inclusion became successful, they all need to be resolved.

For my part, I would like to add that without specially trained specialist, teacher of the deaf (for deaf children) inclusive school can't do it. A deaf educator can provide information and advice on many issues, such as how to use hearing aids and cochlear implants. A deaf educator can help create a child development program, provide family support, and play a liaison role between home and educational institution.

And, in conclusion, I would like to point out following: Of course, it is wonderful that today the question of inclusive education, which will give opportunity with the development of the integration of children in school, to change the attitude of adults towards the problem of children with disabilities in the society where they should be equal among equals not on paper and in slogans, but in the real world.

Related publications:

Business game "Inclusive Education" Purpose: increasing the psychological and pedagogical competence of teachers on the problem of inclusive education. Equipment: Board, chalk, sheets of paper,.

Activities with such children are very long and painstaking. but at the same time, we must not forget that, under the new laws of the Federal State Educational Standard, they can arrive on equal terms.

Inclusive education as an innovative project in the system of preschool education

UDC 373.2 IMPLEMENTATION OF INCLUSIVE EDUCATION IN A PRESCHOOL EDUCATIONAL ORGANIZATION E. A. Kukushkina, Social Work Specialist, GBU.

Inclusive education and children with disabilities. Hello, dear colleagues! I would like to talk with you about inclusive education for preschoolers and about children with disabilities. What do you think is correct.

Inclusive education - problems and ways of implementation. Inclusive education currently solves a very wide range of issues. Working, according to new educational standards pedagogical.

One of the system-forming technologies of the activity of the territorial resource center is the activity of the PMPK of the district resource center - the so-called "big" PMPK. This is a field for the direct implementation of interdisciplinary interaction of all specialists and the development of specific recommendations on the technology of supporting an inclusive educational process.

Technology of activity of the PMPK of the territorial (district) resource center in the city of Moscow

Main tasks activities of the PMPK resource center:

Assessment of the characteristics and level of development of the child;

Assessment of the possibility of being included in an educational institution that implements inclusive education;

Determining the conditions, including environmental conditions, for the inclusion of a particular child in the environment of ordinary peers;

The choice of an educational institution (structural unit) that implements inclusive practice;

The choice of the optimal volume of inclusion in the environment of ordinary peers (partial integration, full integration, inclusive education and upbringing, integration within the framework of additional education, etc.);

Determination of the period, including diagnostic, of the child's stay at one or another "level" of inclusion in a given educational institution.

Thus, the PMPK of the district resource center, in the process and based on the results of work with the child and his parents (persons replacing them), determines:

For preschool children

TYPE, DIVISION DOW	STAY CONDITIONS
Early Intervention Service (ESA) Lekoteka (with flexible integration into the environment of ordinary children) Short stay group "Special child" (with flexible integration into the environment of ordinary children) Group for children with a complex structure of the defect (with flexible integration into the environment of ordinary children) Inclusive group (group of combined type)	Additional help from escort specialists Optional equipment The term for re-applying to the PMPK resource center

For school children

SCHOOL TYPE	STAY CONDITIONS
Secondary School, GOU Education Center with Inclusive Classes GOU School of Health with inclusive classes GOU School of Home Education SKOSH (diagnostic class) SKOSH (Integrated class) Institutions of additional education	Need for special equipment Need for accompaniment (tutor) Orientation of correctional work (speech therapist, psychologist, defectologist, special teacher, exercise therapy, doctor, etc.) Additional help from specialists The term for re-applying to PMPK specialists and / or discussion at the PMPK of an educational institution

All the activities of the PMPK can be viewed as a number of technologies that generally determine the effective support of the child by the specialists of the resource center.

Let us give an example of one of them - the technology of primary examination of a child at the PMPK.

Each stage of this PMPK activity can be technologically represented as a sequence of steps.

Step 1. The initiators of the appeal are recorded for a specific date of the PMPK by phone or in person and receive information about the necessary documents. If the child is sent by the specialists of the educational institution, then the list of documents must include the conclusions of the specialists of the PMPc of the educational institution.

Step 2 At the appointed time, parents with the child come to the consultation. Specialists get acquainted with parents (persons replacing them), find out the nature of the child's problems or the nature of his difficulties or complaints and difficulties on the part of parents or OS specialists, find out the parents' point of view on the problems or situation that have arisen. Parents are explained the tasks of the PMPK and the responsibilities of the parties. At the same time, the child's behavior in a free situation is monitored and the available documents are reviewed.

Step 3 As the child masters the room, specialists begin to interact with the child, the purpose of which is to assess the characteristics of the child's development. The specialist who has established contact with the child begins his examination. The rest of the specialists monitor the course of the examination of their colleagues, and, if necessary, are connected to the survey.

Step 4 After the PMPK specialists have conducted examinations (individually or collectively) and are ready to discuss the results, the parents and the child, at the request of the secretary, leave the office. There is an interdisciplinary discussion and assessment of the characteristics and level of development of the child, on the basis of which a general conclusion is made about the variant of deviant development. This allows you to evaluate fundamentalopportunity for a child to visit educational institution implementing inclusive education and its type. A decision is made about conditions, necessary for the development of the child and for successful adaptation in the children's environment.

Step 5 A decision is made (in accordance with the educational institution database) in which type of educational institution the child can be and the number of the educational institution where the child will be sent.

Step 7 Parents are explained in an accessible form to which educational institution the child can be sent, the need to visit the educational institution, what conditions must be met for the successful adaptation of the child. The training program, remedial classes of specialists, and other conditions are agreed with the parents.

Step 8. About one of the parents (a person replacing him) puts his signature in the PMPK protocol that he is familiar with and agrees (disagrees) with the decision of the PMPK and its recommendations.

Step 9 Each specialist fills out his part of the PMPK protocol, puts his signature. If there is a dissenting opinion of one of the specialists, he writes it down in the minutes. Parents are issued a certificate stating that the child has passed PMPK, on ​​such and such a date and sent to the appropriate educational institution. A ticket is issued.

Step 10 A copy of the protocol and a voucher (with all signatures and a seal) is transferred to the coordinator for inclusive education in the corresponding educational institution, as evidenced by the signature of the coordinator for inclusion in the educational institution in a separate journal.

Step 11 In case of disagreement of the parents with the decision of the PMPK and / or its recommendations, the child's documents are returned to the parents, and the case, including a copy of the PMPK protocol, is transferred to the PMPK of a higher level for analysis of this conflict case.

In the organizational model for the development of inclusive education through the creation of a territorial resource center, the activities of the PMPK are not the only component of resource activities and interdisciplinary interaction. In this model, the activity of "small" psychological, medical and pedagogical councils - councils (PMPC) of educational institutions included in the resource network of inclusive education acquires a qualitatively different role.

The activity of such a council has its own special goals, objectives and algorithm of activity. The practice of innovative work of councils in inclusive educational institutions in Moscow has shown its high efficiency in organizing inclusive educational processes at the level of a specific educational institution - a kindergarten or school.

Technology of activity of the medical-psychological-pedagogical council of an educational institution (PMPC)

The council of an educational institution is a permanent, coordinated team of specialists united by common goals that implements one or another strategy for supporting both an included child and an inclusive educational environment as a whole.

The composition of the council of an educational institution includes, as a rule, teachers, psychologists, a speech therapist teacher, a defectologist teacher, a doctor, representatives of the administration of the school or preschool institution.

Main tasks activities of the "small" council - the council of an educational institution:

Identification of children in need of additional specialized assistance from specialists;

Development and individualization of the educational route (curriculum) "within" the standard programs of education and training;

Implementation of correctional and developmental activities and comprehensive support for a child with disabilities by the specialists of the council;

Evaluation of the effectiveness of additional specialized assistance to "special" children, coordination of interaction between specialists in its provision.

Stages of activity of the psychological-medical-pedagogical council of an educational institution (PMPC):

Preliminary stage. Grade initial information about the child and his family, which "lay on the table" to the specialist who conducts the examination first.

First stage. Primary examination of the child by different specialists of the consultation team: the stage ends with the preparation individual conclusions of the experts of the council.

Second phase. Collegial discussion by specialists of the results obtained, development of a unified idea about the problems of the child, the characteristics of the child's development, determination of the general forecast for his further development and a set of developmental and corrective measures. In the case of discussing the problems of adaptation of a “special” child, it is determined not only the support strategy, which specialists and where (in the educational institution, or in the Resource Center) can help the child, but also by what forces the individual curriculum will be drawn up.

The final part of this stage of the work of the council is the development of a decision to determine the educational route "inside" the school or kindergarten in accordance with the characteristics and capabilities of the child, as well as the determination of the psychological correctional and developmental programs necessary for his development. It also discusses the coordination and sequence of further interaction of specialists with each other.

Third stage. Implementation of the decisions of the council of the educational institution in terms of developmental and corrective measures by the specialists of the interdisciplinary team of the institution. The final part of the stage is a dynamic (final) examination (assessment of the child's condition after the end of the cycle of developmental and correctional work and comprehensive support) and a decision on the child's further educational route.

Main result of activity The “small” council is to develop a strategy and tactics for accompanying a child with disabilities and an inclusive educational environment in general in the context of individualizing the child’s educational route in this institution, as well as the transition from the principle of work "The more experts, the better" + "all at once together" to the principle "the right specialist at the right time."

The stages of activity of the OU council can be presented in the form of the following scheme:

Fig.3.3

In accordance with the dynamics of the development and learning of the child, the requests of teachers and / or parents, “small” consultations are planned or unscheduled.

Planned consultation

Unscheduled consultation

Clarification of the strategy and determination of the tactics of psychological, medical and pedagogical support for children with disabilities. Development of coordinated decisions on the definition of an educational correctional and developmental route and additional programs of developmental or correctional and habilitation work. Dynamic assessment of the child's condition and correction of the previously planned program.

Decision on the issue of taking the necessary emergency measures due to the circumstances that have come to light. Changing the direction of previously carried out corrective and developmental work in a changed situation or in case of its inefficiency. Resolving the issue of changing the educational route either within the framework of the activities of this educational institution, or another type of educational institution (direction to re-pass the district PMPK).

The "small" council works in close cooperation with the specialists of the district resource center and the district PMPK. If necessary, joint meetings or other events are held to resolve "hot" issues of inclusive practice in a particular educational institution.

For a long time, in the domestic education system, children were divided into ordinary and those with disabilities. Therefore, the second group could not fully integrate into society. Not because the children themselves were not ready for society, on the contrary, it was he who was not prepared for them. Now, when everyone is striving to include people with disabilities as much as possible in the life of society, there is more and more talk about the new system. This is an inclusive education, which will be discussed in the article.

What does it mean?

Most often, the term, which is still unusual for us, is used in pedagogy. Inclusive is an education strategy that includes both children with special needs and ordinary ones. This approach allows everyone, regardless of their social status, mental abilities and physical abilities, to learn together with everyone. What is meant by inclusion anyway?

Firstly, the introduction of all children into the educational process with the help of a program that is created individually for each child.

Secondly, the creation of conditions for learning and meeting the individual needs of the individual.

Inclusion in preschool

A new approach to education starts from its very first stage: kindergarten. In order to provide children with equal opportunities, the premises and equipment of a preschool institution must meet certain requirements. And we should not forget that the teaching staff must have the appropriate qualifications to work with children. It is also mandatory to have the following employees on the staff:

Inclusive is an opportunity from a very early age to educate in children a respectful attitude towards all peers, regardless of their abilities. In this period of time, there are the following types of inclusion in preschool education:

• DOW of a compensating type. It is attended by children with certain forms of dysontogenesis. Training is organized according to their needs.
• Preschool educational institution of a combined type, where along with children who do not have restrictions, children with other needs are also brought up. In such an institution, a subject-developing environment is created that takes into account the individual capabilities of all children.
• DOW, on the basis of which additional services are created. For example, early intervention services or counseling centers.
• Mass preschool educational institutions with a group of short-term stay "Special Child".

But inclusion is introduced not only in kindergartens, it affects all levels of education.

School inclusion

Now let's talk about secondary education. An inclusive school involves following the same principles as a preschool educational institution. This is the creation of suitable conditions and the construction of the learning process, taking into account the individual capabilities of the student. It is very important that special students participate in all aspects of school life just like other students.

Teachers must be competent in inclusive issues, they must understand the needs of all children, ensuring the accessibility of the educational process. Other specialists (speech therapist, defectologist, psychologist) should also be involved in the school process.

Also, the teacher should actively interact with the family of a special student. One of the primary tasks of the teacher is to educate the entire class of a tolerant attitude towards children whose abilities may differ from those generally accepted.

In the theatre

It turns out that the field is inclusive - not only for teachers, but also for people of other professions. For example, theater. This would create an inclusive theater.

It is played not by ordinary actors, but by people with various forms of dysontogenesis (problems with hearing, vision, cerebral palsy, etc.). Professional theater teachers work with them. Spectators can watch how actors perform in famous plays, how they try to please them. It is noteworthy that their emotions are distinguished by the real sincerity that is characteristic of children.

The founders of such theaters not only help such people find themselves in society, but also prove that they have great potential. Of course, staging "special" performances is not easy, but the emotions and feelings that all participants in the theatrical performance receive add confidence to them.

Problems of inclusion

Despite the fact that inclusive principles are correct and necessary in modern society, the implementation of such a program is not an easy task. And there are several reasons for this:

• unsuitable infrastructure of kindergartens and schools built at a time when this approach was not practiced;
• children with special abilities may be considered unteachable;
• insufficient qualifications of teaching staff to work with such children;
• Not all parents are ready to introduce a child into a normal society.

An inclusive approach is an opportunity to create the right conditions for all members of society, regardless of their mental and physical characteristics. But in order to fully realize all the possibilities of an innovative approach, it is necessary to create the necessary conditions for its successful implementation. Russia is now only at the beginning of an inclusive path, so it is necessary to prepare not only the material, but also the educational base for the implementation of this educational process.

Introduction

Glossary

The concept of development of inclusive education in the Central Administrative District

Regulations on classes of inclusive (included) education in a general education institution

Regulations on the diagnostic class in a special (correctional) educational institution of the VIII type

Tutor "Qualification characteristics of the positions of educators"

Approximate job description of a teacher accompanying children with special educational needs (tutor)

Diagnostic card for detecting attention deficit disorder in children

Creating conditions for adaptation to teaching first-graders in an inclusive class

Techniques to increase the motivation of younger students (continued)

Small group work

Control system in the educational process

Features when dealing with people moving with a wheelchair

Modern teacher: who is he?

Children with special educational needs (table )

Introduction

Inclusion in education is a process, the implementation of which involves not only a technical and organizational change in the system, but a change in the philosophy of education.

Inclusive school:

1. considers the diversity of cultures as a new reality;

2. must provide access to knowledge, skills and information;

3. preserves the individualization of the learning process;

4. involves the use of a team style of work;

5. works in cooperation with families, state and public organizations;

6. expects success in learning from each student;

7. contributes to the social development of society.

Glossary

Inclusive(French inclusif - including, from Latin include - I conclude, include) or inclusive education- a term used to describe the process of teaching children with special needs in general education (mass) schools. Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of developing general education, which implies the availability of education for all, in terms of adapting to the different needs of all children, which ensures access to education for children with special needs.

Special education- pre-school, general and vocational education, for the receipt of which special conditions are created for persons with disabilities to receive education;

Person with disabilities- a person with physical and (or) mental disabilities that prevent the development of educational programs without creating special conditions for obtaining education;

Flaw- physical or mental handicap, confirmed by the psychological - medical - pedagogical commission in relation to the child.

handicap- duly confirmed temporary or permanent deficiency in the development and (or) functioning of a human organ (organs), or chronic somatic or infectious diseases.

mental handicap- duly confirmed temporary or permanent deficiency in the mental development of a person, including impaired speech, emotional and volitional spheres, including autism, a consequence of brain damage, as well as impaired mental development, including mental retardation, mental retardation, creating difficulties in training;

Complicated disadvantage- a set of physical and (or) mental deficiencies, confirmed in the prescribed manner;

Severe handicap- a physical or mental disability confirmed in accordance with the established procedure, expressed to such an extent that education in accordance with state educational standards (including special ones) is inaccessible and training opportunities are limited to obtaining elementary knowledge about the outside world, acquiring self-service skills and acquiring elementary labor skills or receiving basic vocational training;

Special conditions for education- the conditions of training (education), including special educational programs and teaching methods, individual technical means of training and the environment of life, as well as pedagogical, medical, social and other services, without which it is impossible (difficult) to master general educational and professional educational programs by persons with disabilities;

Integrated learning- joint education of persons with disabilities and persons without such limitations, by creating special conditions for education of persons with disabilities; educational institution of general purpose - an educational institution established for the training of persons who do not have restrictions for health reasons to receive education;

special educational institution– an educational institution created for the education of persons with disabilities; special education unit- a structural subdivision of an educational institution of general purpose, created for the training of persons with disabilities; educational institution of integrated learning- an educational institution of general purpose, in which special conditions have been created for the education of persons with disabilities together with persons who do not have such limitations; homeschooling- development of general educational and professional educational programs by a person who, for health reasons, temporarily or permanently does not attend an educational institution, in which education is carried out at home by pedagogical workers of the relevant educational institutions, including using distance learning tools.

1. RELEVANCE. Inclusive education is based on the human right to education, proclaimed in the Universal Declaration of Human Rights. Equally important is the right of the child not to be discriminated against, which is provided for in article 2 of the Convention on the Rights of the Child (UN, 1989). The logical consequence of this right is that all children have the right to study in an educational institution where conditions are created that allow them not to be discriminated against on the basis of mental or physical disabilities and characteristics, ethnicity, religion, language, gender, abilities, etc. It is in this context that the UNESCO report “Bridging Exclusion Through Inclusive Approaches in Education” seeks to set out inclusive education as a strategy to achieve the goal education for all. Education must face the difficult task of turning diversity into a constructive factor that promotes mutual understanding between individuals and groups of people. Educational policy must be able to cope with the challenges posed by the diversity of the needs of the population and allow everyone to find his place in the society to which he originally belongs. Inclusive education is an approach that allows you to find ways to transform educational systems to meet the needs of a wide range of children. Education of children with disabilities and children with disabilities is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society. In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the district and the city as a whole. The Moscow government is focused on taking measures to support the development of inclusive education in the region. Within the framework of the Moscow Education from Infancy to School program, the Moscow Department of Education has laid the foundation for the implementation of a sociocultural model of the institutionalization of inclusive education at the preschool level. 2. THE CONCEPT OF "INCLUSIVE EDUCATIONAL VERTICAL" Since 2004, the Central Administrative District has been developing and implementing model of continuous inclusive educational vertical . A key aspect of this model is the inclusion of a child with disabilities and his family in an inclusive educational environment, starting from infancy. The model of a continuous educational vertical assumes a scheme for constructing a learning route for a child with disabilities, taking into account walking distance Preschool educational institution; Schools (SOSH or SKOSH); Center for Psychological and Pedagogical Support; Institutions of additional education; Other interested institutions (polyclinics, social protection institutions, public organizations, etc.) Obviously, it is extremely important for children with special educational needs and their families to have a predictable educational strategy and the ability to choose the best option for educating and raising a child with disabilities. The continuous vertical of inclusive education in the Central Administrative District is implemented in accordance with the following principles: complexity/continuity - a child who finds himself in an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up; walking distance - in each district of the district, an inclusive educational vertical "Kindergarten - school - Center" should be built; unity of purpose all inclusive institutions should have a common development strategy and adequate level-matched methodological support; succession - all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each stage of the educational vertical will be recorded in his individual card (“development card”). professional competence - an effective mechanism for training, retraining and methodological support of all teachers and specialists involved in inclusive education should be worked out. The effective functioning of a single educational vertical begins with the education of future parents. They should receive timely knowledge about the possible complications of pregnancy and childbirth, the necessary prenatal medical examinations, early intervention services, etc. Integrative early intervention groups should find their logical continuation in the system preschool institutions. The system of preschool education is most suitable for the implementation of an inclusive approach because: a well-prepared developing environment has been created in most kindergartens of the district; differences in the cognitive development of preschoolers with normative and deviant development are not so critical; game approaches in education and training contribute to the development of children with different starting opportunities; preschool children successfully copy the tolerant attitude towards children with special needs in the development of significant adults (caregivers and parents); a large number of leisure activities allows you to teach how to interact with a variety of children and their families in an emotionally positive context. An integrative approach is also being implemented today in those kindergartens where isolated groups of a compensatory type (speech therapy, for children with sensory, motor and intellectual disabilities) work. This is the so-called partial integration, when children spend their leisure time together, walks, holidays, etc. Today, preschool institutions that are actively working in an inclusive paradigm have in their arsenal not only integrative groups, but also other innovative forms of work: lecotheques, counseling centers, early intervention services, parent clubs, etc. A special challenge for kindergarten employees is to establish real cooperation with the schools where their pupils will go. At the end of the pre-school education stage, the family faces the question of choosing a school. This choice should be made based on the interests of the child - where his educational needs will be most fully satisfied. "School stage" is the most difficult stage of inclusive education. Parents facing the choice of school are more likely to focus only on the cognitive tasks of education, losing sight of the issues of social adaptation and career guidance. Of particular importance is the potential of correctional schools, which have extensive experience in vocational training and social adaptation programs, which is a resource for inclusive educational institutions. By joining the inclusion program, each school creates conditions that allow them to act adequately in an inclusive space. The main package of conditions for entering the inclusive field includes: Host atmosphere, special culture of the school community; Creative leadership position; trained team specialists; specially prepared environment; Educational work with teachers and parents; A system of psychological and pedagogical support for children with special educational needs at school (if there are 1-3 children with disabilities in the school, the resource of the PPMS Centers is used, with an increase in the number of children, the positions of speech therapist, defectologist and special psychologist are introduced into the staffing table). The system of pre-professional training of schoolchildren: a network of workshops, creative laboratories, additional education associations. Established interaction with partner organizations (resource centers, public organizations, parent associations). 3. PURPOSE Development of an inclusive education system in the Okrug that meets the needs for quality education for all categories of children with different starting opportunities. 4. OBJECTIVES Creation of a system of education of tolerant attitudes in the minds of the younger generation. Creation of a unified educational environment for children with different starting opportunities. Ensuring the effectiveness of the processes of correction, adaptation and socialization of children with special needs in the education system of the Okrug. Organization of a system of effective psychological and pedagogical support for the process of inclusive education. Changing public consciousness towards people with disabilities. 5. PRINCIPLES OF DEVELOPMENT. 1. Evolutionary and gradual process of inclusion. 2. Variability and flexibility in the choice of forms of inclusion of children with disabilities in the general education system. 3. Acceptance by all participants of the educational process of the ideas of inclusion, relying on them in determining the mission and way of the institution. 4. Continuity and social partnership. 6. RESOURCES. The pillars of the formation of inclusive education today are: Legal support Resource Centers for Inclusion (RCI) software System of interaction with executive authorities and development of social partnership Support for education authorities and prefectures Sufficient logistics and accessible development environment Logistics and accessible development environment The system of psychological and pedagogical support Scientific and methodological support The system of training specialists for work in an inclusive space. Cooperation with public organizations, foundations, parent associations, foreign partners. 7. IMPLEMENTATION MECHANISMS. Expansion of the innovative network of educational institutions included in the project Analysis of the educational needs of various categories of children and the development of appropriate guidelines for psychological and pedagogical support Maintaining a database of children with disabilities (together with health and social protection) Early diagnosis of children with various types of deviant development and the development of variable educational routes along the line of the district educational vertical Development of a strategy for the development of inclusive education in the district Organization of an effective system of training and retraining of specialists Acquisition of PMPK groups and classes of inclusive educational institutions. Informing the population of the district about inclusive education through the media. 8. RISKS. The system of inclusive education does not replace special education, but only creates conditions for compliance with the Law on Education in terms of the right of parents to choose an educational institution and educational program for the child. Inclusive education cannot be effective without equipping an educational institution with the appropriate material and technical base, including special equipment. Inclusive education cannot be effective without adequate staffing. The inclusion of a child in inclusive education is impossible without the consent of the PMPK specialists; a parent cannot always realistically assess the possibility of receiving an inclusive education. Possible incomplete mastering of training programs. The need for individual curricula for "included" children. The lack of a flexible system for assessing achievements and a system for final assessment of students from the UN laid down in the standards. Lack of experience in an inclusive middle and high school environment. Weak contacts with the vocational education system.

*The concept was developed by the District Resource Center of the Tverskoy TsPPRiK

POSITION
About classes of inclusive (included) education
in a general education institution*

Inclusive education sets as its main goal the provision of equal access to obtaining one or another type of education and the creation of the necessary conditions for the achievement of success in education by all children, without exception, regardless of their individual characteristics, previous educational achievements, native language, culture, social and economic status of parents, mental and physical opportunities.

Inclusive (included) education - differentiated education with the creation of conditions for the development of each child , in which children with special educational needs are included in the educational space .

General provisions

1.1. Classes of inclusive education (hereinafter referred to as inclusive classes) are opened in general educational institutions in order to create an integral system that provides optimal conditions for the education, upbringing and social adaptation of children with special educational needs in accordance with their age and individual characteristics, the level of actual development, the state of somatic and neurological -mental health.

1.2. Special educational needs mean the difficulties of social adaptation and the impossibility of a child mastering the knowledge, skills and abilities defined in the state standard of general education without specially created conditions.

1.3. The system of work in inclusive classes should be aimed at solving the following tasks:

Creation of a unified educational environment for children with different starting opportunities;

Development of the potential of children with special needs of psychophysical development in joint activities with healthy peers;

Formation of vital experience and purposeful development of children's cognitive, speech, motor, social abilities, which reduce the child's dependence on outside help and increase social adaptation;

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

Organization of a system of effective psychological and pedagogical support for the process of inclusive education through the interaction of diagnostic and advisory, correctional and developmental, medical and preventive, social and labor areas of activity;

Compensation for shortcomings in preschool development;

Overcoming the negative features of the emotional and personal sphere through the inclusion of children in successful activities;

Constant increase of the child's motivation on the basis of his personal interest and through a conscious attitude towards positive activities;

Protection and strengthening of the physical, neuropsychic health of children;

Social and labor adaptation and integration into society of schoolchildren with special educational needs;

Providing advice to families raising children with special educational needs, including legal representatives in the process of educating and raising a child, forming an adequate attitude towards the peculiarities of his development, developing optimal approaches to the problems of family education;

Increasing the role of the family in the upbringing and development of your child;

Changing public consciousness in relation to children with special educational needs.

2. Organization and functioning of inclusive classes

2.1. Inclusive classes can be organized in all types of educational institutions that implement educational programs of primary general, basic general, secondary (complete) education, which have created special conditions for the stay and education of children with special educational needs.

2.2. Inclusive classes are opened on the basis of the order of the head of the TsOUO DO in Moscow and the order of the director of the educational institution.

2.3. Children are accepted into an inclusive class only with the consent of their parents (legal representatives). Children with special educational needs are accepted into an inclusive class in accordance with the conclusion of the PMPK.

2.4. In their activities, educational institutions with inclusive classes are guided by the norms of the Law of the Russian Federation "On Education", the Model Regulations on a General Educational Institution, this Regulation, the Charter of a General Educational Institution, as well as the norms of international and Russian legislation.

2.5. For the work of inclusive classes, premises are equipped that are adapted for classes, recreation, sports and recreational and correctional and developmental work.

2.6. For the organization and conduct by specialists of various profiles of a comprehensive examination of children with special educational needs in a general educational institution, by order of the director, a Council for Inclusion, which includes:

Deputy Director (Chairman of the Council); teachers of inclusive classes; educational psychologist; teacher speech therapist; defectologist teacher; resource center specialist (CPPR&K); doctor;

Specialists who do not work in this institution may be recruited to work in the Council under the contract.

Parents of children with special educational needs and their legal representatives have the right to attend meetings of the Council for Inclusion.

3. The specifics of the educational process in inclusive classes

The organization of the educational process in the context of integrative education and upbringing provides for the creation of the following special conditions:

Creation of a correctional-developing, subject-spatial, and social environment that provides stimulation of the emotional, sensory, motor and cognitive development of children with special needs of psychophysical development in accordance with their needs;

Creation of an educational environment adequate to the capabilities of children with special educational needs, which is achieved by providing educational institutions with appropriate educational publications, individual technical teaching aids, and the necessary didactic means;

Organization of social interaction between healthy children and children with special needs of psychophysical development, aimed at correcting or overcoming physical and (or) mental disorders, developing tolerance.

3.1. The content of the educational process in inclusive classes is determined by programs for general education classes approved by the Ministry of Education and Science of the Russian Federation, a standard basic curriculum, an annual calendar schedule and a class schedule developed and approved by educational institutions independently, as well as an individual curriculum for a child with special educational needs.

3.2. Individual educational plan for a child with special educational needs is developed and approved by the Council for Inclusion of a general education institution based on the recommendations of the PMPK and an individual rehabilitation program for a child with a disability, with the obligatory consideration of the opinion of the parents (legal representatives) of a child with special educational needs.

3.3. The standard form of an individual curriculum, together with the reporting form, is approved by the ONMC of the Central Administrative District of Moscow. The individual curriculum of a child with special educational needs is an annex to the agreement concluded between the administration of the educational institution and the parents (legal representatives) of the child.

3.4. When developing an individual educational plan for a child with special educational needs, it includes:

The need for the full or partial presence of a tutor in the educational process;

Organization of an individual sparing regimen (reducing the volume of tasks, an additional day of rest during the week, etc.);

Organization of training, depending on the individual characteristics of students with special educational needs, using textbooks for special (correctional) schools or textbooks for general education schools;

Organization of individual and group classes of a general developmental and subject orientation;

Organization of mandatory additional out-of-school and out-of-class correctional and developmental classes with a psychologist, speech therapist, defectologist and other specialists;

The expediency of finding students with special educational needs in a full-time school, as well as the form and duration of self-training of students.

3.5. An individual curriculum for a child with special educational needs can be developed for the academic year, or for half a year, or for every quarter. The School Inclusion Council has the right to make changes to the individual curriculum at any time at the request of teachers, parents (legal representatives), members of the district PMPK.

3.6. The transfer of children with special educational needs to the next grade is carried out on the basis of the decision of the pedagogical council and the recommendation of the Inclusion Council of the educational institution.

3.7. Graduates studying in inclusive classes of general educational institutions with state accreditation are issued, in the prescribed manner, a state document on the level of education upon successful completion of the final certification.

4. Financing

4.1. If there are more than three classes of this type in a general education institution, the issue of introducing into the staff list of general education institutions an additional rate of specialists: a teacher-psychologist, teacher-defectologist, teacher-speech therapist, etc.

4.2. Class teachers of inclusive classes are paid extra for class guidance in full.

4.3. Pedagogical workers, specialists of inclusive classes are provided with a personal one-time allowance from the accumulative funds of social support for educators of the TsOUO DO system at least 2 times a year.

POSITION

about the diagnostic class in a special (correctional) educational institution of the VIII type *

In accordance with the Law of the Russian Federation "On Education", every child

has the right to education. Children with disabilities (special educational needs) need to be provided with psychological and pedagogical assistance and support in order to achieve social and personal well-being through affordable education and upbringing.

The creation of diagnostic classes is due to the need to solve the problem of more accurately determining the prospects for teaching children with special educational needs as part of the psychological and pedagogical support of the inclusion process, starting from early preschool age, for the entire period of children's education, i.e. continuity of the process of inclusive education at all age levels.

1. General Provisions

1.1. Diagnostic classes are opened in special (correctional) educational institutions of the VIII type in order to determine the educational route of the student, determine the features of his psychological and pedagogical support and develop recommendations for parents on possible prospects for further education of the child.

1.2. Tasks of the diagnostic class.

Social adaptation of children with various mental and physical health disorders, delayed intellectual development in an educational institution (school).

Adaptation of children of the specified contingent to the conditions of frontal education at school.

Development of methodological support for the implementation of accessible and student-centered education for children with different educational needs (elements of the content and methods of education, forms of psychological and pedagogical support for the family).

Approbation and analysis of the effectiveness of the content elements and teaching methods developed in accordance with the characteristics of children in this class.

Creation of conditions for preparing students of the diagnostic class for training in approved educational programs within the framework of inclusive or remedial education (under program 1-4, program of the VIII type school).

2. Organization and functioning of diagnostic classes

2.1. Diagnostic classes can be organized in special (correctional) educational institutions of the VIII type, on the basis of the order of the head of the TsOUO DO in Moscow and the order of the director of the special (correctional) educational institution.

2.2. In their activities, special (correctional) educational institutions with diagnostic classes are guided by the norms of the Law of the Russian Federation "On Education", the Model Regulations on a Special (Correctional) Educational Institution, this Regulation, the Charter of a general educational institution, as well as the norms of international and Russian legislation.

2.3. For the work of diagnostic classes, rooms adapted for classes, recreation, sports and recreational and correctional and developmental work are equipped.

2.4. The diagnostic class accepts children aged 6.5-8 years who have developmental features, who have not gone through previously organized preschool education or who attended various types of preschool institutions. Enrollment in the diagnostic class is carried out in accordance with the Charter of the educational institution, with the consent of the parents and on the recommendation of the PMPK TSOUO, which composes inclusive educational institutions (hereinafter - PMPK).

2.5. The content of the educational process in diagnostic classes is determined by programs for general educational institutions and special (correctional) educational institutions of the VIII type, approved by the Ministry of Education and Science of the Russian Federation, a standard basic curriculum, an annual calendar schedule and a class schedule, developed and approved by educational institutions independently, as well as individual curriculum for a child with special educational needs.

2.6. An individual curriculum for a child with special educational needs is developed and approved by the pedagogical council of a special (correctional) educational institution of the VIII type based on the recommendations of the PMPK and an individual rehabilitation program for a child with a disability, with the obligatory consideration of the opinion of the parents (legal representatives) of a child with special educational needs.

2.7. The transfer of children with special educational needs from the diagnostic class to the next class of a special (correctional) educational institution of the VIII type or an inclusive general education institution is carried out on the basis of the recommendation of an extended meeting of the educational institution’s council at the end of the academic year, with the participation of parents, PMPK specialists, representatives of an inclusive educational institution .

3. Interaction of diagnostic classes with resource centers

3.1. Special (correctional) educational institutions of the VIII type, in which diagnostic classes function, closely cooperate with the Psychological, Medical and Social Centers of the Central Administrative District of Moscow (resource centers) in their activities.

3.2. Resource centers in order to provide psychological and pedagogical support for inclusion and develop recommendations for further education of children with special educational needs, perform the following functions:

Determining the necessary areas of psychological and pedagogical support for children with developmental disabilities and their families within the framework of the PMPK.

Coordination of interaction between specialists of an educational institution with diagnostic classes, resource centers, methodological center, specialists of inclusive educational institutions and parents.

Methodological support of the educational process in the diagnostic class (assistance in the preparation of individual training classes, adaptation of educational programs, training of specialists).

Implementation of additional correctional and developmental work with children attending the diagnostic class and their families at the request of an educational institution or parents.

Participation in the work of the council of an educational institution in which diagnostic classes function.

3.3. Special (correctional) educational institutions of the VIII type, in which diagnostic classes operate, cooperate with resource centers in the following areas:

Assistance in conducting psychological and diagnostic work in an educational institution.

Providing consultations and providing parents with consulting and diagnostic assistance in resolving issues of social adaptation of children to the conditions of school life.

Conducting additional correctional and developmental classes for students of the diagnostic class at the request of the educational institution (controversial and complex cases).

Providing methodological assistance to determine the educational route for children of the diagnostic class.

Participation in theoretical and practical seminars, conferences, round tables, pedagogical workshops and studios in order to improve the professional level of teachers and psychologists.

4. Organization of the educational process

4.1. Diagnostic classes organize the educational process taking into account the following mandatory requirements:

training sessions are held only in the first shift;

5-day study week;

organization of a facilitated school day in the middle of the school week;

no more than 4 classes per day:

the lesson should not exceed 35 minutes;

after 15-20 minutes (if necessary and more often) it is necessary to carry out a dynamic pause for 1-2 minutes;

a change of activity or dynamic postures must be provided every 5-7 minutes of the lesson;

it should be remembered that the greatest performance is achieved in the first half of the lesson;

the minimum time for change is 10 minutes, after the second and fourth lessons - up to 20 minutes;

organization in the middle of the school day of a dynamic hour lasting at least 40 minutes;

if necessary, the organization of daytime sleep;

learning without homework and scoring students' knowledge;

additional weekly holidays in the middle of the third quarter.

*The provisions are approved by the Orders of TsOUO DO

Prospects for the development of inclusive educational institutions for 2009-2012. (version January 2010)

		2008-2009	2009-2010	2010-2011	2011-2012
	Basmanny	DOU No. 1948, 1729, School No. 1225, TsO No. 1429, SKOSH No. 359	DOU No. 1948, 1975, 2555,1733,1982 School No. 1225, TsO No. 1429, SKOSH No. 359	School No. 661, 613 Preschool № 2334 UDO DT "On Stopani"	TsO No. 345, Secondary School No. 1247 TsPMSS "OZON" preschool educational institution No. 1808,
	Zamoskvorechye	DOU No. 47,2023, 2022, SKOSH No. 532, School №518, 1060,1323, 555 TsPRRK "Praktik"	Preschool educational institution No. 2030, 2022, 2634 SKOSH No. 532, School №518, 1060,1323, TsPRRK "Praktik"	Preschool № 859 School No. 528 UDO CDT "Moskvorechye"	School No. 627
	Krasnoselsky		Preschool № 284 School No. 1652	TsO No. 1461 School No. 292	CDO TsVR
	Meshchansky	preschool educational institution No. 1021,1678, School No. 268	preschool educational institution No. 1021,1678, School No. 268	preschool № 1131 Doots "Festivalny"	TsO No. 1840 preschool № 49 Youth Center "Young Russia"
	Presnensky	preschool educational institution No. 255,1465,809,420, CO# 1441 School No. 82	Preschool educational institution No. 255,1465,809,420, 342 CO# 1441 TsPRRK "Presnensky"	TsO No. 2030 Children's health center "Park Presnensky"	School No. 340 School No. 83, 87 Preschool № 749 UDO KDHSH, Youth Center "Presnya"
	Tagansky	Preschool educational institution No. 492,1828,2639,644, School № 464,480 TsPRRK "On Taganka"	Preschool educational institution No. 492,1828,2639,644, 2640,992,288,1685 School № 464,480,371 396,455, 467 TsPRRK "On Taganka"	School No. 622	TsO No. 1685 School No. 457 UDO DT "On Taganka"
	Tverskoy	DOU No. 1921,224,584,516 TsO No. 1447 TsPRRK "Tverskoy"	DOU No. 1921,224,584 TsO No. 1447 TsPRRK "Tverskoy"	preschool № 74 School No. 128 UDO CDT "On Vadkovsky", DT "On Miussy"	School No. 228 TsO No. 175 UDO DOOTs "Novoslobodsky"
	Khamovniki	preschool educational institution No. 936,669 School No. 50 TsPRRK "Harmony"	preschool educational institution No. 936,669 School No. 50 TsPRRK "Harmony"	School No. 59,168 UDO DT "Park Manor ..."	preschool № 1472 School No. 171
	Yakimanka	Preschool educational institution No. 281, 940,732 School No. 16	Preschool educational institution No. 281, 940,732	NOU "Pirogovskaya school"

Tutor 1

(excerpts from the appendix to the order of the Ministry

healthcare and social development of the Russian Federation

Job responsibilities. Organizes the process of individual work with students to identify, form and develop their cognitive interests; organizes their personal support in the educational space of pre-profile training and profile training; coordinates the search for information by students for self-education; accompanies the process of forming their personality (helps them to understand successes, failures, formulate a personal order for the learning process, build goals for the future). Together with the student, distributes and evaluates the resources of all types available to him to achieve the goals set; coordinates the relationship of the cognitive interests of students and areas of pre-profile training and profile education: determines the list and methodology of subject and orientation courses taught, information and advisory work, career guidance systems, selects the optimal organizational structure for this relationship. Assists the student in the conscious choice of an education strategy, overcoming the problems and difficulties of the self-education process; creates conditions for real individualization of the learning process (drawing up individual curricula and planning individual educational and professional trajectories); ensures the level of training of students that meets the requirements of the federal state educational standard, conducts a joint reflective analysis with the student of his activities and results aimed at analyzing the choice of his strategy in training, adjusting individual curricula. Organizes the interaction of the student with teachers and other pedagogical workers to correct the individual curriculum, promotes the generation of his creative potential and participation in project and research activities, taking into account interests. Organizes interaction with parents, persons replacing them, to identify, form and develop the cognitive interests of students, including primary and secondary school ages, draw up, adjust individual educational (educational) plans of students, analyze and discuss with them the progress and results of the implementation of these plans. Monitors the dynamics of the process of becoming a student's choice of the path of their education. Organizes individual and group consultations for students, parents (persons replacing them) on the elimination of educational difficulties, correction of individual needs, development and realization of abilities and capabilities, using various technologies and methods of communication with a student (a group of students), including electronic forms (Internet -technologies) for the qualitative implementation of joint activities with the student. Supports the student's cognitive interest, analyzing the prospects for development and the possibility of expanding its range. Synthesizes cognitive interest with other interests, subjects of study. Contributes to the most complete realization of the creative potential and cognitive activity of the student. Participates in the work of pedagogical, methodological councils, other forms of methodological work, in the preparation and conduct of parent meetings, recreational, educational and other events provided for by the educational program of the educational institution, in the organization and conduct of methodological and advisory assistance to parents of students (persons replacing them). Provides and analyzes the achievement and confirmation by students of the levels of education (educational qualifications). Controls and evaluates the effectiveness of the construction and implementation of the educational program (individual and educational institutions), taking into account the success of students' self-determination, mastery of skills, development of experience in creative activity, cognitive interest of students, using computer technologies, incl. text editors and spreadsheets in their activities. Ensures the protection of life and health of students during the educational process. Follows the rules on labor protection and fire safety.

Must know: priority directions for the development of the educational system of the Russian Federation; laws and other regulatory legal acts regulating educational, physical culture and sports activities; the Convention on the Rights of the Child; fundamentals of pedagogy, child, developmental and social psychology; psychology of relationships, individual and age characteristics of children and adolescents, age-related physiology, school hygiene; methods and forms of monitoring the activities of students; pedagogical ethics; theory and methodology of educational work, organization of students' free time; technologies of open education and tutor technologies; methods of managing educational systems; methods of formation of the main components of competence (professional, communicative, informational, legal); modern pedagogical technologies for productive, differentiated, developmental learning, the implementation of a competency-based approach; methods of establishing contacts with students of different ages and their parents (persons replacing them), work colleagues, persuasion, argumentation of one's position; technologies for diagnosing the causes of conflict situations, their prevention and resolution; fundamentals of ecology, economics, law, sociology; organization of financial and economic activities of an educational institution; administrative, labor legislation; the basics of working with text editors, spreadsheets, e-mail and browsers, multimedia equipment; internal labor regulations of the educational institution; rules on labor protection and fire safety.

Qualification requirements. Higher professional education in the field of study "Education and Pedagogy" and at least 2 years of teaching experience.

JOB INSTRUCTIONS (EXAMPLE)

"___" _________________ 20____, No. _____

Teacher accompanying children

with special educational needs (tutor)

I. General provisions

1..The tutor belongs to the category of specialists.

2.. A person who has a pedagogical education, a qualification category and special coursework at the MIEO or MSUPE is appointed to the position of a tutor. Dismissal from office is carried out by order of the head of the educational institution.

4. The tutor reports to the head of the educational institution and the deputy head of the educational institution supervising the work of tutors in full, members of the administration in accordance with their authority.

5. In his activities, the tutor is guided by:

5.1. Normative documents on the issues of the work performed.

5.2. Methodological materials related to relevant issues.

5.3. Charter of the educational institution.

5.4. Orders and orders of the head of the educational institution.

5.5. Labor regulations.

5.6. Regulations on the inclusive class.

5.7. This job description.

6. The tutor should know:

6.1. Constitution of the Russian Federation (RF).

6.2. Laws of the Russian Federation, resolutions and decisions of the Government of the Russian Federation and regional educational authorities on education and upbringing of students.

6.3. Pedagogy, pedagogical psychology, principles of didactics, achievements of modern psychological and pedagogical science and practice.

6.4. Fundamentals of physiology and hygiene, ecology, economics, law, sociology.

6.2. Laws of the Russian Federation, resolutions and decisions of the Government of the Russian Federation and educational authorities on education.

6.3. Convention on the Rights of the Child.

6.4. Principles of didactics.

6.5. Fundamentals of Pedagogy and Developmental Psychology.

6.6. General and private teaching technologies.

6.7..Methods of ownership and principles of methodological support of an academic subject or area of ​​activity.

6.8. The system of organization of the educational process in the educational institution.

II. Job Responsibilities

2.1. Respects the rights and freedoms of students defined by the UN Convention on the Rights of the Child, the Law of the Russian Federation "On Education", the Charter of the school, and other local acts regulating the activities of the student in the educational process.

2.2. Ensures the protection of the life and health of students on a par with the class teacher during the period the child is in an educational institution.

2.3. Observes sanitary and hygienic requirements in the classroom and after school hours.

2.4. Ensures academic discipline and controls the mode of attendance by wards of training sessions in accordance with the schedule.

2.5. Actively interacts with the school psychologist, speech therapist, defectologist, medical workers, subject teachers, class teacher and other specialists.

2.6. Provides organizational and methodological assistance to the teacher in teaching children with special educational needs in an inclusive class.

2.7. Coordinates the educational activities of students with teachers.

2.8. To perform educational tasks, he uses techniques, methods and teaching aids that correspond to the level of training of students with special educational needs and agreed with teachers and parents of children.

2.9. Helps tailor curricula to the appropriate educational opportunities for students with special educational needs.

2.10. Provides individual instruction for students with special educational needs in accordance with the curriculum of the class in cases where teaching students in the classroom is temporarily not possible.

2.11. Communicates with parents (legal representatives), provides them with advisory assistance, informs (through a teacher or personally) about the progress and prospects for mastering subject knowledge by students.

2.12. Accurately, systematically works with school documentation in accordance with the requirements of the educational standard, based on the Regulations on Inclusive Education Classes.

2.13. If necessary, conducts correctional and developmental work, takes part in pedagogical consultations, teachers' councils.

2.14. Participates in the work of M / O to improve methodological skills, in the development of a methodological topic, conducting seminars, etc.

2.15. Systematically improves his qualifications through self-education and coursework at least once every 5 years.

2.16. Complies with the rules and regulations of labor protection, safety and fire protection.

III. Rights

The tutor has the right:

3.1. Participate in the management of the school through public authorities in the manner determined by the Charter of the institution.

3.2. Protect your professional honor and dignity.

3.3. Choose forms, methods, methods of training and education (in accordance with the state educational standard, the concept of developing an inclusive education class).

3.4. To make proposals for improving the educational process, the mode of operation of the school, and improving cooperation with parents.

3.5. Attend parent-teacher conferences and other teachers' classes.

3.6. Be certified on a voluntary basis for the appropriate qualification category and receive it in case of successful certification.

3.7. Have the amount of study load established at the beginning of the academic year, which cannot be reduced during the academic year at the initiative of the administration, with the exception of cases of reducing the number of hours for curricula and programs, as well as the number of classes.

3.8. Enjoy paid extended leave lasting ___ calendar days.

3.9. Have a personal one-time allowance from the accumulative funds of social support for educators of the CO OUODO system.

3.10. Require the management of the educational institution to assist in the performance of its official duties and rights.

IV. A responsibility

The tutor is responsible for:

4.1.. For improper performance or non-performance of their official duties provided for by this job description, to the extent determined by the labor legislation of the Russian Federation.

4.2.. For offenses committed in the course of carrying out their activities - within the limits determined by the administrative, criminal and civil legislation of the Russian Federation.

4.3.. For causing material damage - within the limits determined by the labor and civil legislation of the Russian Federation.

4.4. Bears personal responsibility for the quality of teaching, implementation in full of the requirements of the state educational standard.

4.5. Responsible for the life and health of children during the educational process in accordance with the safety instructions.

4.6. Bears personal responsibility for the quality and timely maintenance of the necessary documentation.

The job description was developed in accordance with the Law of the Russian Federation “On Education”, the Labor Code of the Russian Federation, the “Qualification Guide for the Positions of Managers, Specialists and Other Employees”, approved by the Decree of the Ministry of Labor of Russia of August 21, 1998 No. 37, Appendix 2 to Decree No. 46 of August 17 .95 “Tariff and qualification characteristics (requirements) for the positions of employees of educational institutions of the Russian Federation” and an appendix to the letter of the Ministry of Education of Russia dated 09.03.04 No. 03-51-48in / 42-03, Decree of the Government of the Russian Federation of 03.04.03 No. 191 “On hours of work".

I am familiar with the instructions:

Child accompaniment teacher

with special educational needs __________________/_____/

"_____" __________________ 2010

DIAGNOSTIC CARD

to detect attention deficit disorder in children

From the magazine "Primary School Management"

Instruction: Please mark the points that characterize the behavior of the student:

there are restless movements in the feet;

does not know how to sit still when required;

easily distracted by extraneous stimuli;

impatient, does not know how to wait for his turn during games and in various situations in the team (classes at school, excursions, etc.)

does not know how to concentrate: often answers questions without thinking, without listening to them to the end;

has difficulty (not related to negative behavior or lack of understanding) in the performance of the proposed tasks;

has difficulty maintaining attention when performing tasks or during games;

often jumps from one unfinished action to another;

does not know how to play quietly, calmly;

• interferes with others, sticks to others (for example, interferes with the games of other children);

  often loses things needed at school and at home (toys, pencils, books, clothes, etc.);

  able to perform dangerous actions without thinking about the consequences (for example, runs out into the street without looking back at the road, etc.).

Result evaluation: the basis for the diagnosis of attention deficit disorder is the presence in the child of 8 of the 14 symptoms that have been observed over the past six months.

How to help a hyperactive child

 Establish the cause of hyperactivity, consult with specialists. Often in the anamnesis of such a child there is a birth injury, MMD (minimal brain dysfunction).

 Always keep dangerous objects out of sight of the child (sharp, breakable objects, medicines, household chemicals, etc.).

 There should be a calm environment around the child.

 It is necessary to communicate with such a child gently, calmly, because he, being very sensitive and receptive to the mood and condition of loved ones, is “infected” with emotions, both positive and negative.

 Do not exceed the load, do not work hard with the child so that he is like other peers. It happens that such children have extraordinary abilities, and parents, wanting to develop them, send the child to several sections at once, “jump” through the age groups. This should not be done, because overwork leads to deterioration of behavior, to whims.

 Avoid overstimulation. It is important to strictly observe the regime to the smallest detail. Daytime rest is obligatory, early going to bed at night, outdoor games and walks should be replaced by calm games, eating at the same time, etc. There shouldn't be too many friends.

 Try to make fewer remarks, it is better to distract the child. The number of bans should be reasonable, adequate to age.

 Praise often for what you get. Praise not too emotionally to avoid overexcitation.

 When asking to do something, try not to make the speech long, not contain several instructions at once. When talking, look your child in the eye.

 Do not force the child to sit quietly for a long time. Follow him, if there are too many questions and off topic, the child has gone to another corner of the class, which means he is already tired.

 Introduce the child to outdoor and sports games in which you can discharge yourself from the energy that is springing up. The child must understand the purpose of the game and learn to obey the rules, learn to plan the game.

 Master the elements of massage aimed at relaxation and regularly conduct it. It will help to focus a light stroke on the arm, on the shoulder in the process of reading or other activities.

 Count to 10 or take a few deep breaths before reacting to an unpleasant act of a child, try to calm down and not lose your cool. Remember that aggression and violent emotions give rise to the same feelings in the baby.

 Extinguish the conflict in which the child is involved, already at the very beginning, do not wait for a stormy denouement.

 A hyperactive child is special, being very sensitive, he reacts sharply to remarks, prohibitions, notations. He really needs love and understanding. Moreover, in unconditional love, when a child is loved not only for good behavior, obedience, accuracy, but simply for what he is!

 When it gets really hard, remember that by adolescence, and in some children even earlier, hyperactivity disappears. It is important that the child approaches this age without a load of negative emotions and inferiority complexes.

When teaching children with disabilities, it is necessary to take into account the peculiarities of their perception, attention, memory, their intellectual potential.

The adaptation of the text of the textbook should pursue the goal of making the educational material as accessible as possible for understanding.

For this you need:

Reduce as much as possible the volume of the text, leave only the essence, the content of the educational material should correspond requirements state standard.

This "essence" must be expressed simple sentences that can be understood by a “special” child.

From the text if possible remove scientific terms or replace them with simpler concepts.

If a new concept is introduced, it should be explained in detail and in an accessible way.

The instructional text must be accompanied visibility,it is very important, since the "special" child has predominantly concrete thinking, abstract concepts are little accessible to him, therefore, each paragraph containing a new thought must be accompanied by an illustration.

If possible, in a paragraph of the textbook, find a text (2-4 sentences) that a “special” child could independently read aloud in class, answer questions to the text, or perform another task.

After each paragraph, questions should be written that are formulated as briefly and consistently as possible regarding the content of the text.

Tasks after the text should contain only one verb in each sentence. For example, find in the text .... write out from the text .... complete the sentence ..... underline the correct statement ...

The text should be typed in font No. 16, headings No. 18. Questions and tasks are highlighted with a colored background, headings in color font. The text written out from the main textbook is in bold type. The studied terms and new concepts are printed in larger or bold type.

Creating conditions for adaptation to learning

first graders in an inclusive class

Every child goes through a period of adaptation to school life. It is noticed that during the first time of attending school, the condition of children usually worsens. They become restless, anxious, irritable, hyperactive or hyperpassive. Their physical health may also deteriorate. Such problems do not bypass the inclusive classes. Most of the difficulties that arise sooner or later pass, and the condition of the children returns to normal. If the problems worsen, then urgent action must be taken.

The ability of a child to enter a children's society, to act together with others, to yield, to obey if necessary, a sense of camaraderie - qualities that allow the child to painlessly adapt to new social conditions, contributing to the creation of favorable conditions for his further development. These qualities are formed at preschool age in the family or kindergarten.

The technology of teaching in the first grade involves the sequential passage of the main stages of educational activity:

diagnosis of characteristics of students;

fixing fundamental educational objects (school curriculum);

building a personal educational trajectory of the student, taking into account his characteristics;

implementation of individual educational programs for students;

demonstration of their educational products;

reflection and evaluation of activities.

This means that each student has the right to an individual meaning and goals of learning, the selection of materials studied, the choice of pace, forms and methods of teaching. For each first-grader, it is planned to create an individual educational trajectory, leading to the creation of personal educational products that differ not only in volume, but also in content. This difference is due to individual characteristics and the corresponding types of activities used by students in the study of the same fundamental educational object. This can be figurative or logical knowledge, introductory, selective or extended assimilation of the topic, etc.

In the first grade, it is especially important to create conditions for a favorable adaptation of the child to school, i.e. ensuring successful development and learning, taking into account his individual capabilities.

These conditions will primarily be as follows:

compliance of the learning process with the functional and psychological characteristics of children;

personality-oriented interaction between adults and children;

giving the child the freedom to choose activities, partners, means, etc.;

orientation of the pedagogical assessment to the relative indicators of children's success (comparison of today's achievements of the child with his yesterday's achievements);

increasing cognitive and educational motivation;

implementation of productive activities of children in the zone of their proximal development.

All of the above conditions require individualization

training and education in the team. A classroom is a place where a child has to work together with other children: to complement, help, empathize, contribute, etc. At 6-7 years old, such interaction is complicated by the fact that a child of this age is egocentric. It seems to him that the whole outside world, family, society exist for him. It is difficult for a first grader to come to terms with the fact that he is one of the many students in the class.

At this moment, it is fundamentally important to satisfy the desire of the child to stand out among others with his success, to demonstrate his skills and knowledge. When this happens, the child's self-esteem increases, an adequate idea of ​​\u200b\u200bthemselves is formed. But self-affirmation is impossible at the expense of other children. It is at this age that children begin to form an idea of ​​how to carry out joint activities in a team, while remaining themselves.

For a teacher working in an inclusive classroom, it is extremely important to remember the following rules:

1. Give each child the opportunity to work in their own

him pace. Absolutely unacceptable at this time are remarks like “Faster!”, “You are detaining everyone!”. It is better to invite the child to skip the next entry, replace the task, which takes less time to complete.

The scope of work should increase gradually and be consistent

at your own pace. Doing less work allows a less prepared child to successfully complete it, which in turn helps him feel like he is participating in the overall work. Tempo individualization- a necessary condition for the psychological comfort of the child at school. Children complete the task, but the work stops regardless of the degree of its completion. This is how the ability to start and finish work with everyone is practiced.

2. The organization of group work can partly contribute to individualization. At the beginning of training, it cannot be used to the full, but it is reasonable to gradually introduce its elements. It is important to take into account the need to change the composition of the group in order to form adequate self-esteem in children. And competitions between groups of children are almost completely excluded in order to avoid mutual reproaches and violation of the atmosphere of cooperation and community of the class.

3. A regular change in the types of activities and forms of work in the lesson allows all children, without exception, to relieve stress and increase attention.

For the timely correction of stress relief, there are various pedagogical "secrets".

For instance,

Children are allowed to take a comfortable position in the lesson for a while: work while standing, if they wish to change their workplace (it would be nice to have several desks in the class); walk on toes, make a stand on one leg, strain the feet, shins, hips, buttocks, stomach, etc .;

The teacher can “stand behind the child”, put his hand on his shoulder, allow him to suck on a lollipop, whisper.

4. Almost all children need to say the sequence of their actions aloud. Teach children to speak softly, in an undertone, whisper with "lips" so as not to disturb others. But do not forbid children to speak aloud - through external speech, a meaningful development of new and difficult material occurs.

5. It is important to follow the child's natural need for cognitive activity, and not impose it. Give your children tasks that they would enjoy doing more often. Demanding a child to perform uninteresting or more complex tasks should be done carefully and dosed, as constant stress leads to somatic or psychological problems.

6. Basic rule for the teacher. Creating conditions for the adaptation of the child to school is to ensure that the child is successful not only in learning, but in the field of communication and interaction between all participants in the educational process: teachers, children, parents.

On the motivation of younger students

Sabelnikova S.I., Deputy Director of UMC

Motivation - active states of brain structures,

inducing a person to perform hereditarily fixed or acquired by experience actions aimed at satisfying individual or group needs ( from the dictionary).

Children come to school with a desire to enter a different life, socially more important and colored by teaching. This is not a thirst for learning, backed up by conscious and effective motives. The child "wants" what he does not yet know and will know later, when more and more complicated educational tasks are set before him.

To manage motivation means to form a certain attitude towards school. This does not mean unquestioning obedience and obedience to the teacher, but the desire to cooperate with the teacher in order to appropriate knowledge, moral and ethical standards and personal qualities.

In order to choose the best methods for increasing the motivation of younger students, it is necessary to know the reasons for low motivation.

Psychologists distinguish the following:

1) low level of readiness for learning;

2) low social experience;

3) features of psychophysiological development;

4) dissatisfaction of personal needs, including self-actualization and self-awareness, group acceptance, self-respect and self-acceptance, physical and psychological security, etc.

6) a discrepancy in the ratio of the student's forces configured for functioning and development with the educational material.

Too difficult and easy tasks are the main reasons for students to avoid learning. At the same time, there is a decrease in cognitive interest, a weakening of the experience of positive emotions, a lack of a sense of joy from overcoming the difficulties of mastery, discovery, knowledge.

7) the absence of difficulties arising in the process of appropriation of educational material and causing hard work of cognitive forces ;

8) lack of fixation of achievements, a positive result - the achievement of a socially significant and personal intended goal as a result of a certain hard work of cognitive forces (it is especially important for a child who evaluates and how).

As part of the work of the district experimental site on the topic "Psychological and pedagogical support for inclusive classes" ( scientific director- Semago N.Ya.) in a joint pedagogical workshop of teachers and psychologists, some of the most rational methods were found and tested:

Students' choice of goals, tasks, forms of goal realization.

For example, using the “creative homework” technique. Children are invited to choose their own form of its implementation:

- come up with tasks on this topic, questions, a quiz, crossword puzzles ...;

- compose a rule, an anecdote, a riddle, a fairy tale...;

- draw a reference signal, a poster;

- make a plan for oral response, etc.

The relationship between efforts and the result of labor;

Orientation of the student to self-assessment of activity.

For example, using the reflective method.

In grades 1-2:

What was the mood at the beginning of the lesson, at the end of the lesson? Did you enjoy the lesson? Will the knowledge gained be useful to you? Who helped you in class? Are you satisfied with your job?

In grades 3-4: What difficulty arose in the lesson? What method did you choose to solve the problem? How independently did you “discover” new knowledge? At what level did you learn new material: knowledge, skill, skill?

A situation of success achievable for everyone.

For example, using encouraging language: “I am sure that you will succeed...”, “I had no doubts that you...”, “You will do this task very well...”, “I agree that...”.

It is also very important to fix all the positive changes, the dynamics of the student's development in relation to himself.

For example, "Color dialogue" with students.

We propose to mark errors and shortcomings in the written work of students with black ink, less noticeable in the notebook. With a bright red color, we highlight correctly and accurately spelled out letters, numbers, words, sentences, note the correctness of “difficult tasks”, write down words of praise, approval.

It is also useful to record in a diary the personal achievements of each student individually ( Independently completed the task, carefully completed the work, helped a friend, listened carefully. Handled a new type of challenge). A student can make a similar entry in the diary regarding his own achievements.

Creation of conditions for the realization and demonstration of the abilities of each (individual and creative).

For example, participating in school-wide events, providing counseling to students, holding self-government days in primary grades.

Organization of the educational process with the obligatory reliance on self-determination (I want and I can), goal setting (what needs to be done, what result needs to be achieved), reflection on the activities of students (what have I achieved?).

Educational material as a subject of active mental and practical actions (developing and problematic methods, independent design work, creative tasks, exchange of thoughts, opinions...).

The use of reference signals in the educational process (symbols of knowledge and rules of conduct, diagrams, tables, step-by-step instructions, technological maps, filmstrips, plans, algorithms ...)

Active use of a game that simulates activities (competitions, quizzes, competitions, holidays; teacher-student role reversal)

During the discussion of the issue of motivation of younger schoolchildren, the system of assessing their educational achievements was most acutely affected. According to psychologists, only that mark or assessment contributes to effective learning if it causes a positive emotional state in the student. Therefore, it is most useful to encourage efforts while at the same time identifying the main shortcomings and possible ways to overcome them.

The teacher also needs to be able to predict such situations and take preventive measures so that they do not arise in relation to this student.

Thus, the development of the motivational sphere of students is greatly influenced not only by the content and the psychological and didactic organization of the educational material, but also by the forms of personal independence and free choice of the studied object and type of activity by the students, as well as the relationships built between the teacher and the student.

Techniques to increase the motivation of younger students

as often as possible, put students in a situation of choosing goals, tasks, forms of achieving goals;

help students see the connection between efforts and the result of labor;

constantly orient the student to self-assessment of activity;

help students to be responsible for their failures and successes;

make a situation of success achievable for everyone (use of vocabulary: “I’m sure that everything will work out for you ...”, “I had no doubts that you ...”, “I agree”; fix all positive changes;);

create conditions for the realization and demonstration of the abilities of each (individual and creative);

organize self-determination (I want and I can), goal-setting (what needs to be done), reflection on the activities of students (what have I achieved?);

use educational material as a subject of active mental and practical actions (developing and problematic methods, independent design work, creative tasks, exchange of thoughts, opinions ...);

offer children help with reference signals (symbols of knowledge and rules of conduct, visibility, diagrams, tables, step-by-step instructions, technological maps, filmstrips, plans, algorithms ...)

build integrated lessons, expand the boundaries of cognitive activity;

change the type of activity every 5-7 minutes;

actively use a game that simulates activities (competitions, quizzes, competitions, holidays; “Today you are not students, but teachers, philosophers, adults ...”)

Techniques to increase motivation (continued)

1. Homework

"creative homework"

come up with tasks, questions, a quiz, crosswords ...;

compose a rule, an anecdote, a riddle, a fairy tale...;

draw a reference signal, a poster;

make a plan of oral response;

thematic collections with interesting facts from magazines;

compose poetry

reception "unusual routine"

submitting homework 19, 12, 1, 9,12,1 (story);

win-win lottery (tickets with task numbers);

prefix from the word “offer”, root - “fold”, suffix - “multiplication”, ending - “cherry” ... (sentence)

admission "special assignment"

gotta deserve it!!!

instruction to execute

three levels of homework

mandatory minimum

training

creative

2. Repeat phase

"delayed response"

no shouting from a place - for children with a slow reaction - a question, a pause of 30 seconds, an answer

Important: if a child is encouraged to be ahead of others, he quickly learns this.

Acceptance alternative - "traffic lights"

reception "own support"

teach children to take notes (drawings, tables, drawings ...)

3. Training exercises

"game goal" technique

many tasks of the same type with the achievement of a game result (conquest of peaks, newspaper editor - find and correct errors - grammatical or semantic ...)

Important: avoid completing tasks for speed, time

4. Technology "Collage"

creating posters from articles, drawings, sayings, quotes on a specific topic (individually, group, class)

5. Claudel Modeling Technology

There is a deeper understanding of thought by the student (materialization of thought).

The larger the dimensions, the better.

Numbers, letters, hours, attaches a card with the name to the elements ...

Plasticine googol (one hundred zeros) - children sculpt and count zeros ...

6. Illustrating notebooks

provides awareness and understanding of the material;

enhances emotions, imagination, eye, visual memory ...

7. "Find mistakes"

formation of language literacy of students through the comparison of words in the text with the standard;

updating the rules of literate writing;

development of motivation to remember the correct spelling of words, rules;

development of mindfulness when looking for errors

8. "Questions are asked by students"

dialogue in reverse

9. Learning with the senses

"Hand touch"

study of the properties of objects (flat, three-dimensional),

learning letters or numbers...

Dark bag method

Smell

Explore the smells of vegetables, fruits, houseplants and pick up adjectives that characterize them.

Learning to see

Not only with eyes, but with thoughts (imagination)

Learning to hear

Development of phonemic hearing

10. Reception "surprise!"

Nothing attracts attention and stimulates the mind like surprise!

Example, lesson in natural history, topic "Water"

“In one African country, the guys read a story about an amazing country where people walk on water! And the best part is, it was a true story! Don't you and I walk on water?"

Math lesson

- What is the biggest number?

Organization of the learning space in the classroom

Typical layout of workplaces in the classroom (traditional way)

With a similar arrangement of training places, we highlight the disadvantages:

concentration on the teacher, which reduces the possibility of learning through discussion and dialogue with peers;

learning in such conditions becomes for students a passive perception of educational material - students become passive recipients of "knowledge" rather than active participants in the educational process;

activation and involvement of students in the learning process does not occur;

difficult to meet individual learning needs;

students with special needs may feel isolated sitting in front. All the time under the gaze of the teacher, and has no opportunity to communicate with his comrades;

social barriers are not decreasing, but on the contrary, they are growing and becoming more pronounced.

Small group work

From the collection "Inclusive Education: Law, Experience, Practice"

Small group work is a way of organizing learning activities in which students cooperate in working with each other in order to achieve a joint result. Collaborative learning contributes to the development of interpersonal and social problem-solving skills.

Ways to optimize the use of this pedagogical technology:

the creation of mixed groups in which there are students with different levels and motivation for learning;

the optimal composition of groups should be no more than 4-6 people;

the formation of groups should be carried out taking into account the level of activity and the possibility of interaction of its participants;

lack of permanently assigned group members;

the circular arrangement of training places in the group so that all participants can see each other and no one is in a “leading” position;

the choice for work in a group of such a task on the topic of study, which students will perform with interest and desire;

selection of handouts that stimulate participation in the work of the group and concentration on the subject of training;

setting rules for mutual participation in group work;

distribution in the group of "roles" necessary to complete this task;

teaching participants the rules of working in a group - how to ask questions, listen to each other, share, paraphrase;

analysis and observation of the interaction of students in groups;

the location of individual groups at a sufficient distance from each other to reduce distraction;

the use of various forms of individual and group responsibility;

application of individual criteria and requirements for the task for the maximum involvement of all group members in its work;

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

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

inclusion B) interaction

individualization.

2. Choose the correct answer: Inclusion is:

A) the form of cooperation;

B) a special case of integration;

B) style of behavior.

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

internal and external,

B) passive and creative,

educational and social.

4. Choose the correct answer: Inclusion, that is, “inclusive education”, which includes

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

A) group integration,

B) educational integration,

B) communication.

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

A) to all children without exception with developmental disabilities,

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

B) children studying only in special institutions.

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

works of a domestic scientist:

A.N., Leontieva, B) S.L. Rubinshtein,

L.S. Vygotsky.

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

Great Britain, B) Russia,

France.

8. Choose the correct answer: In the 70s. 20th century in the countries of and Eastern Europe, the first prece, closures of correctional institutions are observed, due to:

A) the absence of children with disabilities,

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

B) teaching children with disabilities at home.

9. Choose the correct answer: In Russia, the first experimental experience of co-education of children with developmental disorders appears in:

60s 20th century B) 90sXX .,

70s XX century..

10. Choose the correct answer: In Russia, in the first experimental experience of joint education for children with normal and impaired development, preschool children with a violation took part:

visual analyzer,

B) intellect

auditory analyzer.

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

A) inclusion cannot be massive,

B) inclusion should be massive,

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

children with disorders of the musculoskeletal system,

B) children with intellectual disabilities,

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

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

A) integration through early correction;

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

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

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

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

inclusive educational vertical,

B) inclusive educational horizontal,

inclusive educational parallel.

G)

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

general secondary school,

B ) preschool institutions,

families.

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

A)career guidance for graduates of schools with disabilities health in the field of the emergence of professional interests and elections,

B) support with complex psychological and pedagogical diagnostics and correctional assistance for adaptation in an environment of healthy peers,

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

16. Choose the correct answer: Creating a system of polysubjective interaction involves the creation of:

A) inclusive horizontal,

B) inclusive vertical.

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

A) youth

B) early childhood

B) primary school age.

18. Choose the correct answer: The continuous vertical of inclusive education is implemented under the following conditions: a child who enters an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up. Choose a condition name:

complexity continuity,

B) walking distance

unity, goals.

19. Choose the correct answer: Determine what condition the continuous vertical of inclusive education is about: all inclusive institutions must be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each level of educational
verticals will be fixed in his individual map (“development map”).

A) succession,

B) professional competence,

B) walking distance.

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

expanding access to education;

B) integration;

mainstreaming;

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

A) the component of "life competence",

B) "academic" component.

22. Choose the correct answer: educational areas:

B) 4

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

A) natural science

B) art

V)