The rights of a child with a disability at school: what are provided for and how are they implemented. Children with disabilities in a secondary school

Children with disabilities require a special approach.

For every violation there is a correction and development scheme.

Therefore, schools for such children are divided into types in accordance with health disorders and its degree.

What are these educational institutions?

Children with health problems require special educational programs.

Unfortunately, in recent years this problem has become more urgent, as the number of children with disabilities is only growing. The Law "On Education" provides for equal opportunities in obtaining education for all minors, regardless of their state of health and disorders of their psychophysical condition. Special correctional educational institutions are called upon to provide them with this opportunity.

The nature of these institutions is that a special developmental environment is created for students in them, which contributes to obtaining an education corresponding to a special program. In addition, specific methods of education and development are used here, all conditions have been created for the treatment and correction of developmental disorders. Great importance is attached to the socialization of such children, their self-realization in professional or social activities.

A special commission can send a child to study in such a school only after a psychological, medical and pedagogical conclusion and with the consent of his parents. Each school independently develops a curriculum, within the framework of which it will implement a training program for students, taking into account the peculiarities of their psychophysical development.

In addition to educational activities in such schools, students are provided with full medical and psychological support. The staff of the school necessarily includes pediatricians, medical specialists, psychologists. They help teachers build the educational process, taking into account developmental disorders. Children, if necessary, receive medical treatment, physiotherapy, physiotherapy exercises, massage and other corrective and therapeutic measures are organized for them.

Schools for children with disabilities can be public and private. By decision of the commission, a child can be transferred to an ordinary general education school if it has all the conditions for working with such kids. In recent years, it has become widespread form of inclusive education when children with developmental disabilities learn together with healthy ones.

Types of institutions

For children with special needs, there are several types educational institutions.

Depending on the types and degree of violations of the psychophysical health of the student, such institutions are divided into 8 types.

For deaf students

Here, teachers and educators, together with medical specialists and psychologists, are engaged in the upbringing, education, socialization and professional training of children with a complete lack of hearing.

main focus is given to the formation of logical thinking skills, the development of verbal speech, the expansion of speech practice.

Much work is being done to develop and preserve residual hearing as much as possible. Children attend school for 12 years in classes of no more than 12 people.

Hearing-impaired and late-deaf

the main task specialists working in such schools is to overcome and correct the consequences associated with hearing impairment or loss.

teachers should stimulate development of speech, to form lip reading skills. In such schools, children study in two departments.

In the first one, they have minor problems associated with hearing impairment, such as dysgraphia and dyslexia, phonetic and phonemic deviations in speech.

In another department, they work with students who have big problems in the development of speech due to serious hearing impairments.

Depending on the degree of development of deviations, children study in such a school 10 to 12 years old. With a successful correction over time, by decision of the commission, the child can be transferred to general educational institutions.

Blind

Children with complete absence or minimal residual vision study here.

Maximum saving residual vision is what the school staff set as their main goal. Training is based on tactile-kinesthetic and auditory perception.

An ophthalmologist, a pediatrician and a neuropsychiatrist are constantly in contact with the students. A lot of attention is paid to ensuring that blind students have the opportunity to communicate and cooperate with sighted adults and children. This contributes to their better development and helps to avoid some deviations.

Tutorials here they correspond to ordinary educational schools, but taking into account the specifics and special approaches to physical education, industrial training, drafting and drawing.

visually impaired

Unlike Type III schools the main task, which is decided by the specialists of this institution, is compensation for visual impairment and, if possible, its restoration. For this, a special gentle mode is created.

The success of training and correction of violations depend on the created conditions. The work uses special technical means, including audio recordings, relief visual material, special technical and optical means.

Important compliance to lighting, individual mode, dosing of visual loads.

With speech disorders

These are special centers that can be created at polyclinics, where speech therapists help children and adults. eliminate speech disorders.

Specialized kindergartens and schools also belong to this type.

With severe speech pathology

If a child has a severe speech development disorder that does not give him the opportunity to study in an ordinary general education institution, then a special commission gives him a referral to study in such an institution.

Here treat and correct violations in oral and written speech. At the end of each academic year, the commission assesses the condition of the child, if there is an improvement in the condition, he can be sent to study at a regular general education institution.

With dysfunctions of the musculoskeletal system

In these schools, not only educational, but also therapeutic activities are carried out.

the main task, in addition to training, this is the maximum restoration of the motor functions of the body, overcoming violations, professional training and social rehabilitation of such children.

Impaired mental function

Here educational work is being carried out with children lagging behind in intellectual and mental development.

In addition, medical and educational measures are being taken to help eliminate the causes of school failure.

At the end of each year, a decision is made on the further education of the child, his ability to return to a general education school or send him to a specialized educational institution of a different type.

Mentally retarded

the main task specialists of this school - preparing students for training in a special correctional school.

In addition to educational work, therapeutic activities are also carried out. Much attention is paid not only to the development of the school curriculum, but also to obtaining a labor specialty, preparation for professional activities, independent living and integration into society.

In addition to the main schools of 8 types, there are specialized boarding schools for deaf-deaf-mute children, centers for students with autism and Down syndrome.

Organization of the educational process

Depending on the type of school, they all develop their own individual plans and programs to realize the opportunity for children to receive affordable education and medical support.

However, they are all based on basic principles:

This is the basis for the work of correctional schools to work with children with disabilities. In addition, an individual approach to each child and the creation of psychological comfort play an important role here. In their work, specialists from such educational institutions use special methods to activate cognitive activity, develop oral and written speech, and form learning skills.

Much attention is paid to the restoration and strengthening of mental health: classes and exercises are held to relieve stress, develop emotions.

The spread of such establishments

Today, several forms of education for children with disabilities and children with disabilities are successfully functioning in our country.

This is the use of the so-called inclusive method of education, distance schools, allowing children who are home-schooled to integrate into society. In addition, there are traditional educational institutions for students with disabilities. In large cities, in addition to public schools, there are private schools.

In Moscow there are at least 10 large public schools and centers for working with special children, corrective classes have been created in some general education schools, and an inclusive education system is being actively applied and implemented. About 10 private educational institutions and kindergartens also offer their educational and remedial services to students with disabilities.

In St. Petersburg and the Leningrad region there are about 90 such institutions, both private and public. They accept children with varying degrees of preschool and school age disorders.

Similar educational institutions have been created in all regions of the country: in Krasnodar, Kazan, Siberia, etc.

An example of the work of one of these educational institutions is presented in the following video:

Dear parents!
The Department of Education of Moscow and the Board of Directors of the Moscow branch of the Association of Non-Commercial Educational Organizations of Russian Regions (ASNOOR) initiate from September 1, 2017. a new project aimed at expanding educational opportunities and improving the learning environment for children with disabilities in the educational space of Moscow.

Your children are special. This word is often used to more delicately name disabled children, but we interpret it differently, considering that every child is special, but a child with health problems is doubly so. We understand that these problems often impose certain (sometimes very large) restrictions on everyday life, but also, often, they lead to the fact that mentally and intellectually a disabled child is in many ways superior to ordinary children, being deeper, brighter and often "beacon" for their peers.

From September 1, 2017, the Department of Education will begin to subsidize the education of disabled children in private educational institutions in the same amount as in public educational institutions for ALL levels of education (this also applies to preschoolers !!).

What can private educational organizations of the capital offer to children with disabilities?

 training in small groups (occupancy of classes in PSE from 8 to 12 people)

 taking into account the individual capabilities and needs of the child in the learning process

 development (if necessary) of individual curricula - this implies not only the simplification of the program in some cases, but also work on the development of giftedness, early career guidance in accordance with the capabilities of a particular child

 individual correctional and developmental work (with a psychologist, speech therapist, defectologist)

 a wide range of additional education: classes in circles, electives and sections of various directions

An individual rehabilitation program for children with disabilities provides for secondary education. Based on the intellectual capabilities of the child, the program may provide for higher education. Sick children have the right to education. This is enshrined in the Constitution of the Russian Federation (Article 43). Education of disabled children is carried out in general education schools, special correctional educational institutions, at home: by distance learning or through family education. Children with disabilities are also given the right to study at music and art schools free of charge.

In order to receive special education, disabled people are provided with benefits for admission to vocational schools, technical schools, and higher educational institutions. The only but significant limitation for the education of disabled children is the state of health. According to the conclusion of the medical psychiatric and pedagogical examination, disabled children are assigned to specialized educational institutions for the education of children with the following disabilities:

• vision;
• Hearing;
• speeches;
• motor activity.

With existing intellectual development disorders, it is provided for the training of disabled children in a special boarding school according to a special methodology by specially trained teachers.

One way or another, not a single childhood invalid can be left without education, regardless of the nature of the disease.

Teaching children with disabilities at school

Secondary educational institutions do not have the right to refuse admission to children with disabilities, however, schools are not required to create special conditions for students with disabilities. Teachers do not develop special curricula, do not involve specialists in the process of teaching disabled children at school: speech pathologists, speech therapists, massage therapists, etc. Private schools have the right to accept disabled people, but are not required to do so.

Disabled children who do not suffer from mental retardation, as a rule, do not have problems with the assimilation of school material. At the forefront for such students is the problem of communication with peers. Child psychology is significantly different from adult psychology; students can “organize” unbearable conditions for a disabled person, not only in terms of education, but also in life. Meanwhile, the management of a secondary general educational institution is not able to create favorable conditions for children with disabilities. The staff of a secondary school does not provide for the work of a psychologist, whose direct responsibility is to create the necessary microclimate in the team.

Similar conditions have been created in correctional schools, in which the child is sent only with the consent of the parents.

Homeschooling for disabled children

In cases where parents do not want their child to study in a correctional or general education school, it is possible to receive secondary education at home.

There are two forms of teaching for homeschooling children with disabilities:

• Family;
• Home.

Family education does not involve the participation of teachers from the general school in the educational process. Parents are involved in the education of the child: independently or with the involvement of teachers. In this case, the family is paid monetary compensation, including the costs of education and upbringing. If, by decision of the commission, the child needs to study at a correctional school, the amount of compensation increases in accordance with existing standards. An agreement is concluded between parents and the school, which provides for an intermediate assessment of knowledge. In case of negative results, the contract is terminated and the compensation is refundable.

The home-based form of education for disabled children provides for payments for two hot meals a day, the work of attached school teachers is paid by the state. Teachers also conduct classes with the child at home and conduct certification, during which there are final exams in certain subjects.

A child, studying at home, receives a complete education, the level of which does not differ from the general one.

Distance learning for children with disabilities

There are several distance learning models for teaching people with disabilities from childhood:

• Center for Distance Learning. Classes are conducted by full-time teachers;
• Methodological support of teaching at the place of residence;
• Development of a training program for children with disabilities by several educational institutions.

The educational and methodological complex of distance technologies is compiled taking into account the plan of the school and the programs of subjects in individual disciplines. All information is in the public domain for both students and parents, as well as for teachers. For this purpose, sets of electronic resources have been developed.

Distance learning for disabled children provides for constant communication between the teacher and the student, regardless of the distance between them. The use of multiple means of communication contributes to academic achievement. A child with a disability has the opportunity at any time to ask a question to the teacher and get an exhaustive answer to it.

An important achievement of distance learning is the ability to connect several children with disabilities to conduct lessons online. A child with disabilities does not feel alone and learns to work in a team. Knowledge certification, according to individual training programs for disabled children, is carried out using electronic knowledge control, which practically eliminates the subjectivity of assessments. At the same time, disabled children receive skills in working with a personal computer and master new information technologies.

Attestation of knowledge in teaching children with disabilities

Control work is carried out according to the schedule approved by the head of the training center. Face-to-face interaction mode is provided with the help of special computer programs. The student sets up the camera so that the teacher can see the workplace. This mode completely excludes the use of prompts, both verbal and written.

Students with a low pace of work perform control work in several stages. Teachers do not have the right to escalate the situation by exaggerating the importance of passing certification.

Entrance examinations to secondary technical and higher educational institutions for the disabled are held under special conditions. Applicants are given additional time for preparation within one and a half hours, regardless of the form of passing the exam: written or oral. Education of disabled children in higher and secondary technical educational institutions is also carried out according to individual programs, taking into account the recommendations of doctors, psychologists and social workers.

Disability is determined not by the state of health, but by the degree of restriction to labor activity. Modern technologies allow children with disabilities to receive the necessary education and become full members of society.