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ON MODERN APPROACHES TO THE PROFESSIONAL EDUCATION OF DISABLED
AND PERSONS WITH DISABLED HEALTH
A.I. Yakovleva (Sovetsk, Kaliningrad region, Russia)
The article is devoted to the consideration of modern approaches to vocational education of disabled people and persons with disabilities in the Russian Federation; touched upon the problems of organizing and conducting the educational process in technical schools and colleges.
In the Russian Federation, at the legislative level, obtaining a full-fledged professional education for disabled people is one of the most effective mechanisms for increasing their social status and security. Therefore, ensuring the implementation of this right of people with disabilities in the Federal Law "On Education in the Russian Federation" is considered as one of the most important tasks of state policy. At present, new approaches to the organization and implementation of professional education for this category of persons have become more clearly defined.
State budgetary social institution of the Kaliningrad region, a professional educational organization "Soviet technical boarding school" (hereinafter - VET) was opened in 1949. For 67 years of its activity, more than four thousand graduates of the technical school received a start in life.Pedagogical staffeducational institutionan interesting experience has been gained in organizing and conducting comprehensive rehabilitation of disabled people. Rehabilitation is based on the principle of an individual approach, taking into account the personal characteristics and health status of students and includes three components: professional (educational process), medical and socio-psychological. That is, along with vocational rehabilitation, the technical school provides a range of other social services: social welfare, socio-medical, socio-economic, socio-psychological and socio-legal.
We are implementing a model of educational integration, which provides for the formation of mixed educational groups that unite students from among the disabled and student orphans who do not have functional disabilities in health. Educational groups in the technical school are of different ages. The students received their previous education in different conditions: they were homeschooled, have graduation documents from special boarding schools, studied in regular schools, received basic general or secondary general education five or more years ago. These factors complicate the organization and conduct of the educational process, on the one hand. On the other hand, such integrated learning contributes to the development of tolerance, humanity and willingness to help others in students. Integrated education contributes not only to the acquisition of a profession, but also to the effective socialization of the individual.
Prospects for the development of vocational training for disabled people and persons with disabilities are spelled out in a number of regulatory legal acts and other documents developed in the course of the implementation of the federal law “On Education in the Russian Federation”.
In December 2013, the Department of State Policy in the field of training of workers and additional vocational education under the Ministry of Education and Science of the Russian Federation approved the "Requirements for the organization of the educational process for training disabled people and persons with disabilities in professional educational organizations, including the equipment of the educational process." The implementation of the main provisions contained in this document, to a certain extent, contributes to the solution of the problems existing in the educational preparation of disabled people and persons with disabilities for professional activities.
Let's outline some of these problems.
To date, the regulatory and legal framework for the activities of professional educational organizations (hereinafter - VET), which provide training for people with disabilities and people with disabilities, has not been sufficiently developed. Typically, in technical schools and colleges responsible for this work are deputy directors for academic affairs, heads of educational and methodological departments with a wide range of job responsibilities. To streamline this activity, it is recommended to create a structural unit in a professional educational organization responsible for organizing education for disabled people and people with disabilities. The main goal of its activity is to create special conditions for receiving education by the named category of students. The presence and features of the work of this unit should be spelled out in the VET charter. The urgency of creating such a structural unit is primarily important for technical schools, colleges and universities, the founders of which are the regional ministries of education.
The norms for the organization of education for students with disabilities and disabled people should be enshrined in local VET regulations. There are no examples of such local acts. Therefore, first of all, it is necessary to develop a regulation on the structural unit responsible for the education of persons with disabilities and persons with disabilities, amend the VET charter, regulations on the organization and conduct of current control of knowledge and intermediate certification of students, the mode of classes, the procedure for training according to the individual curriculum and other regulations.
The implementation of these requirements will help streamline the regulatory and legal framework for VET activities in this direction.
As a second problem, let us single out the lack of readiness of teachers to teach people with disabilities and disabled people. Specialists with higher and secondary pedagogical and / or vocational education work as teachers and masters of industrial training in colleges and technical schools. Among them there are few teachers with special (defectological) education. The lack of such special training makes it difficult for teachers and masters of industrial training to develop a rehabilitation orientation of professional and pedagogical activity.
Rehabilitation orientation, according to O.A. Stepanova, is a necessary component of the professional competence of a modern teacher who teaches people with disabilities and people with disabilities. Rehabilitation orientation is a fusion of certain psychological and pedagogical attitudes with interdisciplinary knowledge, skills and experience in implementing the tasks of identifying, preventing and overcoming barriers and difficulties arising in the process of teaching this social group [p.45].
If the teacher's level of rehabilitation orientation is sufficient, then he can competently solve problems related to:
Recognition of difficulties in the educational and educational-professional activities of disabled people and people with disabilities, establishing their causes;
Designing an individual educational route for students with disabilities within the framework of an academic discipline (its separate section, topic) or areas of professional training;
The optimal choice of techniques and methods for organizing educational and training-production activities of students with disabilities;
An objective analysis of the current and milestone results of the assimilation of educational programs by persons with disabilities and persons with disabilities;
Creation of conditions for their socialization and social and labor integration.
Therefore, today one of the requirements for a teacher teaching disabled people and persons with disabilities is additional training in order to gain knowledge about the psychophysiological characteristics of this category of students, the specifics of receiving and transmitting educational information, the use of special technical teaching aids, taking into account various disorders of the human body [p.4]. To this end, it is necessary to envisage modules for the implementation of inclusive education in the programs of advanced training and professional retraining programs for teaching staff.
The implementation of such modules, along with the daily practice of pedagogical activity, should contribute to the formation and development of a sufficient level of rehabilitation orientation among teachers. This level involves the solution of the following typical tasks by the teacher and the master of industrial training:
Diagnostic,
Design,
Correctional and preventive,
Control and analytical,
The organizational
And the tasks of professional development.
Each of these tasks assumes that the teacher has a specific set of knowledge and skills that allow solving this task.
In this regard, it seems interesting developed by O.A. Stepanova's model of lifelong education for teachers, teaching people with disabilities [p.51]. This model allows you to build individual trajectories for professional development of teachers and masters of industrial training, teaching people with disabilities and people with disabilities.
The third problem is related to the adaptation of educational programs and educational and methodological support of the educational process for students with disabilities and disabled people. Our technical school has been implementing the third generation GEF for three years. The new educational standards are addressed primarily to ordinary students and students, that is, to the field of mass vocational education. Therefore, they cannot fully fulfill their role as a guarantor of the system of professional training of personnel for people with special educational needs and disabilities, namely, disabled people.
Today, one of the topical issues is the development of the Federal State Educational Standard of vocational education for persons with disabilities. Their psychophysiological characteristics should determine the complexity, duration and efficiency of the learning process. These standards should prescribe various models and forms (individual, integrated, inclusive, distance learning) of the internal structures of professional educational organizations. Taking into account the psychophysical and psychophysiological characteristics of disabled people, the requirements for the results of mastering OBEP in the vocational vocational education or specialty should be justified.
In the period from 2014 to 2015, the Ministry of Education and Science, together with public organizations of people with disabilities, developed some departmental acts with changes to the previously approved federal educational standards, as well as, if necessary, organize the development and approval of special federal educational standards for vocational education for persons with disabilities. These actions were carried out in accordance with the Order of the Government of the Russian Federation "On Approval of Comprehensive Measures Aimed at Improving the Efficiency of Implementation of Measures to Promote the Employment of Persons with Disabilities and Ensuring the Accessibility of Vocational Education for 2012 - 2015".
What should modern VET do given the current situation? According to the "Requirements for educational activities for persons with disabilities ...", it is necessary to include adapted disciplines in the variable part of the educational programs of secondary vocational education. These can be disciplines of social and humanitarian purposes, professional orientation, as well as disciplines for the correction of communication skills, including by mastering a special information-compensatory technique for receiving and transmitting educational information. The set of such VET disciplines is determined independently, based on the specific situation and individual needs of students with disabilities and people with disabilities.
The choice of teaching methods carried out by VET is important in the development of work programs for adapted disciplines. First of all, they should be accessible and understandable to students with disabilities and students with disabilities. This choice should be determined by the goals and content of training, the initial level of knowledge, skills and abilities available to students, the professional level of teachers, methodological and material and technical support, characteristics of the perception of information by students, etc. It is recommended to use socially active and reflexive teaching methods, technologies of socio-cultural rehabilitation in order to assist in establishing full-fledged interpersonal relationships with other students, creating a comfortable psychological climate in the study group.
In addition, special attention should be paid to the provision of students with disabilities and persons with disabilities with printed and electronic educational resources in forms adapted to the limitations of their health.
If necessary, it is necessary to develop individual curricula and individual schedules for students with disabilities and people with disabilities, taking into account the fact that it is possible to increase the duration of training for this category of persons, but no more than 6 months.
New approaches to the organization of vocational education for persons with disabilities and disabled people in our country are not limited to the above measures, requirements and recommendations. Comprehensive rehabilitation in the context of a vocational educational organization of SVE is becoming one of the main tasks of the technical school.
List of references
- Patrushev S.B., Ptushkin G.S., Traulko E.V., Pustovoy N.V. Theoretical foundations of the formation of state (specialized) educational standards for persons with disabilities. // Secondary vocational education. 2009, no. 1.
- Requirements for the organization of educational activities for persons with disabilities in professional educational organizations, including requirements for training and education facilities. [Electronic resource]. Access from SPS ConsultantPlus.
- Stepanova O.A. Comprehensive rehabilitation of persons with disabilities in institutions of secondary vocational education. // Innovations in vocational school. 2012. No. 8.
(on the example of GAPOU SO "Yekaterinburg Industrial and Technological College named after V. M. Kurochkin")
The topic of vocational training for children with disabilities is extremely relevant. According to the Ministry of Social Policy, in the Sverdlovsk region the number of children with disabilities (HH) under the age of 18 has reached 17,340 people. This circumstance determined one of the priority directions of the main provisions of the implementation of the regional target program "Development of education in the Sverdlovsk region (" Our new school ")" for 2011-2015. Within the framework of this program, work is being carried out to organize professional education for children with disabilities in the Sverdlovsk region using modern educational technologies.
Traditionally, vocational education of adolescents with disabilities is considered as a means of their social and labor rehabilitation, contributing to rational employment, the achievement of economic independence and independence. Social and labor rehabilitation of adolescents with disabilities, forms psychological and practical readiness for work, a stable psychological state that characterizes a positive attitude to work, positive motivation, a system of knowledge, work skills and skills necessary in a variety of types of work.
For 20 years, the Yekaterinburg Industrial and Technological College named after V.M. Kurochkina provides professional training for graduates of general education special (correctional) schools of types 1 and 2: hearing impaired, hearing impaired and deaf. During this time, a special educational environment and optimal conditions for the process of vocational education of adolescents of this category on the main professional educational programs "Turner - universal" and "Operator of machine tools with programmed control" have been created in the technical school.
It is important to note that the technical school has formed the necessary environment for the interaction of teachers with these children, based on information and telecommunication technologies.
Taking into account the communicative limitations of deaf and hard of hearing children, the possibility of using information and telecommunication technologies in the vocational training system becomes especially important. This factor is also enhanced by the fact that, due to the compensatory activation of the activity of the preserved sense organs in a person with hearing disabilities, the visual channel of information perception acquires a leading role, and in the system of information and telecommunication technologies, the visual channel of information transmission takes a central place.
In the process of professional training, teachers have the opportunity to take into account the individual characteristics of the student's hearing. Since most of the students are hearing impaired (deaf) children, with partial hearing impairment, who distinguish between less intense and more diverse in their frequency characteristics, the teachers design theoretical and laboratory-practical lessons using audio information.
For deaf and hard of hearing students, an interactive classroom has been created, and is equipped with special equipment and apparatus for individual correction of the amplitude-frequency characteristics of sound waves that increase the hearing threshold of children. The purpose of creating this audience is to provide an opportunity for deaf and hard of hearing children to communicate with each other and with the teacher.
The interactive audience consists of students' workplaces equipped with sound-amplifying devices for air and bone conduction and vibrotactile perception - AVKT-D-01 "Globus". The Globus device is a universal hearing-impaired device for conducting classes with hearing impaired and deaf children, designed for people with severe hearing loss (hearing loss and deafness) and can be used as an individual hearing simulator and as a device for collective use for group lessons (up to 10 students ), connects to the teacher's special console.
The set of the device includes headphones and a microphone, for the possibility of connecting a body, video and audio equipment to it, which allows using the principle of visibility in the process of mastering professional modules and interdisciplinary courses, which helps to enhance the visual representation of the deaf and hard of hearing about the processes, equipment and technologies being studied. It is impossible not to take into account the fact that the presence of hearing remnants greatly helps deaf students to master the words denoting sounding objects, sound phenomena, and to apply these words correctly, and auditory perception increases his cognitive activity and accelerates the adaptation process in the production environment.
Formation of professional competencies of future operators of machine tools with PU is carried out in a simulator laboratory, consisting of workstations equipped with simulators for programming machine tools with numerical control (CNC). Specialized software made it possible to connect simulators into a local network, while the teacher defines theoretical and practical tasks individually for each student, observes the actions of students and adjusts the algorithm for performing laboratory and practical work, evaluates the results of mastering professional modules and interdisciplinary courses.
This simulator is designed to acquire skills in programming turning and milling operations on CNC machines. The classical programming language based on G-, M- codes is used in almost all modern CNC systems. The following functions are implemented: linear and circular interpolation, threading, multi-pass roughing cycles, automatic tool change, and many others. The student gets the opportunity to independently choose the necessary parameters for processing (workpiece size, tool, cutting modes, processing sequence, etc.). The product provides: holistic perception of the part processing process using control programs; the ability to acquire skills to prepare the user for learning to work on most existing CNC systems; formation of experience in the development of control programs. The software part of the training laboratory is implemented on the Windows platform.
For the training of professional personnel and the development of technical creativity of students, both in individual and in frontal form of training, a desktop educational lathe with a computer CNC system (PCNC class) and computer 3D simulators of a lathe is used. The use of this machine in the educational process contributes to the effective formation of professional knowledge, skills and abilities in the implementation of processing parts on machines with PU, adjustment of individual units and mechanisms in the process of work, maintenance of CNC machines and manipulators (robots).
Trainees on the machine can perform turning operations both in manual and automatic modes in accordance with the control program on workpieces made of wood, plastics and metals. The machine is controlled from a personal computer in the Windows system. Computer simulators of a machine tool and numerical control devices allow simulating machining on a machine tool (setting up and programming, making a virtual part according to the created control program), and then starting the machine to manufacture a real part.
In the process of using an interactive classroom and a training laboratory, students with disabilities achieve good results in mastering the profession. This makes it possible for students of this category to become scholarships of the Governor of the Sverdlovsk region "For successes in mastering a working profession", and after graduating from a technical school to be in high competition with graduates of other professional educational organizations of the Sverdlovsk region.
Thus, the design of the educational process using information and telecommunication technologies will ensure high-quality professional training of students with disabilities (deaf and hard of hearing) and accelerate the process of their social and labor adaptation.
ON THE. Babkin Director
O.V. Kislinskaya Deputy Director for educational and methodological work
Expanding educational opportunities for people with disabilities. The Federal Law "On the Education of Persons with Disabilities (Special Education)" says that special education is preschool, general and vocational education, for which a person needs special, individualized methods of teaching and upbringing associated with the presence of physical and / or mental disability.
Thirdly, how are the techniques, methods and operations of professional actions applied in practice and how the student behaves in society. The proficiency of techniques, operations, methods of professional actions is assessed; rationality of the choice of methods and means of professional activity; result forecast; possession of basic tools of labor, production equipment. It also examines how developed the skills of self-organization and self-management, understanding the rules of communication and interaction, the formation of responsibility for their own behavior.
Fourthly, the level of professional self-awareness and professional independence is considered. To what extent the student realizes the need for further growth of professional skills, shows independence in professional activities, exercises self-control, takes responsibility for the work performed.
The organization of vocational training for adolescents with disabilities certainly requires material costs associated not only with the material base, but also with the training of teachers and the implementation of medical and social support. Today, the problem of employment of graduates is becoming much more complicated, and, consequently, the process of their social and labor adaptation. Training in a profession can only be considered complete if every adolescent with disabilities is guaranteed the right to work.
List of references:
1. Akatov rehabilitation of children with disabilities. Psychological foundations: textbook. allowance. Moscow: Vlados, 20 p.
2. Gin of pedagogical technique: a guide for teachers. Moscow: Vita-Press, 2004.87 p.
3. Selevko educational technologies: textbook. allowance. M .: Public education, 19 p.
4. Starobin's training of persons with mental retardation: method. allowance. M .: NTs ENAS, 20 p.
5. Unt and differentiation of teaching: M .: Pedagogy, 19 p.
UDC 377.01 BBK 444.8 / 9
Cheshko Svetlana Leonidovna
applicant Yekaterinburg Cheshko Svetlana Leonidovna
Applicant for a Degree Yekaterinburg
Professional training for persons with disabilities
health
Professional Training of the Disabled People
The article discusses the relevance of vocational education of persons with disabilities as one of the conditions for their successful socialization, the experience of implementing educational programs for vocational training of persons with intellectual disabilities in an educational institution of primary vocational education in the context of integration, comprehensive support and interaction with special (correctional) schools, businesses.
This article discusses the urgency of professional education of disabled people as one of the conditions for the success of their socialization, the experience of mentally disabled people S professional training in educational institutions of primary professional education in the context of integration, complex support and cooperation with special schools and enterprises.
Key words: integration, professional training,
comprehensive support for persons with disabilities.
Key words: integration, professional training, complex support, disabled people.
Getting professional education for persons with disabilities is one of the basic and integral conditions for their successful socialization in society. However, the success will also depend on the factor of the further life of this category of students. The ability to realize oneself through the profession, the effectiveness of self-realization will depend on how well-formed the readiness for work and adequate professional self-determination, the skills of behavior in society and social and professional adaptation at all stages of education and upbringing, from school to industrial practice in an enterprise.
The relevance of improving the conditions of vocational education is determined by the need to find and implement effective
solutions to the problems of life of people with disabilities in the presence of a tendency to increase the share of this category of the population in the world and in Russia. According to the World Health Organization, there are about 500 million people with disabilities in the world. In Russia, this category of citizens represents a significant and, at the same time, an increasingly increasing part of the country's population □ 13 million people. (almost 10% of the population).
In the Sverdlovsk region as of 01.01.2011 344581 disabled people live, which is 7.9% of the total population of the region. 32% of the total number of disabled people are disabled people of working age. Number of disabled children under the age of 18 □ 17,340 people. Theoretically, about 66,900 disabled people need employment and vocational rehabilitation services. It is also necessary to take into account the situation that not all persons with disabilities (among students of special (correctional) schools of type VIII) have a disabled status. In 2002, 14.2 thousand disabled people studied in all forms of education in state higher educational institutions of the country, by 2009 their number increased by 75% and reached 24.9 thousand people.
In 2009, 14.8 thousand disabled people studied in secondary specialized educational institutions, which is 45% more than in 2002 (10.1 thousand people). In institutions of primary vocational education □ more than 26 thousand (this is 36% more than in 2002). In the Sverdlovsk region, there are 61 state special (correctional) educational institutions for children with disabilities, 12
institutions of primary vocational education provide vocational training for graduates of correctional schools.
The adopted target federal programs provide for measures to develop the education of people with disabilities and people with disabilities: the Federal Target Program for the Development of Education for 2011-2015, the Accessible Environment FTP for 2011-2015, the Children of Russia Federal Target Program for 2011-2015, in a number of regions are also implementing similar programs. In the period from 2008 to 2010, a number of
scientific and practical conferences, which considered the problems of education of persons with disabilities.
The organization of integrated education and upbringing is considered as a priority direction in the development of the education system for persons with disabilities.
The development of integrated forms of education for disabled people should be carried out gradually, on the basis of planning and implementing a set of measures to ensure compliance with the requirements for the organization of this activity (including the availability of an appropriate material base, special educational programs, training of the teaching staff, explanatory work with students and their parents), □ A. A. Levitskaya notes.
Integrated forms of education allow solving the problems of full participation of this category of persons in the life of society, the effectiveness of self-realization, the success of an independent
life arrangement. In a number of regions of the Russian Federation, integrated forms of obtaining vocational education for persons with disabilities are being successfully implemented. However, a number of problems remain unresolved, which are also drawn to the attention of conference participants at meetings of the collegiums of the Ministry of Education and Science of the Russian Federation.
The development of integrated forms of education for people with disabilities in the regions is not always planned, consistent and often not accompanied by the creation of the necessary conditions. Most vocational education institutions are not ready to accept and train people with disabilities, both in terms of the availability of material and technical conditions for training and psychological, medical and pedagogical support of such students, and in terms of staffing this activity. There are also no normatively fixed sanitary and epidemiological requirements for the organization of the activities of vocational education institutions in terms of creating
conditions for education for disabled people, the existing models of the organization of the educational process for disabled people need to be improved, ensuring the receipt of quality education by all persons of this category. In particular, the issue of the possibility of increasing the terms of mastering vocational training programs by such citizens requires additional settlement.
It is necessary to create an effective system of employment of persons with disabilities who have received vocational education, coordination of activities in this area of \u200b\u200beducational institutions, employment services, and employers' associations.
The solution to these problems lies not only in the organization of the process of vocational education in the context of integration, but also in in-depth research, scientific substantiation of the content, process and result of vocational training of persons with intellectual disabilities in educational institutions together with normally developing peers.
Integration problems in pedagogy are considered in different aspects in the works of many researchers. In special (correctional) pedagogy, the approach to integration is deeply unique. In the work of N.M. Nazarov's term integration means a process, result and condition in which people with disabilities and other members of society with disabilities are not socially isolated or isolated, participating in all types and forms of social life along with others. In the education system, at all its levels, integration means a real, and not a declared, opportunity for a minimally restrictive alternative for children, adolescents, youth with developmental problems □ training either in a special educational institution, or, with equal opportunities, in a general educational institution. N.M. Nazarova notes that the term integration has multi-valued and variable interpretations. An integral part of the integration of children with developmental disabilities into society is their integration into general education institutions, where they receive
the possibility of joint learning with normally developing peers.
A similar definition is given in the work of M.I. Nikitina, who understands by the process of integrating persons with developmental disabilities in correctional pedagogy the process of including these persons in all spheres of society as equal members, their mastery of the achievements of science, culture, economics, and education. In the works of N.N. Malofeev and N.D. Shmatko, the integration process is seen as the integration of children with special educational needs into regular educational institutions. The term integrated learning is used in the works of leading scientists in the field of special education: L.S. Volkova, A.A. Dmitrieva, N.N. Malofeeva, N.M. Nazarova, M.I. Nikitina, L.P. Ufimtseva, N. D. Shmatko and others. Along with this term, the following concepts are used: integrated education and upbringing, integrated
education. However, the aspects of integrated education in vocational education institutions of the NGO system have not been sufficiently studied. “There is no systematic approach to consistency and continuity in educational programs of general and vocational education, the possibilities of distance learning are poorly used, the infrastructure of employment is not developing” □ noted by the participants of the interregional scientific and practical conference in Krasnoyarsk.
An integrated approach, involving the inclusion of students with intellectual disabilities in educational structures, in a variety of activities, joint with healthy peers, contributes to the successful solution of didactic and educational tasks at the level of both general and professional education (Yu.N. Bausov, V.A. Malysheva, I.A. Panshina, M.I. Nikitina, B.P. Puzanov, V.I.Seliverstov, A.G. Stanevsky and others). However, the studies conducted are mainly devoted to certain aspects of the implementation of an integrated approach in social rehabilitation and vocational training of children and adolescents with disabilities, including those with intellectual disabilities.
N.N. Malofeev and N. D. Shmatko consider integrated (together with normally developing peers) learning as the mastery of a child with developmental disabilities by a general educational standard in the same (or close) terms as healthy children. Analyzing the available research, they believe that integrated learning can be effective only for a part of children with developmental disabilities, the level of psychophysical development of which corresponds to the age norm or is close to it. In their opinion, it turns out to be inappropriate for children with intellectual disabilities. In relation to these children, the speech, first of all, should be about joint stay in an institution, about joint leisure activities and various extra-curricular activities. In their work "Domestic models of integrated education for children with developmental disabilities and the danger of mechanical transfer of Western models of integration" they identify four models of integration: complete, combined,
partial and temporary, while specifying different levels of effectiveness.
Full and combined models of integration, according to the authors, can be effective only for a part of children with a high level of psychophysical and speech development, partial and especially temporary forms of integration are appropriate for most children with disabilities and children with developmental disabilities, including for children with intellectual disability. Integration of children with developmental disabilities promotes socialization, and for normally developing children creates an environment in which they perceive the world as a single community of people, including people with problems. Highlighting domestic models of integration, N.N. Malofeev and N. D. Shmatko reveal them on the example of preschool and school education, without touching on the stages of pre-vocational and vocational training of persons with disabilities. The more urgent is the issue of an integrated approach in vocational education, since there is no network of special institutions for obtaining a profession by persons with intellectual disabilities. Integration processes occur spontaneously, with a formal inclusion
groups of people with disabilities to professional educational institutions, which is associated with the social demand of society for their further education.
“Social and professional lyceum“ Builder □ in Yekaterinburg ”has been providing vocational training for people with disabilities since 2000. The proportion of students graduating from special
(correctional) schools of the VIII type has grown over ten years from 13 to 43% of the total number of students in the professions of NGOs on the basis of basic general and secondary (complete) general education. Persons with intellectual disabilities study in an institution for normally developing peers in a single extracurricular educational environment, actively participating in the public life of the Lyceum. Traditionally, students were offered the professions "Building painter" "Plasterer" "Building joiner" "Carpenter □
A systematic analysis of the qualitative composition of S (C) OU graduates, questionnaires of parents, and conversations with students revealed the need for disabled children who had not previously continued their education after school for health reasons.
The pedagogical team analyzed the list of professions and specialties recommended for vocational training and employment of people with mental retardation, which disabled people can master. Also, marketing research of the labor market was carried out, which showed the demand for the professions "Vegetable grower □" Florist □ In 2008, licensing conditions were prepared for the implementation of a new program and recruitment was carried out for the specified professions □
The qualitative composition of C (C) OU graduates who entered the profession has changed □ from 1% of disabled children in 2005 to 36% of disabled children, disabled people of I-III groups in 2010 from the number of students □ graduates of special (correctional) schools VIII species, in groups according to the OP "Vegetable grower, florist" disabled people make up 74%. The range of professions offered is expanding, the conditions for the implementation of educational programs for vocational training of graduates are being improved
special (correctional) schools of the VIII type: in 2009, a recruitment was carried out for the professions "Lining-tiler □" Facing with synthetic
materials □
EAT. Starobina notes a favorable labor prognosis in persons with a mild degree of mental retardation and with the main type of mental defect. “They are characterized by emotional stability, balance and the absence of concomitant diseases. They show high possibilities of perception, high concentration of attention, good working capacity. They easily form socially valuable needs and interests, skills of adequate behavior and attitude to life circumstances. "
The acquisition of a profession by students of this category is impossible without technologically thought-out comprehensive support in the learning process. In 2007, the project “Center for psychological-pedagogical, social, legal and medical support of children in difficult life situations was developed and implemented □ The center is a structural subdivision of the lyceum, it includes a staff for the implementation of the goal of its activities: educational psychologists, social
teachers, medical workers, methodologists. The center has created psychological, methodological, social and legal services that provide comprehensive support for children who find themselves in difficult life situations, including those with intellectual disabilities. The creation of this Center is the result of the activities of the teaching staff of the Lyceum for the development of the educational process.
At present, we can talk about the existing system of organizational and pedagogical conditions that make it possible to meet the needs of children with intellectual disabilities and their parents. The goal of the project: to ensure such an organization and such a content of the process in which each student, in accordance with his level of education, the level of intellectual and physical development, the state of somatic and mental health, social status and the level of integration in society, has access to high-quality individually
oriented educational services, high-quality psychological and pedagogical, social and legal, medical assistance. Expected result: through the system of comprehensive support, each student, from entering the lyceum to successful integration in society, has access and receives the necessary assistance in all aspects of his life, is oriented and adequately assesses his health, his capabilities, builds real plans for future life.
Practical value of project implementation:
Professional timely assistance to all subjects of the educational process;
Adaptation of educational programs to the individual characteristics of students;
Mastering by teachers of new competencies in the technologies of activity;
Introduction of new technologies for comprehensive support of students into the educational process (health preservation, rehabilitation and correction);
Development of research, experimental activities with the subsequent presentation of significant results to the external pedagogical community.
The creation of conditions for the successful integration of persons with intellectual disabilities into society is the most important task of educational institutions and begins at the stage of training in special (correctional) schools.
While still studying in the 8th and 9th grades of the school, students and their parents get acquainted with the lyceum, professions that they can get. Career guidance comes in a variety of forms. First, this is a correspondence acquaintance with the lyceum through presentations and conversations at school with the invitation of the teacher-organizer, masters of industrial training for class hours, parent meetings. Then □ excursions to the lyceum on the open day, the day of the profession, the educational and practical conference, the day of the lyceum. In vocational guidance, active forms of student participation are also used.
С (К) ОУ in competitions of professional skills, master classes held at the lyceum. These days, the guys meet with the graduates of their school, get acquainted with their professional and personal achievements. A preliminary acquaintance with the institution in which the student will receive a profession reduces the level of anxiety, on the one hand, and allows you to make a choice of a future profession.
Professional training at the Lyceum begins in specially created classrooms for theoretical training and practical training in training and production workshops in the first year and includes industrial practice at the enterprise in the second year. Theoretical training is 1138 teaching hours, practical training 1554 hours. Groups are composed of 12-15 students, for practical training they are divided into subgroups. The educational process is carried out using pedagogical technologies, taking into account the individual characteristics of students on the basis of the recommendations of educational psychologists and medical workers. The implementation of the educational program of professional training is designed for two years in accordance with the curriculum and the requirements of state educational standards. At the end of the lyceum, graduates receive a certificate of qualification level 2-3 categories based on the results of the state final certification.
To obtain a qualification of the appropriate level, the development of a system for the formation of professional competencies of students is required, ensuring the ability to constructive
professional activity and social adaptation.
The main methods used in the process of vocational training of persons with mental retardation are visual-practical, including repeated repetition and practical consolidation of the same material from a different angle of view by various methods and techniques.
The educational program of professional training is modular in structure, which, in our opinion, allows taking into account the specifics of training students □ graduates of S (C) OU. The limitation of the study load of this category of students does not allow expanding the time frame for mastering the content of the academic discipline, and the module introduced along with the main content will allow both to save time and update the content, and clearly define the place of this material in relation to a particular specialization. For better mastering of subjects of the professional cycle, a general educational course "Mathematics in the profession" with a profile focus in accordance with the main professional program has been developed and is being implemented.
In order to develop communication skills, independence in professional activity, mastering the technologies of self-control and self-development by students, the curriculum includes such academic disciplines as “Effective behavior in the labor market (speech workshop)”, optional classes “Personal growth training” for freshmen and “Fundamentals of conflictology □ General competencies that are formed in the process of mastering the programs of these disciplines contribute to more successful social adaptation and integration of graduates into society.
The organization of industrial practice in production conditions also has its own characteristics. Well-established cooperation with all structures of enterprises □ social partners □ allows for the full implementation of the educational program, taking into account the educational and professional capabilities of students □ graduates of special (correctional) schools of type VIII. At the stage of selecting enterprises from the available data bank, concluding a cooperation agreement, approaches are determined and positions of interaction at various levels of management and implementation of the industrial practice program are coordinated.
“The most optimal for students is the group form of organization of labor in production (link, team) with the participation of healthy
workers. In these cases, a working group has a positive impact, creating conditions for mutual understanding, developing adequate work skills, stimulating interest in work, "which must be taken into account when organizing practice. The specialists of the personnel department help to select such places of internship when choosing an object and in the field □ a foreman when selecting a primary labor collective.
Thus, the pedagogical and psychological support carried out within the walls of the lyceum continues in production. The casting forms are changing, as the circle of subjects of interaction of students is being pounded (specialists of the personnel department, foreman, mentor, personnel workers). The master of industrial training, together with the student, develops the martrot of the student's entry into the professional society, the algorithm for getting to know the enterprise, interaction with the specialists of the personnel department, the mentor (foreman) at the facility. In the future, the accompaniment of the master of industrial training occurs not only directly, but also indirectly, through a mentor at the enterprise in order not to limit, but to develop the independence of students.
During the period of industrial practice, along with the master of industrial training, the student's self-assessment, an external assessment is made by the employer's representatives.
At the first (adaptation) stage, the degree of readiness for labor activity in production conditions is assessed, the level of mastering general competencies is assessed.
At the second stage, the level of mastering professional competencies is assessed.
At the third stage □ assessment of the level of involvement of students in the labor process as part of the program of industrial practice.
The constant contact of teachers with mentors in the field allows them to see the problem in time and jointly find ways to eliminate it.
In the course of the implementation of educational professional programs in the Lyceum, a tradition of collective summing up of the results of students' practical training has developed. Understanding the importance of the formation of such general competencies as possession of communication skills, the ability to solve problems, the implementation of self-development, the manifestation of independence by students in professional activities and their mastery of self-learning technologies, self-control allowed us to reach a higher level of quality in assessing the results of industrial practice.
The emerging pedagogical experience in terms of accompanying students in the educational process in production conditions determined in 2007 a model for the public presentation of students' professional achievements.
Along with the external assessment, which is formed during visits to students during the period of practical training at the facility, meetings-conversations of the master of industrial training with a mentor in production, conditions have been created for the formation of a self-assessment of the level of formation of students' competencies. In this situation, the student becomes an active subject of the educational process through self-control and self-assessment, which are requested both during the practice period and at the state final certification in the procedure for self-presentation of their own achievements.
The use of various forms of accompanying students at all stages of mastering the educational program contributes to the interaction of the teaching staff of the lyceum and the employer to solve the problem of improving the quality of vocational training of graduates, taking into account the requirements of modern production and their further employment.
Within ten years, 689 people received a profession at the Lyceum, the average employment rate by profession is 56%, 10% of graduates do not work by profession. "Dropout" of students for various reasons, including health status and academic failure, in the period from 2000 to 2006
amounted to 19%, in the period from 2007 to 2010, this indicator decreased to 7%, which is a positive trend not only in the safety of the contingent, but also in the successful socialization of students with intellectual disabilities.
However, despite the existing positive experience, the problems of employment and adaptation in the work collective remain, which require the improvement of professional training, taking into account the demands of modern production, the inclusion in the process of various services that contribute to the employment and retention of persons with disabilities in the workplace. Activity analysis
the teaching staff shows the need:
Development and implementation of software and methodological support for the processes of professional training of students on the basis of new generation federal state standards;
Development and implementation of software and methodological support for pre-profile training processes in special (correctional) schools;
Development and implementation of a program for the further employment of graduates in conjunction with enterprises, employment services, social services;
Development of integration processes based on science-based approaches.
The goal of the fullest possible satisfaction of the needs for high-quality vocational education and further labor activity as the basis for the successful socialization of persons with disabilities can be achieved on a modern methodological basis at a new level of interaction between specialists at all stages of professional development from school to enterprise.
Bibliographic list
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international scientific and practical conference on the problems of integrated education of persons with disabilities (with special educational needs), 29-31.01.2001. □ M .: Human Rights, 2001. □ 152 p.
2. Almanac of the Institute of Correctional Pedagogy of the Russian Academy of Education No. 11/2007 [Electronic resource]. □ Access mode: http://www.ikprao.ru/almanah/ 11 / st4.7.htm /
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4. Malofeev, N. P. Domestic models of integrated education for children with developmental disabilities and the danger of mechanical transfer of western models of integration [Text] / NP Malofeev, P.D.Shmatko // Actual problems of integrated education: materials of the international scientific conference. scientific-practical conf. on the problems of integrated education of persons with disabilities (with special educational needs), 29-31 January. 2001 □ M .: Human Rights, 2001. □ P.47-56, 187.
5. Materials of the collegium of the Ministry of Education and Science of the Russian Federation on May 19, 2010 “On measures to create conditions for obtaining vocational education for persons with disabilities and people with disabilities □ [Electronic resource] // Official website of the Ministry of Education and Science of the Russian Federation: [site] ... Access mode: http://mon.gov.ru/
6. Materials of the collegium of the Ministry of Education and Science of the Russian Federation,
December 9, 2009 "On measures to create conditions for education for persons with disabilities and disabled people" [Electronic resource]
// Official site of the Ministry of Education and Science of the Russian Federation: [site]. Access mode: http://mon.gov.ru/
7. Nazarova, N.M. Integrated (inclusive) education: genesis and implementation problems [Electronic resource] // Site of the Moscow City Pedagogical University: [site]. Access mode: http://www.mgpu.ru/
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9. Starobina, E.M. Professional training of persons with mental retardation: method. Manual [Text] / Е.М. Starobin. □ M .: Publishing house of NTs ENAS, 2003. □ 120 p. □ (Correctional school).
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1. Almanac of the Institute of Special Pedagogy RAE No. 11/2007. □ Access Mode: http://www.ikprao.ru/almanah/11/st4.7.htm/
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On secondary and higher vocational education for persons with disabilities
The system of the capital's secondary vocational education is multilevel, continuous, open and accessible to different segments of the Moscow population. The training of qualified workers and specialists for the main sectors of the urban economy is carried out by 75 specialized and 13 pedagogical colleges, subordinate to the Department of Education of the city of Moscow.
Education in colleges is conducted in:
- 100 professions of primary vocational education;
- 133 specialties of secondary vocational education;
- 157 vocational training professions;
- more than 200 programs of additional professional education for adults (professional development, retraining) for all key areas of the economy and social sphere of Moscow.
Professional education
A large number of colleges that are part of the system of the Moscow Department of Education create special educational conditions for the training of persons with disabilities.
Receiving higher professional education for persons with disabilities is possible in various forms, including distance learning. A list of institutions, recommendations and Internet resources for the implementation of distance learning is presented in the Distance Learning handbook.
Faculties develop programs that facilitate the rapid adaptation of students to new conditions, allowing them to cope with the most common problems. More information about the training program for students with disabilities at the distance learning faculty of the State Educational Institution of Higher Professional Education "Moscow City Psychological and Pedagogical University" is available.
Higher education institutions
- Moscow City Psychological and Pedagogical University (MGPPU)