E.M. Starobina
Specificity of vocational education of persons with disabilities
The article reveals the features of vocational education of people with disabilities, which consists in an interdisciplinary approach, a rehabilitation and educational nature, taking into account the characteristics of people with disabilities, in particular, restrictions on the ability to learn and subsequent work.
The article describes the specific of vocational education for people with disabilities, which is an interdisciplinary approach, rehabilitation and educational essence, taking into account characteristics of people with disabilities, particularly educational and employment opportunities.
Key words: vocational education of persons with disabilities, rehabilitation and educational environment, rehabilitation and educational technologies, accompanying services.
Key words: vocational education of persons with disabilities, rehabilitation and educational environment, rehabilitation and educational technology, accompanying services.
The 2007 Convention on the Rights of Persons with Disabilities, adopted by the UN General Assembly, proposes to recognize the valuable current and potential contributions of persons with disabilities to the general welfare. Promoting the full enjoyment of human rights and fundamental freedoms by persons with disabilities will enable them to make significant gains in the human, social and economic development of society. The right of persons with disabilities to education and work on an equal basis with others must be recognized; persons with disabilities should have access to vocational guidance, general and vocational education, and adult education throughout their life, without discrimination and on an equal basis with others.
The convention stipulates that states must recognize the right of persons with disabilities to education. In order to realize this right on the basis of equality of opportunity, inclusive education at all levels and lifelong learning must be ensured, while striving to:
Towards the full development of human potential, fundamental freedoms and human diversity;
To the development of the personality, talents and creativity of disabled people, as well as their mental and physical abilities to the fullest extent;
© Starobina E.M., 2014
To empower people with disabilities to participate effectively in society.
By the norms of Article 19 of the Federal Law of the Russian Federation "On Social Protection of Disabled Persons in the Russian Federation", our state ensures that disabled people receive basic general, secondary (complete) general education, primary vocational, secondary vocational and higher vocational education in accordance with the individual rehabilitation program for the disabled.
In accordance with the provisions of h.h. 5, 6 Art. 19 of the same law for disabled people in need of special conditions for obtaining vocational education, special vocational institutions of various types and types or appropriate conditions in vocational educational institutions of a general type are created.
However, in practice, these declarations are implemented with great difficulty.
Currently, in studies related to the study of vocational education of various categories of people with disabilities, the problems of forming a system of continuous multi-level variable vocational education for this category of students, integrating the existing system of specialized and public institutions into a single educational space and improving specialized institutions of vocational education are posed. based on the introduction of effective rehabilitation and educational technologies and uniform educational standards.
The theory of vocational education for people with disabilities (PWD) is currently only being formed at the junction of several sciences: pedagogy, rehabilitology, psychology, sociology, medicine, etc. The specificity of the theory of vocational education for people with disabilities lies in its interdisciplinarity, rehabilitation and educational entities. It is based on taking into account the peculiarities of people with disabilities, in particular, various limitations of the ability to learn and subsequent work. It should be noted the high social significance of this problem.
The problem of theoretical substantiation of the vocational education system for persons with disabilities arose relatively recently in connection with the need to ensure access for this category of students to high-quality vocational education. At the same time, it can be stated that there are no special educational conditions, special educational technologies, comprehensive psychological, pedagogical and medical and social support for students with special needs, trained teaching staff, ensuring the preservation of their health and
functional adaptation in the conditions of the existing vocational education system.
As the basic principles of the vocational education system for persons with disabilities, the principles of the accessibility of all stages and levels of vocational education, the optimality of the content and volume of special educational and rehabilitation services, the combination of a strict vertical hierarchy and broad (developed) horizontal (regional and interregional) links of educational institutions are put forward. , regardless of their departmental subordination and forms of ownership.
The theory of vocational education of people with disabilities, being integrative in essence, in the rehabilitation aspect is characterized by specific concepts: “disabled person”, “person with disabilities”, “limitation of life activity”, “limitation of the ability to work”, “limitation of the ability to learn "," Social protection "," rehabilitation of disabled people "," professional rehabilitation ".
In terms of rehabilitation, vocational education is one of its aspects, an element of vocational rehabilitation. Vocational training as a central link in vocational rehabilitation is determined by the relationship with vocational guidance, career choice, pre-vocational training, on the one hand, and with employment and industrial adaptation as criteria for its effectiveness, on the other.
The most important categories of vocational rehabilitation of disabled people are: labor potential, labor prognosis, rational employment. Labor potential determines the possibility of training a disabled person in a specialty available to him and subsequent work in it, taking into account both individual and external factors and conditions. In the process of professional education, the student is prepared for work in the conditions and forms of labor organization recommended to him. The usual and specially created production conditions are distinguished. In special conditions of work and training in specialized educational institutions are needed mainly by disabled people, people with disabilities who have limitations in their ability to learn.
Vocational education is designed to solve the problems of not only mastering a profession, but also social adaptation, integration into educational and labor collectives, society.
The composition of the rehabilitation component of the vocational education of disabled people is substantiated by an integrated approach to rehabilitation, the concept of psychological and pedagogical medical and social support of a person during the educational process (E.I. Kazakova), which defines a comprehensive method of support, including the unity of diagnostics, information retrieval,
planning, consulting and assistance in the implementation of the escort plan, in general terms, the functions and activities of the escort service are defined.
The main elements of the rehabilitation component of the vocational education of disabled people include: an accessible rehabilitation and educational learning environment, special rehabilitation and educational technologies that accompany services.
A rehabilitation and educational environment is an environment adapted to the special needs of a disabled person in an educational institution, which provides conditions for mastering professional programs, adapting a person in an educational institution and in society, and solving problems associated with learning. This environment should fully or partially compensate for the limitations of a disabled person's life and provide conditions for an optimal rehabilitation and educational process.
The rehabilitation and educational environment should be adapted not only to the educational needs of the disabled person, but also to his social, social, environmental, socio-cultural needs (moving around the building, communication, information, eating, performing basic hygiene procedures, etc.) ... The environment should create conditions for rehabilitation in the process of education and subsequent most complete integration into society and the workforce. It should also be borne in mind that not all people with disabilities can be competitive in the labor market, and their employment requires specially created working conditions.
The following components of the rehabilitation and educational environment can be distinguished:
Special rehabilitation and educational technologies;
Unimpeded learning environment, communication and life of disabled people due to architectural and planning solutions and technical support (individual and group technical means of training and rehabilitation);
Information support of the rehabilitation and educational process for disabled people in a form accessible to them, their relatives, teachers and other specialists;
Psychological, pedagogical and medical and social support of the educational process;
Favorable, benevolent, psychologically comfortable atmosphere in a rehabilitation and educational institution.
It is necessary to clarify that in an educational institution for vocational training of disabled people, the rehabilitation and educational environment provides not only unimpeded communication and life for disabled people to overcome the difficulties of social adaptation, but
the main thing is the optimal learning conditions in accordance with the special rehabilitation and educational needs of the disabled.
In the socio-psychological terms, the formation of a rehabilitation and educational environment, for example, an institution of primary vocational education, is largely determined by the action of subjective factors of the socio-psychological adaptation of persons with disabilities among students who are not.
The environment is the most important means of rehabilitation, being at the same time a therapeutic, therapeutic agent for the disabled. The concept of "environment" also includes the close environment, social circle of a disabled person: this is the family, and those who surround him in a specialized institution, and those who are next to him at work, study, during leisure hours. The nature of communication and relationship (relationship) of a disabled person with people around him depends not only on the characteristics of his personal properties, but also on his perception by those around him. They cannot be interpreted as a subjective reflection of human relations or take only material or organizational aspects as a basis, it is necessary to consider them as a psycho-social factor with a directed nature of the relationship. At the same time, the “clothing environment” (interior, comfort, informal atmosphere in the institution, etc.) is also important.
Rehabilitation and educational technologies are a set of organizational forms, methods and tools that provide professional education. This is a pedagogical process and an aspect of vocational rehabilitation at an optimal level, taking into account the specifics of the student population and the specific conditions of the educational institution, with access to specific educational and rehabilitation results in accordance with the current educational and rehabilitation standards.
Rehabilitation and educational technologies should provide:
Organic connection and unity of educational and rehabilitation processes;
Optimality of assimilation of educational material, both theoretical and practical;
Physical access to training and production equipment,
Information accessibility;
Availability of interpersonal communication;
Psychological comfort of the rehabilitation and educational process;
Access to intensive, high technologies of education, communication and rehabilitation, when access to them is difficult due to specific
life restrictions;
A more complete correction and compensation (and / or replacement) of violations of body functions is possible (for example, "artificial ear" processors, programmable and digital hearing aids, etc.).
The technological base should include a special material, technical and educational and methodological base, ensuring the availability and optimal efficiency of the rehabilitation and educational process for each disabled person, the creation of a special rehabilitation environment and educational space adapted to the needs of disabled people.
The organization of accompanying services is substantiated by the theory of integrated development support, which is carried over to the vocational education of disabled people, for a number of reasons:
Recognition of the principles of humanistic pedagogy, which proclaims a person's personality as the greatest value, obliging to create conditions for the maximum development of this personality;
Recognition of new approaches to the goals, content and performance of education;
The presence of a clearly visible trend of an annual increase in the number of disabled people wishing to receive vocational education, including in general educational institutions;
A significant increase in organizational, legal, technical, methodological, psychological, ethical difficulties arising on the path of a disabled person during the period of professional education and after its completion.
The following are defined as the main goals of accompanying disabled people in the process of vocational education: the organization of psychological, methodological, technical and educational support for this category of students. As a form of organization of support, both specialized departments (at institutions of a general type or specialized for accompanying students of a given educational institution) and accompanying services are offered.
Accompanying services that provide an integrated approach to the rehabilitation of a disabled person in the learning process, his psychological, pedagogical and medical and social support, include methodological, psychological, social, medical, technical services.
The methodological service ensures the adaptation of curricula and teaching methods, the introduction of modern educational, including specialized, and rehabilitation technologies, methodological support, the interaction of accompanying services, the supply of adapted educational materials and manuals.
The psychological service solves the following tasks: development of individual programs of psychological support for students in an educational institution; participation in professional selection and professional selection; psychological diagnostics; psychological patronage, psychological assistance in the form of psychotherapy, psychocorrection, consultations and trainings in group and individual form; teaching students self-knowledge, methods of social and business communication, psychological self-regulation and self-realization; psychological assistance to the teaching staff; psychological assistance to the family.
The social service solves the following tasks: coordination and control of the work of all accompanying services, keeping individual rehabilitation diaries; development of individual programs of social support for students in an educational institution; participation in professional selection, professional selection and enrollment, conducting social diagnostics and organizing work on the registration of applicants and recruiting groups; social diagnostics; implementation of social patronage; identification of a "risk" group from a social point of view, carrying out measures for social rehabilitation; an intermediary function between students and the institution, as well as institutions of the state rehabilitation service in the implementation of personal and professional plans; advising disabled people on issues of social protection, benefits and guarantees, promoting the implementation of their rights; social training (social and social and environmental skills), the organization of cultural and sports and recreational work; promoting the rational employment of graduates in accordance with the acquired specialty and qualifications, cooperating with the employment service and employers; tracking the results of employment and professional activities of graduates, identifying the difficulties and problems they encounter in vocational rehabilitation.
The medical service participates in professional selection and professional selection by assessing the health status of applicants, specifying indications and contraindications for a specific specialty; c develops individual programs of medical support for students in an educational institution; coordinates and coordinates its activities with medical institutions; directs students to medical institutions to receive narrow specialized medical care, to spa treatment, prosthetics and orthotics; teaches students and their parents the implementation of medical rehabilitation measures at home, transfers medical knowledge, skills and abilities, carries out medical advisory and preventive work, sanitary and hygienic and medical education; monitors the state of health
vya students, medical patronage, setting permissible training and production loads and training regime; isolation from the number of students of groups of "risk" and "high risk" from a medical point of view; making a decision in case of emergency medical care; control of the sanitary state of the institution, quality control and recommendations for organizing food, including dietary; carries out medical and recreational activities.
The technical service provides auxiliary technical training aids (for example, specialized work tables, supports for sitting and changes in body position, etc.), the accessibility of premises (bridges, ramps, slopes, sound environment, visual environment, etc.), labor safety and adaptation of training and workplaces in industrial training, equipment of educational, recreational and living environment for various categories of disabled people; individual consulting on equipping students' workplaces and dwellings.
Such provision of the rehabilitation component in the process of vocational education of disabled people will ensure the high efficiency of mastering the profession of systematic, multidisciplinary support, its continuous nature, reliance on the positive internal potential of the child's development, interaction instead of influence, as well as the priority of the interests of the accompanying person, the independence and autonomy of the escort service specialists (always on the side child).
The long-term practice of specialized institutions of vocational education of the social protection system has shown that such an organization of the rehabilitation component of the learning process, based on the principles of continuous systematic, multidisciplinary support of the learning process, relying on the positive internal potential of the individual's development, provides a high efficiency of mastering the profession of PWD.
Currently, more and more educational institutions of vocational education of a general type are creating on their basis specialized departments, groups for the vocational training of students with disabilities, and an integrated approach to training is gradually being implemented. However, this activity is not provided either normatively, methodologically, technically or with personnel, which does not contribute to ensuring the preservation of the health of this category of students, their functional adaptation in the conditions of the existing vocational education system.
The problem of effective integrated vocational education for disabled people in accordance with world standards should be addressed in the mainstream of the above areas both at the federal and regional levels.
List of references
1. Kantor V.Z., Murashko V.V. University in the system of lifelong education of disabled people: social and psychological aspects of the rehabilitation and educational space. // Education throughout life: problems of the formation and development of lifelong education. - SPb: Leningrad State University im. A.S. Pushkin, 2002 .-- S. 183-191.
2. Nikulina G.V. Modern approaches to vocational training of visually impaired persons // Social partnership in adult education, vocational training and retraining of the population: materials Ros. scientific-practical conf. - SPb .: RNPK, 2002 .-- S. 72-73.
3. Ptushkin G.S. Organization of vocational training in a special state educational institution // Dokl. vseros. scientific-practical conf., 11-13 oct. 2000 - M .: VNPK, 2000 .-- S. 3-10.
4. Stanevsky A.G. Model of innovative education for disabled people, integrated with social policy // Integrated vocational education for hearing-impaired people at Moscow State Technical University N.E.Bauman. - M .: MGTU, 2000 .-- S. 19-27.
5. Starobina E.M. Professional education of disabled people. - M .: Intellect-Center, 2003 .-- 192 p.
6. Khrapylina L. P. On the issue of special educational technologies for disabled people // Medical and social expertise and rehabilitation. - M .: MSE, 1998. -S. 30-31.
Obtaining education by children with disabilities is one of the main and integral conditions for their successful socialization, ensuring their full participation in the life of society, effective self-realization in various types of professional and social activities.
Article 43 The Constitution of the Russian Federation stipulates that everyone has the right to education. The availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises is guaranteed.
Among the wide range of subjects of the right to education there are persons with a special legal status, these are persons with disabilities. The peculiarities in the legal regulation of their position in the field of education are caused by the need to consolidate guarantees for the realization of the right to education. The task of the law was not so much to eliminate the situation in which they could actually be excluded from the education system and public life, but to create the most favorable conditions for teaching this group of people.
In this regard, ensuring the implementation of the right of children with disabilities to education in the Federalthe law No. 273-FZ is regarded as one of the most important tasks of state policy in the field of education.
The specifics of organizing educational activities for students with disabilities are determined by the Ministry of Education and Science of Russia in conjunction with the federal executive body responsible for the development of state policy and legal regulation in the field of social protection of the population.
New law on education gives a range of basic definitions, in particular, the definitions of a student with disabilities, inclusive education, an adapted educational program are given:
· disabled student - an individual who has disabilities in physical and (or) psychological development, confirmed by the psychological, medical and pedagogical commission and preventing education without creating special conditions.
· inclusive education - ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities;
· adapted educational program - an educational program adapted for training people with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.
In order to ensure the realization of the right to education of students with disabilities, federal state educational standards for the education of these persons are established or special requirements are included in federal state educational standards.
Education of students with disabilities can be organized:
v together with other students;
v in separate classes, groups;
v in individual organizations carrying out educational activities.
The organization of education for children with disabilities in educational institutions of a general type, located, as a rule, at the place of residence of the child and his parents, allows avoiding the placement of children for a long time in a boarding institution, creating conditions for their living and raising in a family, and ensuring their permanent communication with normally developing children and, thus, contributes to the effective solution of the problems of social adaptation and integration into society.
The main article, which defines the features of training for persons with disabilities, isart. 79 "Organization of education for students with disabilities." The law obliges to create special conditions for the training of the groups of persons under consideration and concretizes these conditions: the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical training aids for collective and individual use, the provision of assistant (assistant) services providing students with the necessary technical assistance, conducting group and individual correctional classes, providing access to the buildings of organizations carrying out educational activities, and other conditions, without which it is impossible or difficult to master educational programs for students with disabilities.
The content of education and the conditions for organizing training and upbringing of students with disabilities are determined by the adapted educational program, and for the disabled also in accordance with the individual rehabilitation program for the disabled.
Special conditions for receiving education by students with disabilities are understood as the conditions for training, upbringing and development of such students, including:
v the use of special educational programs and methods of teaching and education;
v special textbooks, teaching aids and didactic materials;
v special technical training aids for collective and individual use;
v provision of the services of an assistant (assistant) providing students with the necessary technical assistance;
v conducting group and individual correctional classes;
v providing access to buildings of organizations engaged in educational activities;
v other conditions, without which it is impossible or difficult to master educational programs by students with disabilities.
When receiving education, students with disabilities are provided with free special textbooks and teaching aids, other educational literature, as well as the services of sign language interpreters and tiflosurd interpreters.
Separate organizations carrying out educational activities in accordance with adapted basic general educational programs are created by state authorities of the constituent entities of the Russian Federation for the deaf, hard of hearing, late deaf, blind, visually impaired, with severe speech impairments, with disorders of the musculoskeletal system, with mental retardation, with mental retardation , with autism spectrum disorders, with complex disabilities and other students with disabilities.
The state, represented by the state authorities of the Russian Federation and state authorities of the constituent entities of the Russian Federation, authorized by it, provides training for pedagogical workers who have special pedagogical approaches and methods of teaching and upbringing students with disabilities, and promotes the attraction of such workers to organizations carrying out educational activities.
The law reflects an increase in funding for education for this category of persons,art. 99 "Features of financial support for the provision of state and municipal services in the field of education" suggests that the standards determined by the state authorities of the constituent entities of the Russian Federation, the standard costs for the provision of state or municipal services in the field of education should take into account the creation of special conditions for obtaining education by students with disabilities ...
Naturally, the Law establishes not only the norms directly related to the right to education, it also touches on related rights, in particular, the right of students with disabilities living in an organization carrying out educational activities to be fully supported by the state and provided with food. clothing, footwear, soft and hard equipment, all students with disabilities are provided with free two meals a day; for scholarships and other cash payments, a special procedure for admission to training in an organization that carries out educational activities, preferences when paying parents (legal representatives) for looking after and caring for children who master educational programs of preschool education in organizations that carry out educational activities.
Besides, "Duties and Responsibilities of Teachers" obliges all teachers to take into account the peculiarities of the psychophysical development of students and their state of health, to comply with special conditions necessary for education by persons with disabilities, to interact, if necessary, with medical organizations.
Focusing on the integration and joint education of children of different categories, teaching children with special needs according to adapted programs, the Law did not miss special cases, in particular for students in need of long-term treatment, disabled children who, for health reasons, cannot attend educational organizations, training in educational programs of primary general, basic general and secondary general education is organized at home or in medical organizations. In particular "Protecting the health of students" suggests that for students who master basic general education programs and need long-term treatment, educational organizations are created, including sanatoriums, in which the necessary medical, rehabilitation and health-improving measures are carried out for such students. The education of such children, as well as children with disabilities who, for health reasons, cannot attend educational organizations, can also be organized by educational organizations at home or in medical organizations. The basis for organizing education at home or in a medical organization is the conclusion of a medical organization and a written appeal from parents (legal representatives).
Persons with disabilities (with various forms of mental retardation), who do not have basic general and secondary general education and who have studied according to adapted basic general education programs, are issued a certificate of training according to the model and in the manner established by the federal executive body in charge of developing state policy and legal regulation in the field of education.
State authorities of the constituent entities of the Russian Federation provide vocational training for students with disabilities (with various forms of mental retardation) who do not have basic general or secondary general education.
At the moment, the regulatory framework for the organization of education for persons with disabilities is not fully formed. Certain provisions have been regulated when establishing at the level of the Ministry of Education and Science of Russia the specifics of the organization and implementation of educational activities in accordance with the relevant educational programs. At the same time, the necessary changes in the FSES have not yet been made, in connection with which many organizations have questions about how to continue their activities.
By-laws, adopted earlier, remain in effect in relation to the peculiarities of working with persons with disabilities up to the correction of federal state educational standards and until the adoption of additional by-laws, subject to two conditions. First, the act has not been specifically canceled. Secondly, it does not contain direct contradictions to the new Federalthe law.
INCLUSIVE EDUCATIONAL MODELS FOR CHILDREN WITH DISABLED HEALTH
Inclusive (French. inclusif - including) education - the process of development of general education, which implies the availability of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.
Today inclusive education is understood by Russian scientists as a process of joint education and training of persons with disabilities and normally developing peers. In the course of such education, children with disabilities can achieve the most complete progress in social development. The system of psychological and pedagogical assistance in inclusive education is based on social adaptation and rehabilitation of children with disabilities.
The described approach allows us to consider correction and compensation of developmental disorders not as an ultimate goal, but as one of the most important conditions for the most adequate and effective entry of a child or adolescent into society. Russian model of inclusion is based on the positions of L.S. Vygotsky, who thought of personality and environment as integrity. According to him, the social environment is of paramount importance for the development of a child with disabilities.
Genuine integration involves the organization in a general education institution of optimal conditions for each child with special needs. The simple transfer of a student from a special educational institution that has everything necessary (equipment, and most importantly, a staff of qualified specialists) to a general education kindergarten or school that is not adapted for him has nothing to do with integration that meets the child's capabilities and special needs.
Formal inclusion is a latent form of discrimination. If a child is provided with access to a general education system that does not have the conditions to provide education that meets his special needs, his right to quality education is in fact violated. In this case, the child's position not only does not improve, but worsens.
Genuine integration involves the organization in a general education institution of optimal conditions for each child with special needs.
The main tasks inclusive education:
1) expanding the coverage of children in need with the special pedagogical assistance they need;
2) providing children with disabilities with the opportunity to be integrated into the environment of normally developing peers;
3) providing parents (legal representatives) with the opportunity to receive the necessary advice;
4) providing teachers working with integrated children with constant and qualified methodological assistance.
Inclusion refers to the inclusion of children that takes into account their special needs, contributes to the development of these children and the disclosure of their potential.
The main terms inclusive education:
1) the availability of an opportunity for the child to choose the option of organizing integrated education that is accessible and useful for his development;
2) the desire of parents to educate their child together with normally developing peers;
3) the desire and willingness of the family to systematically help the child in the learning process.
The basis for building a model of inclusive (integrated) education for preschool children with disabilities is based on the following fundamental provisions:
Humanization of the education system, creation of conditions to meet the educational needs of various categories of children;
The interaction of the structures of mass and special education in the implementation of integrative approaches to teaching children with disabilities;
Availability of education for children with developmental defects of varying severity and depth;
Providing timely diagnosis of developmental disabilities, aimed at developing an individual educational route for each child, providing education and upbringing in the least restrictive conditions;
Individualization of teaching children with disabilities as a universal mechanism aimed at helping a child in the implementation of his individual educational opportunities and needs;
Formation of a data bank of children with disabilities.
Supporters of inclusion, among the main advantages, most often mention the fact that as a result of its inclusion the child successfully masters social experience. The second advantage of inclusion is that children from the environment of the “included child” become kinder and more caring.
The quality of the educational process in integrated groups is largely determined by the coordinated and purposeful actions of all teachers and specialists working with children. This circumstance determines the need to develop integration models in accordance with the characteristics of children and the capabilities of a preschool educational institution (human resources, legal, material and technical and scientific and methodological support of the integrated education process).
It is shown that the most adequate conditions for carrying out purposeful work on the integration of children with developmental disabilities are in combined educational institutions, i.e. institutions with both regular and special preschool groups and school classes.
Under these conditions, it is possible to effectively integrate children, taking into account the level of development of each child, choosing a useful and possible "share" of integration for him, i.e. one of the models:
1) Continuous full integration - effective for those children whose level of psychophysical and speech development corresponds or approaches the age norm, who are psychologically ready for joint learning with healthy peers.
2) Permanent incomplete integration - useful for preschoolers with different levels of mental development, but not having associated disorders. Effective for those who are able, on an equal basis with their normally developing peers, to master only a small part of the necessary skills and abilities, to spend with them only a part of school and extracurricular time.
3) Permanent partial integration - expansion of communication and interaction of children with disabilities with their normally developing peers.
4) Temporary partial integration - preschoolers of the correctional group unite with normally developing children at least 2 times a month to conduct joint activities.
5) Episodic integration - the meaning of this integration is the purposeful organization of at least minimal social interaction of children with severe developmental disorders with peers (holidays, competitions, exhibitions of children's works, circles, etc.)
The implementation of all these models presupposes the obligatory leadership of the integration process on the part of a teacher-defectologist who helps mass teachers in organizing the upbringing and education of a child with developmental disabilities in a team of healthy peers.
Every child with developmental disabilities retains the psychological and pedagogical help and support he needs.
Speaking about inclusive education, it should be noted that this is not only the creation of technical conditions for the unimpeded access of disabled children to educational institutions, but also the specifics of the educational process, which should be built taking into account the psychophysical capabilities of a child with disabilities. In educational institutions, high-quality psychological and pedagogical support of a disabled child should be organized, as well as a special moral and psychological climate in the teaching and student collectives should be created, based on an understanding of the problems, needs and aspirations of a disabled child and on the desire to help him.
For normally developing children, the development of integration is no less significant, since this form of organization of education allows them to purposefully prepare them for the unconditional acceptance of a person with special social and educational needs, to form a tolerant attitude.
Every child from birth owns and is guaranteed by the state the rights and freedoms of a person and a citizen in accordance with the Constitution of the Russian Federation, universally recognized principles and norms of international law, international treaties of the Russian Federation, the Family Code of the Russian Federation and other regulatory legal acts.
In 2012, the Russian Federation ratified the Convention on the Rights of Persons with Disabilities, according to which Russia not only recognizes the right of persons with disabilities to education but also must provide education disabled children at all levels, including preschool. To achieve this goal, the normative legal acts governing the social protection of disabled people in the Russian Federation are brought in line with the provisions of the Convention. According to Law No. 181-FZ, the state supports the education of disabled persons and guarantees the creation of the necessary conditions for its receipt.
Support for general and vocational education, as well as vocational training for disabled people is aimed at:
· the exercise of human rights and freedoms by them on an equal basis with other citizens;
· development of personality, individual abilities and capabilities;
· integration into society.
Educational authorities and educational organizations, together with social protection authorities and health authorities, ensure that persons with disabilities receive public and free preschool, primary general, basic general, secondary general education and secondary vocational education, as well as free higher education.
General education, vocational education and vocational training of disabled people are carried out in accordance with adapted educational programs and individual rehabilitation programs.
Disabled children and their parents (legal representatives) are provided with information on education and rehabilitation.
When disabled people receive education, including at home and in the form of family education, they should be provided with psychological and pedagogical support.
People with disabilities can get education in organizations that carry out educational activities for the implementation of basic general education programs , in which special conditions have been created for students with disabilities (hereinafter referred to as HIA), as well as in individual organizations carrying out educational activities in accordance with adapted basic general educational programs.
If it is impossible to teach disabled children in basic general education programs in educational organizations, education authorities, with the consent of the parents (legal representatives) of disabled children, ensure the organization of their education in basic general education programs at home. The basis for such training is an appeal in writing from their parents (legal representatives) and the conclusion of a medical organization.
The list of diseases, the presence of which gives the right to study in basic general education programs at home, is approved by the federal executive body authorized by the Government of the Russian Federation.
The procedure for regulating and formalizing relations between a state (municipal) educational organization and parents (legal representatives) of children with disabilities in terms of organizing training in basic general education programs at home is established by a regulatory legal act of an authorized government body of a constituent entity of the Russian Federation. The amount of compensation for the expenses of parents (legal representatives) of disabled children for these purposes is determined by laws and other regulatory legal acts of the constituent entities of the Russian Federation and are expenditure obligations of the constituent entities of the Russian Federation.
When organizing distance education for children with disabilities, it is also necessary to be guided by the Decree of the Government of the Russian Federation of 18.07.1996 No. 861 and the letter of the Ministry of Education and Science of Russia dated 30.09.2009 No. 06-1254, which sent recommendations on creating conditions for distance learning for children with disabilities who need home education , in the subject of the Russian Federation.
Measures aimed at state support for children with disabilities and children with disabilities are listed in the National Action Strategy for Children for 2012-2017.
They provide:
v creation of a unified system of early assistance services for children with disabilities and children with disabilities, including medical,
v rehabilitation, correctional and pedagogical assistance to a child,
v socio-psychological and counseling assistance to his parents;
v ensuring the continuity of early assistance and assistance in preschool age, the development of inclusive preschool education, the organization of comprehensive training for a disabled child and a child with disabilities for school;
v legislative consolidation of ensuring equal access for children with disabilities and children with disabilities to quality education at all levels, guaranteed realization of their right to inclusive education at their place of residence, as well as respecting the parents' right to choose an educational institution and a form of education for a child;
v introduction of an effective mechanism to combat discrimination in education for children with disabilities and children with disabilities in case of violation of their right to inclusive education.
Separate requirements for the quality of education for disabled children are made by GOST R 52142-2003... According to the standard, conditions for children with disabilities should be created taking into account their physical condition, the nature of the disability and provide the necessary amenities in the process of education and training. Special educational programs should be drawn up taking into account the ability of this or that disabled child to perceive and master the skills of education and training.
Official source
· Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation" (as revised on July 23, 2013). Art. 2
· Federal Law No. 124-FZ of July 24, 1998 "On the Basic Guarantees of the Rights of the Child in the Russian Federation" (as amended on July 2, 2013). Art. 6
· Federal Law of 24.11.1995 No. 181-FZ "On social protection of disabled people in the Russian Federation" (as amended on 02.07.2013). Art. nineteen
· Decree of the President of the Russian Federation of 01.06.2012 No. 761 "On the National Strategy of Action in the Interests of Children for 2012-2017"
· Decree of the President of the Russian Federation of 02.10.1992 No. 1157 "On additional measures of state support for the disabled" (as amended on 24.09.2007)
· Decree of the Government of the Russian Federation of July 18, 1996 No. 861 "On approval of the Procedure for the upbringing and education of disabled children at home and in non-state educational institutions" (as amended on 09/04/2012)
· National standard of the Russian Federation "Social services for the population. Quality of social services. General provisions. GOST R 52142-2003", approved. Resolution of the State Standard of Russia dated November 24, 2003 No. 326-st. Subp. 4.5.5
· Letter of the Ministry of Education and Science of the Russian Federation No. 06-1254 dated September 30, 2009 "On Recommendations for the Organization of Activities to Create Conditions for Distance Learning for Disabled Children Who Need Homeschooling in the Subject of the Russian Federation"
· Letter of the Ministry of Education and Science of the Russian Federation No. AF-150/06 dated April 18, 2008 "On the creation of conditions for education for children with disabilities and children with disabilities"
(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 has 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 the 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 for 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 in connection with 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 construct 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 device "Globus" is a universal hearing-speech 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 strengthen 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 classic 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 forms 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
The processes of humanization taking place in society and associated with changes in the regulatory field in a special way highlight the problems of creating a barrier-free educational environment for all categories of citizens. Various aspects of preparing young people with mental disabilities for professional activities are acquiring particular relevance. For them, getting a professional education is one of the basic and inalienable conditions for their successful socialization, full participation in the life of society, effective self-realization in various types of professional and social activities. This is determined by the fact that for most graduates of special (correctional) general education schools or boarding schools, only labor education aimed at vocational training provides correction and compensation for their psychophysical development and the possibility of employment in the sphere of material production in modern conditions of economic development of society (G.V. . Vasenkov).
Professional and labor socialization of persons with mental disabilities is a combination of pedagogical tools aimed at the formation of:
basic instructional activities in various educational fields and academic subjects;
readiness for a conscious professional choice, taking into account cognitive and personal abilities and capabilities in the context of specially organized career guidance work;
a wide field of study in the field of future professional activity through the use of potential opportunities for additional education;
a holistic view of professional work, including knowledge about the content of work, the conditions for its implementation and the experience of social interaction in the work collective.
Various authors, considering the issues of professional and labor socialization of persons with disabilities, note four essential features of professional and labor socialization. The first feature. Socialization is viewed as the leading goal, the main process and the key result of educational and professional work. Second feature. The limited possibilities of health and social development of students, pupils with mental disabilities, give the teacher the right in their practical activities to determine the degree of inclusion of schoolchildren in the development of the profession. Third feature. Professional and labor socialization of persons with mental disorders is carried out in specially created conditions in which the constantly expanding expedient activity of students is carried out. At the same time, the work of the teacher is recorded in a special way in the direction of the maximum disclosure of the labor skills and inclinations of young people. Fourth feature. The organization of educational and vocational training for persons with intellectual disabilities has a deliberate nature, which ensures the future labor success of pupils. Intentionality sets the direction of the educational and labor process, consolidating the organizing role of the teacher in understanding the features of modern production and social life in general.
The tasks of labor training of students with disabilities are: fostering a motivated, life-motivated attitude to work and the formation of appropriate personality traits (the ability to work in a team, a sense of independence, self-affirmation, responsibility; correction and compensation by means of labor training for physical and mental deficiencies; vocational training for productive a pile that allows school graduates to work in production). These tasks are fundamental for all categories of children with psychophysical developmental disorders. They are of particular importance in relation to students with intellectual disabilities, for whom the role of vocational training is associated with the need to gain experience in a range of labor education profiles while still in school. This creates the basis for motivation for work training, contributes to the formation of the foundations of work skills and, ultimately, lays the foundation for successful socialization.
As practice shows, the solution of the tasks of labor training and the provision of employment for persons with mental disabilities should be carried out in the educational, adaptation and rehabilitation environment of educational organizations that implement adapted educational programs for persons with mental retardation. Communication with practicing teachers and our experience prove that the conditions and content of vocational training created in them, designed adequately to the cognitive capabilities, physical status of students and their labor needs, are able to provide the student with the development of labor skills, professional programs, and the formation of a general culture personality, the solution of various development problems. This environment, if possible, compensates for the limitations of the life of a mentally retarded child, allowing him, after graduation, to appear on the labor market in the areas accessible to him and to achieve a certain level of socialization.
At the school level, the problems of organizing vocational training for persons with intellectual disabilities are associated with the existing system of their vocational training and modern market socio-economic conditions that complicate their employment; are determined by the increased qualification requirements for the training of specialists and the peculiarities of the mental and physical development of students, making it difficult for them to master even professions that are accessible according to their capabilities; are associated with a limited number of professions in which persons with mental retardation can be employed, and even fewer of them, in which it is possible to carry out vocational training of students of correctional schools and boarding schools (G.V. Vasenkov, A.N. Graborov, G.M.Dulnev, V.Yu. Karvalis, L.S.Mirsky and others).
During the transition of students with mental retardation to the next stage of education, systemic problems of their professional training are highlighted, associated with the design and systematization of organizational and pedagogical conditions in institutions of various types and departmental subordination (vocational rehabilitation and educational institutions, educational institutions of secondary vocational education, psycho-neurological boarding schools, alternative forms of vocational training, etc.). The main complex of problems is associated with the lack of readiness for psychological and pedagogical support of persons with disabilities of engineering and teaching staff with a high level of their professional skills. A mini-survey, carried out in February-May 2016 as part of a series of scientific and practical seminars on the vocational training of persons with disabilities, showed the lack of readiness of vocational training masters to identify the characteristics of the psychophysical development of adolescents and youth with disabilities, ignorance of the basics of special psychology and pedagogy, difficulties in the implementation in practice of technologies of vocational education and psychological and pedagogical support of students with disabilities; difficulties in the design and implementation of adapted educational programs and educational and methodological complexes, in the implementation of current monitoring of progress and intermediate certification of students with atypical development. Insufficient competence of an adult - organizer of vocational training complicates the process of socialization of pupils with disabilities.
A way out of this situation may be a mandatory requirement for masters of vocational training to master additional special competencies for working with persons with disabilities in the process of advanced training or professional retraining; inclusion in the staffing of a teacher-coordinator for work with persons with disabilities from among defectologists of profile specialization, etc. Only in this case, the processes of intellectual, personal and social advancement of pupils with disabilities in professional development can be considered as a process of their socialization.
List of references:
- G.V. Vasenkov Vocational training of mentally retarded schoolchildren: diss. ... Doctor of Pedagogical Sciences. - Moscow, 2006 .-- 422 p.
- T.I. Dubrova Development of the integration potential of vocational education institutions // Secondary vocational education. - 2011. - Issue No. 11. - P. 55-58.
- Vocational guidance, vocational training and employment with mental retardation: method, manual / Ed. EAT. Starobina - M .: FORUM: INFRA-M, 2007 .-- 304 p.
- Stepanova O.A. Complex rehabilitation of persons with disabilities in institutions of secondary vocational education // Innovations in vocational school. - 2012. - No. 8. - 60 p.