Benefits and social guarantees for families raising disabled children. Model of social support for families raising a disabled child
Creating conditions for effective rehabilitation disabled children in a day care group organized on the basis of the BU SO KMR "Center" social assistance family and children" PROJECT GOAL Duration of the project is 10 months, from August 1, 2014 to May 31, 2015.
Project objectives: Monitoring the needs of families raising children with disabilities Carrying out diagnostic examination families with disabled children Formation of a day care group for disabled children, project participants Development and implementation of group and individual programs social rehabilitation disabled children in a day care group Social support for families raising disabled children
The targeted focus of the project is disabled children aged from 3 to 7 years living in the city of Kirillov, who will attend the group disabled children aged from 7 to 18 years living in the city of Kirillov and the region (individual rehabilitation work) parents, adults raising disabled children in Kirillov and the region, participating in project activities (specialists, volunteers, immediate circles of families raising disabled children)
Rehabilitation classes: individual and group correctional and developmental classes using sensory equipment, sand therapy methods, art therapy; fairytale therapy individual and group classes for the development of creativity and the formation of social skills
Lack of motivation among family members to resolve their own problems. Change of specialists - the main executors of the project. Insufficient funding for project implementation. Negative public opinion of the region's population. Optimization of the Institution. Risks in project work Resilience of the project to possible risks Motivation of parents through various shapes working with family. Stimulating innovative activities of specialists. Attracting extrabudgetary funds. Informing the population about the goals of the project and social significance for the area. Monitor changes in the legislative framework.
Financial and economic justification for project activities Subject Name of Project activity/type of expenses Cost calculation Amount (in rubles) 1Purchase of a developmental and correctional complex with video biofeedback for children with special needs “Take it and do it” rub.*1 piece Stationery (paper, pens , folders, etc.) 5000 rubles * 1 set Payment for the provision of specialist services for organizing a day care group for disabled children (social work specialist, psychologist, speech therapist) 2000 rubles. *10 months *3 people Insurance premiums to extra-budgetary funds (27.1%) TOTAL: 115960
Management, monitoring and evaluation of the effectiveness of the Project implementation Project Manager: - Director of the BU SO KMR "Center for Social Assistance to Family and Children" S.V. Epishina Working group: - Deputy Director of the BU SO KMR "Center for Social Assistance to Family and Children" O.N. Chugunova, head of the working group - general management and coordination of work on the implementation of calendar activities for the project; - specialists of the BU SO KMR “Center for Social Assistance to Family and Children”: social work specialist, psychologist, speech therapist - implementation of project tasks, development and conduct of classes with children, diagnostics and analysis of work results, preparation of documentation.
Expected results of the project: a day care group for children is organized; accessibility and quality of services are ensured for families raising children with disabilities; social isolation overcome disabled child and his family, extended social contacts for disabled children, emotional stress, anxiety, fears, and aggressiveness in children are relieved, the general background of mood is improved, the pedagogical competence of parents is increased, and the psychological climate in the family is normalized. the material and technical base of the Center has been ensured, the qualifications of specialists have been improved; creating a positive image of the institution and local governments.
PROJECT “WE ARE TOGETHER” The project is aimed at social support for families with disabled children Svetlana Viktorovna Epishina, director budgetary institution social services Kirillovsky municipal district "Center for social assistance to families and children" Kirillov 2014
Disabled children are served by institutions of three departments. Children under 4 years of age with damage to the musculoskeletal system and decreased mental development are in specialized children's homes Ministry of Health of the Russian Federation, where they receive care and treatment. Children with mild anomalies of physical and mental development are trained in specialized boarding schools Ministry of Education and Science. Children aged 4 to 18 years with profound psychosomatic disorders live in boarding homes systems of social protection of the population, located in the department of the Ministry of Labor and Social Protection.
Order of the Ministry of Health and Social Development Russian Federation dated August 4, 2008 N 379n“On approval of forms for an individual rehabilitation program for a disabled person, an individual rehabilitation program for a disabled child, issued by federal government agencies medical and social examination, the order of their development and implementation."
IN modern Russia For most families with a disabled child and disabled adults, financial and other support from the state is very significant.
Significant practical assistance can be provided to families of disabled children by support groups (for example, associations of parents of children with disabilities); such groups can also protect the rights of families by influencing social policy and proposing various initiatives. Associations of parents of children with disabilities not only support families of disabled children, but sometimes initiate new forms, types and technologies of rehabilitation assistance for their children. Having a network of services in your community can be an invaluable support, but the level of availability and quality of services varies across regions.
The numerous problems of a family raising a disabled child require various types of social services.
The types of services are determined based on the real need, the family’s ability to independently solve some of its own problems, the capabilities of the social service and other objective circumstances. If necessary, for example, when deciding on the provision of financial assistance, allocation of subsidies, discounted vouchers etc., an examination of the family’s material and living conditions is carried out (an inspection report is drawn up).
Social services include:
Assistance in obtaining various special payments;
Assistance in obtaining free medicines;
Attracting sponsors to provide material and in-kind assistance;
Assistance in maintaining living conditions in accordance with sanitary and hygienic requirements, etc.
Social and medical services families with disabled children are provided with assistance in organizing child care, assistance in conducting medical rehabilitation activities etc.
Social-psychological (psychological) assistance aimed at correction psychological state family members, correction of unformed higher mental functions, emotional-volitional disorders, speech deficiencies, relationships in the family, children's group, with teachers, etc.
Children with disabilities also need to improve their communication potential.
Social and pedagogical services families with a disabled child include assistance in raising, increasing parental competence, preventing deviations in the behavior and development of disabled children, developing positive interests in them, providing assistance in organizing leisure time (Sunday school, children's theater, organizing summer holidays, club work), developing motivation for learning in disabled children, as well as assistance in obtaining general and vocational education.
IN Federal law on education contains a provision that professional education students with disabilities is carried out on the basis educational programs, adapted, if necessary, for training these students, and for disabled people also in accordance with the individual rehabilitation program developed federal agency medical and social examination. The adapted educational program is designed taking into account the characteristics psycho physical development and individual capabilities of students with disabilities and people with disabilities. The introduction of adaptation disciplines into the variable part of educational programs is carried out with the aim of correcting developmental disorders and social adaptation the specified persons. These can be disciplines that provide the formation of general competencies related to working with information, which is carried out by people with disabilities, as a rule, using special technical and software tools for converting information into a format accessible to their perception. Adaptation courses may include disciplines that ensure that students with disabilities and people with disabilities develop independent skills. educational activities, skills for effective behavior in the labor market and adaptation to work collective, as well as disciplines that contribute to maintaining health and developing healthy image life of these persons.
In accordance with the law on education, students with disabilities, like all other students, have the right to study according to an individual curriculum within a specified time frame based on individualization of the content of the educational program, taking into account their characteristics and educational needs. When drawing up an individual training plan, it is advisable to provide various options conducting classes: in an educational institution (in an academic group and individually), as well as at home using distance educational technologies.
The choice of teaching methods should be carried out educational organization, based on their accessibility for people with disabilities and people with limited health capabilities. The use of socially active and reflective teaching methods, as well as technology, is recommended sociocultural rehabilitation in order to create conditions for the successful socialization of such students. Disabled students should be provided with printed and electronic educational and methodological resources in forms adapted to their health limitations, characteristics of perception and processing of material: for example, students with hearing impairments need to present information in visual form, with visual impairments - in auditory form. Material and technical conditions at practice sites must also be accessible to people with disabilities. Thus, one of the important directions for modernizing the environment of educational institutions in the context of the introduction of inclusive education there should be an adaptation of educational programs and educational and methodological support to the developmental characteristics of students with disabilities and people with disabilities.
Social and labor assistance is aimed at assisting in employment and professional and industrial adaptation, securing a disabled person in the workplace, etc.
Families with disabled children often need social and legal assistance: lawyer consulting on legislative issues, family rights, benefits, employment, paperwork, representation of family interests in court.
Educational authorities are engaged in placing disabled children in educational institutions general purpose or specialized. Types of schools: 1st type – for deaf children; 2nd type – for the hearing impaired and late-deafened; 3rd type – for the blind; 4th type – for the visually impaired; 5th type – for children with severe speech impairments; 6th type – for children with musculoskeletal disorders; 7th type – for children with mental retardation; 8th type – for children with mental retardation. + Inclusive learning!
Health authorities are looking into dispensary observation, develop recommendations for career guidance and employment, rehabilitation, sanatorium-resort treatment, draw up documents for medical equipment, as well as for referral to specialized institutions.
Social protection bodies provide required benefits and services, organize the provision of material and other types of assistance, Spa treatment, registration in specialized institutions.
Stages of family social patronage:
1. Social patronage of the family. Collection and analysis of information.
2. Diagnosis and analysis of family and children's problems. Process planning social work in order to transform the home life in the family. = Development of an individual rehabilitation program (providing social services to the family).
3. Implementation of planned transformations. Monitoring the quality of services provided to families.
4. Analysis of the results of activities to provide social assistance to families and children. Removal from patronage register.
Abroad, social rehabilitation work with disabled children has a long history; there it is customary to distinguish between the concepts of habilitation and rehabilitation. Habilitation - This is a complex of services aimed at the formation of new and mobilization, strengthening of existing resources for social, mental and physical development of a person. Rehabilitation In international practice, it is customary to refer to the restoration of past abilities that were lost due to illness, injury, or changes in living conditions. In Russia, rehabilitation combines both of these concepts, and it assumes not a narrow medical, but a broader aspect of social rehabilitation work.
Many years of experience of specialists working with disabled children have shown that the earlier comprehensive medical, psychological and pedagogical rehabilitation of such children is started, the more effective it is. Early rehabilitation prevents the appearance of secondary defects in children with developmental disorders that arise either after an unsuccessful attempt to stop progressive primary defects, or as a result of distortion of the relationship between the child and the family.
Rehabilitation program is a system of measures aimed at solving social problems families that develop the capabilities of the child and the whole family, which is developed by a team of specialists together with parents. In many countries, such a program is managed by one person - a specialist - curator ( for example, a social work specialist).
The program is developed for a specific period. After the established period, the specialist supervisor meets with the child’s parents to discuss the results, successes and failures. You should also analyze all positive and negative unplanned events that occurred during the implementation of the program. After this, the specialist (team of specialists), together with the parents, if necessary, develop a rehabilitation program for the next period.
During the implementation of the program, monitoring - systematic monitoring of the progress of events in the form of regular exchange of information between a specialist supervisor and the child’s parents. If necessary, the curator helps parents overcome difficulties by negotiating with the necessary specialists, explaining and defending the rights of the child and family. The facilitator may visit the family to better understand the difficulties encountered in implementing the program.
Thus, the rehabilitation program provides, firstly, the presence of an interdisciplinary team of specialists, and not a family with a disabled child going to many offices or institutions, but Secondly, mandatory participation of parents in the rehabilitation process as respected and equal partners.
Partnership implies complete trust, exchange of knowledge, skills and experience in providing assistance to children with disabilities. Establishing partnerships requires time and certain efforts, experience, and knowledge.
If a child is able to take part in dialogues between specialists and parents, he can become another partner whose opinion may differ from the opinion of adults and who can unexpectedly offer a new solution to the problem his rehabilitation.
The desire of parents to delve into the essence of rehabilitation activities and take initiative should be encouraged. If a specialist abuses the position of an expert and prefers a one-way transfer of knowledge, there is a risk of increasing parents’ dependence on him and reducing their independence and self-confidence.
Father's participation in rehabilitation process greatly increases the efficiency of specialist efforts. Therefore, when starting to work with a family, you need to get to know not only the mother, but also the father, as well as other family members. It is very helpful to provide written information so that fathers who are unable to attend the meeting social workers, were in the know, just like the mothers. The father's participation in the child's rehabilitation should be encouraged in every possible way.
In order to overcome the difficulties of helping the family of a disabled child, it is useful to use the following resources:
Working in a team, where for each case being examined, one curator is assigned to coordinate the actions of the others;
Exchange of experience, organization of consultations, support groups for the specialists themselves, where they can share successes, discuss failures, and find a joint solution to the problem;
Constant study of publications on social work issues to improve professional knowledge.
You can select six components of success interaction between specialists and parents in the process of social patronage:
Regular contact (depending on opportunities and needs - once a week, every two weeks or every six weeks);
Emphasizing the child's abilities, rather than their absence or shortcomings;
Use of auxiliary materials, manuals for parents;
Involving not only parents, but also other family members and relatives in the work;
Attention to more wide range the needs of all family members;
Organizing support groups in which results and problems are discussed.
As part of our research, we analyzed the activities of the State Budgetary Institution of Social Services “Alexandrovsky Comprehensive Center for Social Services to the Population” (356300, Aleksandrovskoye village, Moskovskaya St., 4), and came to the conclusion that it was necessary to develop a program to support parents raising a disabled child .
One of the urgent tasks of modern Russian society is to provide social and educational assistance to families with children with disabilities. With the steady increase in the number of such children, attention to each of them is necessary. This requires the pedagogical community to develop relationships educational system and families.
Modern practical pedagogy, however, does not pay enough attention to the problems of working with families with such children.
The birth of a child with developmental disabilities is always stressful for the family. A disabled child is limited in freedom and social significance. He has a very high degree of dependence on his family and limited social interaction skills. The problem of raising and developing a “special” child becomes overwhelming for the family, parents find themselves in psychological difficult situation: They experience pain, grief, guilt, and often fall into despair. Such families need comprehensive social and pedagogical support. Working with a family with a sick or disabled child should be approached from a humanistic perspective, parents should be oriented toward proactively preparing the child for life, developing the child’s ability to think in terms of the future, and forming positive prospects for his development.
It is no coincidence that quite a lot of attention is paid to working with parents of children with disabilities. For such children, whose contact with the outside world is narrowed, the role of the family increases immeasurably. The family has significant opportunities in resolving certain issues: raising children, including them in social and labor spheres, the formation of children with disabilities as active members of society. But numerous studies (G.L. Aksarina, N.Yu. Ivanova, V.N. Kasatkin, N.L. Kovalenko, A.G. Rumyantsev, etc.) indicate that the appearance of a child with disabilities in a family violates the established family functioning: the psychological climate of the family and marital relationships are changing.
Purpose of the program: creating conditions for overcoming the social isolation of disabled children and their socialization in a family environment.
1. Implementation of the strategy of socialization and social integration of disabled children in the family and society on the basis of individual integrated approach, including the formation of a system of creative rehabilitation of disabled children and other forms of self-realization, the development of family recreation and health programs.
2. Strengthening resource potential families raising children with disabilities and their social and rehabilitation competence, creating positive motivation for the formation of new social connections, as well as promoting the creation of mutual support networks for parents of disabled children.
3. Formation of a unified resource methodological and educational space, increasing the professional potential of specialists involved in the provision of social services to disabled children.
4. Strengthening coordination and increasing the efficiency of government agencies, public associations and family mutual support groups. raising children with disabilities, to improve the situation of children with disabilities and their social inclusion.
5. Formation of a tolerant attitude towards disabled children in society, popularization of ideas to promote their social inclusion.
The main goal of the social service implementing this program should be to ensure the implementation of social rehabilitation of minors with disabilities, as well as providing assistance to the families in which these children are being raised.
The structure of the social service includes:
Medical service, which includes a pediatrician, a physiotherapist, a psychiatrist, a nurse, a massage nurse and a physiotherapy nurse;
Social pedagogical service, which includes: social educators, educators, teacher-psychologist, pedagogue additional education, speech therapist, speech pathologist, physical education instructor.
The program provides the following forms of work with families with health problems:
Pedagogical patronage (social and pedagogical services at home);
Short-term stay groups for a disabled child with comprehensive rehabilitation(medical and pedagogical);
Family rehabilitation groups “Saturday living rooms”, the main goal of which is to create conditions for solving intrafamily problems and educating parents in order to enhance the process of socialization and adaptation to modern society;
Organization of circle work, creative workshops and clubs.
Training and education of parents together with interested organizations.
The program is built on principles:
1. A person-oriented approach to children and parents, where the center is taking into account the personal characteristics of the child and family; providing comfortable, safe conditions.
2. Humane-personal - comprehensive respect and love for the child, for each family member, faith in them, the formation of a positive “I-concept” of each child, his/her self-image (it is necessary to hear words of approval and support, to experience a situation of success) .
3. The principle of complexity - social and pedagogical support is considered in a comprehensive manner, in close interaction of all specialists.
4. The principle of the activity approach - assistance is carried out taking into account the leading type of activity of the child (in play activities), in addition, it is also necessary to focus on the type of activity that is personally significant for the child.
Estimated progress of the program:
1. Implementation of a strategy for the socialization and social integration of disabled children in the family and society based on an individual integrated approach, including the formation of a system of creative rehabilitation of disabled children and other forms of their self-realization, the development of family recreation and health programs.
Family social support social service support includes telephone consultations, observation of the child’s development, periodic invitations to undergo rehabilitation courses, participation in events and promotions of the institution, including:
Social and pedagogical patronage of families raising children with severe disabilities and who are unable to attend the center (or children early age) involves social workers conducting developmental classes with disabled children with severe health problems (who do not attend kindergartens or schools due to their illness or age) at home 2 times a week for 2 classes of different directions, with mandatory training of parents in independent skills pedagogical work on the development of their children.
Correctional classes in institutions with children are carried out both in the conditions of a day care group for minors and on individual development routes. Depending on the needs of the children, it is necessary to organize:
Classes on social and everyday adaptation in a day care group for children who do not attend preschool institutions and require clear instructions for action.
Depending on the existing problems, individual correctional classes are conducted by a defectologist, speech therapist or educational psychologist.
Subgroup classes in music and physical education are mandatory for everyone; individual classes in physical therapy in accordance with doctor's orders.
For medical reasons, it is necessary to consult doctors (pediatrician, physiotherapist, psychiatrist) regarding the appointment of rehabilitation measures and medical procedures: medical massage, physiotherapy (phototherapy, magnetotherapy, electrotherapy, inhalations). As well as individual physical education classes; herbal medicine and vitaminization courses.
For each child, it is necessary to draw up an individual development route and program of activities, which are agreed upon with the parents. In turn, parents receive homework and individual consultations on the dynamics of the child’s development.
1.2. To implement the principle of integration of disabled children, we propose to organize a “Healthy Child” club. Goal: prevention of diseases in children and promotion of a healthy family lifestyle.
We assume that in the process physical activity health, educational and educational tasks will be effectively solved. Through a system of special exercises and games, children will become familiar with the signs of health (correct posture, gait), and learn to protect themselves from germs. The knowledge gained will allow special children to engage in physical exercises more consciously and more fully, and to independently use the means of physical education in life.
Organized motor activity is associated with a clear focus on results (games - dramatization, sports and outdoor games, games - relay races). Children will be able to evaluate their “I” by the direct efforts they make to achieve their goal. And in connection with the development of self-esteem, such personal qualities as self-respect, conscience, and pride will develop. Complex actions demonstrate the will of a disabled child to overcome obstacles in achieving a set goal. Particularly valuable in this regard are outdoor and sports games, physical exercises based on prolonged and repeated repetition of monotonous motor actions; when performing them, it is necessary to make volitional efforts to overcome the gradually growing physical and emotional stress. Thus, classes in the “Healthy Child” club will be an important factor influencing the formation of the personality of a disabled child and his socialization in society.
In order to assist the family in the development of a disabled child, it is possible to organize a club “Game is a serious matter.” Target: development of children's abilities through play activities.
Meetings at the club are held according to the program for children with disabilities and healthy children. Joint activities teach children to communicate with peers and other adults, develop the ability to cooperate with each other, forming a sense of partnership. Theatrical activities (role-playing songs, nursery rhymes, imitation of the movements and voices of birds and animals) stimulate figurative and playful manifestations, develop the sphere of feelings, awaken empathy, compassion, and develop the ability to put oneself in the place of another person. As a result, children will learn to interact with each other as play partners; children will be more attentive to each other, friendly, learn a polite form of communication, and develop aesthetic taste.
We also offer a project for a creative workshop “Very Skillful Hands” - for teaching children various types creativity: weaving from foil, designing from paper, drawing in unconventional ways, modeling from clay and painting on ceramics, which will contribute to the development creativity children through productive and applied activities. An additional opportunity to train fine motor skills through creating a variety of crafts will allow children to develop and discover new abilities.
The creative workshop “Musical Living Room” provides an opportunity for a disabled child to realize his potential, promoting the development of creative abilities.
1.3. Great importance in organizing work on the social integration of disabled children in the family and society is given to the organization of holidays and cultural and leisure events.
Participation in festive and leisure activities not only helps to create a festive and joyful mood among the participants, but also helps to activate their internal resources. The sociocultural program is a psychological training - communication, emotional, motivational, physical. Participation in such programs will be another step for children with disabilities on the path to adaptation, acceptance of themselves and the difficulties of the world in which they live and act.
2. Strengthening the resource potential of families raising children with disabilities and their social rehabilitation competencies, creating positive motivation for the formation of new social connections, as well as promoting the creation of networks of mutual support for parents of children with disabilities:
2.1. The program provides for diagnostics and implementation of advisory assistance to parents with disabled children on their upbringing and development. An individual work route can be developed for each family, along which support will be provided.
2.2. For parents with disabled children, the “Happy Parent” project can be implemented, the main purpose which is to create conditions for solving intra-family problems and educating parents in order to enhance the process of socialization and adaptation of a disabled child to modern society.
This project involves conducting joint classes with parents and children to develop various productive communication skills, creative types activities, as well as a system of group and individual consultations for parents on educational issues.
One of the directions of this project is the organization of joint creative and leisure activities of children and adults, which contributes to the development of positive relationships between children and adults and creates the necessary conditions For successful development child in the environment.
As a result, parents will gain new knowledge and master practical skills for joint activities with the child, the opportunity to relieve tension and excessive anxiety associated with parental “failure”, the opportunity to exchange parental experience, establish trusting relationships in the group.
In general, it can be noted that this rehabilitation work includes a system of social, pedagogical and therapeutic interventions aimed at fully or partially restoring the optimal personal and social status, developmental disorders and health of a child experiencing difficulties in the family, in education, in their microsocial environment.
Expected Results
1. The program helps strengthen the resource potential of families raising children with disabilities (the desire to take care of the child increases), and their social rehabilitation competencies (parents learn how to interact with the child), the formation of positive motivation for the formation of new social connections (the circle of contacts expands)
2. There will be an increase in the level of communication skills, strengthening the resource potential of families raising children with disabilities, and motivation to form new social connections.
3. The level of parental competence in matters of upbringing and development of children, their recreation and health improvement will increase.
4. The program will help improve the level of communication skills, increase interest in various types of creativity, strengthen the resource potential of families raising children with disabilities, and motivate them to form new social connections.
Thus, our proposed program will contribute to effective social and pedagogical support for families raising a disabled child.
Guarantees of labor rights:
Labor Code The Russian Federation provides that one of the parents (guardian, trustee) is provided with four additional paid days off per month to care for a disabled child. Days off are provided upon written request and can be used by one of the parents or divided between them at their own discretion.
At the request of a parent raising a disabled child, the employer is obliged to establish a part-time working day (shift) or part-time working week. The employee’s work is paid in proportion to the time worked or depending on the amount of work performed.
Employees with disabled children are allowed to be sent on business trips, involved in overtime work, night work, weekends and non-working days. holidays only with their written consent.
Disabled children are paid social pension in the amount of the basic part of the labor disability pension. A non-working able-bodied citizen caring for a disabled child under the age of 18 has the right to compensation payment.
Period of care provided able-bodied person for a disabled child is included in the insurance period when calculating the labor pension.
Health and social protection:
Disabled children are entitled to a monthly cash payment in accordance with the Law “On social protection disabled people."
In addition, children with disabilities have the right to support in accordance with the standards medical care according to doctor’s (paramedic’s) prescriptions necessary medicines, products medical purposes, as well as specialized medical nutrition products. In the presence of medical indications they are provided with vouchers for sanatorium-resort treatment, carried out in order to prevent major diseases. The duration of such treatment in a sanatorium-resort institution is 21 days. At the same time, free travel to the place of treatment and back on a suburban route is guaranteed. railway transport, as well as on intercity transport. A disabled child, under the same conditions, has the right to receive a second voucher for sanatorium-resort treatment and free travel to and from the place of treatment for the person accompanying him.
You can refuse to receive the listed social services (all or part) and receive monthly payments instead. cash payments. An individual rehabilitation program for a disabled child may include the receipt or production of certain technical means or products (prosthetic and orthopedic products, Hearing Aids etc.), as well as receiving a number of services. The legislation provides for the issuance of a referral to receive services, as well as to receive or manufacture a technical device or product (if necessary, for replacement or repair).
Families with disabled children are given a discount of at least 50 percent on housing costs (in state or municipal housing stock) and utility bills (regardless of the housing stock). Those families who live in houses that do not have central heating receive the specified discount on the cost of fuel purchased within the limits established for sale to the public.
Tax benefits:
Parents, as well as the spouse of a parent, adoptive parent, guardian, custodian, foster parent, spouse of a foster parent, who are supporting a disabled child under the age of 18, are entitled to a monthly tax deduction.
In a number of regions, one of the parents (adoptive parents), guardian, or trustee of a disabled child is exempt from paying transport tax.
Education:
For disabled children preschool age the necessary rehabilitation measures are provided, conditions are created for their stay in preschool institutions general type. For disabled children who cannot attend general preschool institutions for health reasons, special preschool institutions are created.
If it is not possible to raise and teach disabled children in general or special preschool and educational institutions, education authorities and educational institutions provide, with the consent of parents, home-based education of disabled children according to a full general education or individual program.