Regulatory framework for the education of children with disabilities. Education of children with disabilities Children with disabilities assistance in education

"We simply have to create a normal system of education for the disabled, so that children can study among their peers in ordinary general education schools, and from an early age do not feel isolated from society." YES. Medvedev.

the Constitution of the Russian Federation; the highest normative legal act of the Russian Federation. Adopted by the people of the Russian Federation on December 12, 1993. normative legal act - the Federal Law from the Federal Law "On Education in the Russian Federation" (ed. dated); - Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 1008 "On approval of the procedure for organizing and implementing educational activities for additional general education programs";

Federal Law of the Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation" (rev. dated); - Federal Law from the Federal Law "On the Social Protection of the Disabled in the Russian Federation" (ed. dated); - Decree of the President of the Russian Federation "On the National Strategy for Action in the Interests of Children for Years"; - Decree of the President of the Russian Federation of "On Additional Measures of State Support for the Disabled" (ed. dated);

Decree of the Government of the Russian Federation of "On approval of the Procedure for the upbringing and education of children with disabilities at home and in non-state educational institutions" (ed. from); - Letter from the Ministry of Education and Science of Russia dated "On recommendations for organizing activities to create conditions for distance learning for disabled children who need homeschooling in a constituent entity of the Russian Federation."

Letter of the Ministry of Education and Science of Russia dated AF-150/06 "On the creation of conditions for the education of children with disabilities and children with disabilities"; - The Concept for the Development of Additional Education of September 4, 2014; - The Law of the Kabardino-Balkarian Republic of April 24, 2014 N 23-RZ "On education". - The State Program of the Russian Federation "Accessible Environment" for years";

National standard of the Russian Federation "Social services to the population. Quality of social services. General provisions. GOST R", approved. by a resolution of the State Standard of Russia from Art.; - Universal Declaration of Human Rights (1948); - Declaration of the Rights of the Child (1959); - UN Declaration on the Rights of Mentally Retarded Persons (1971); - UN Declaration on the Rights of Persons with Disabilities (1975);

Inclusive education is a complex process of ensuring equal access to quality education for children with special educational needs by organizing their education in general educational institutions based on the use of student-centered teaching methods, taking into account the individual characteristics of the educational and cognitive activity of such children.

Principles of inclusive education: - accept students with disabilities like any other children in the class; - include them in the same activities, although set different tasks; - involve students in collective forms of learning and group problem solving; - use other strategies of collective participation - games, joint projects, laboratory, field research, etc.

The federal law "On Education in the Russian Federation" was signed by the President of the Russian Federation on December 29, 2012. The law regulates all key, basic issues of organizing inclusive education. At present, the main task is to adequately develop the provisions of the law in by-laws in order to create a legal framework for the implementation of domestic scientific developments related to the inclusive education of citizens with disabilities.

In accordance with paragraph 1 of Art. 5 of the Law in the Russian Federation guarantees the right of every person to education. In paragraph 2 of Art. 3 establishes that one of the main principles of state policy and legal regulation of relations in the field of education is to ensure the right of every person to education, the inadmissibility of discrimination in the field of education*.

Based on these provisions, in paragraphs. 1 p. 5 art. 5 states that in order to realize the right of every person to education, federal state bodies, state authorities of the constituent entities of the Russian Federation and local governments create the necessary conditions for receiving, without discrimination, high-quality education by persons with disabilities, for correcting developmental disorders and social adaptation, providing early correctional assistance based on special pedagogical approaches and the most suitable languages, methods and ways of communication for these persons and conditions that are most conducive to obtaining education of a certain level and a certain focus, as well as the social development of these persons, including through the organization of inclusive education for persons with disabilities. health limitations.

The Law on Education (clause 16, article 2) defines the concept of “student with disabilities”. This is an individual who has deficiencies in physical and (or) psychological development, confirmed by the psychological-medical-pedagogical commission and preventing education without creating special conditions. It should be noted that this term covers both persons recognized as disabled and non-disabled persons. There may also be people with disabilities (mainly suffering from somatic diseases) who are not students with disabilities.

According to paragraph 4 of Art. 79 of the Law on Education, the education of students with disabilities can be organized both jointly with other students, and in separate classes, groups or in separate organizations engaged in educational activities.

In the Law on Education, for the first time in federal legislation, the concept of inclusive education is fixed (clause 27, article 2). This is the provision of equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities.

According to paragraph 8 of Art. 79 of the Law on Education, vocational training and vocational education of students with disabilities are carried out on the basis of educational programs adapted, if necessary, for the training of these students.

An adapted program is an educational program adapted for teaching certain categories of persons with disabilities, including those with disabilities, i.e. educational program of special (correctional) educational institutions of types I-VIII (Federal Law, Article 2, clause 28).

In accordance with paragraph 2 of Art. 79 of the Law, general education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general educational programs. In such organizations, special conditions are created for the education of these students.

Special conditions - According to paragraph 3 of the same article, special conditions for obtaining education by students with disabilities are understood as the conditions for the education, upbringing and development of such students, including the use of special educational programs and methods of training and education, special textbooks, teaching aids and didactic materials, special technical training aids for collective and individual use, provision of services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual remedial classes, providing access to the buildings of organizations engaged in educational activities, and other conditions, without which it is impossible or the development of educational programs by students with disabilities is difficult.

Also, according to paragraph 11 of Art. 79 when receiving education, students with disabilities are provided free of charge with special textbooks and teaching aids, other educational literature, as well as the services of sign language and sign language interpreters.

Parents (legal representatives) of underage students have the right to be present during the examination of children by the psychological, medical and pedagogical commission, discussing the results of the examination and recommendations received from the results of the examination, express their opinion on the proposed conditions for organizing the education and upbringing of children. Parents (legal representatives) of underage students are obliged to ensure that their children receive a general education.

The Law on Education establishes (clause 2, article 34) that students have the right to provide conditions for learning, taking into account the peculiarities of their psychophysical development and health status, including the receipt of socio-pedagogical and psychological assistance, free psychological, medical and pedagogical correction . Corresponding to this right is the duty of teachers (clause 6, clause 1, article 48) to take into account the peculiarities of the psychophysical development of students and their state of health, to comply with the special conditions necessary for receiving education by persons with disabilities, to interact, if necessary, with medical organizations.

Children with disabilities are children who have various mental or physical deviations that cause violations of general development that do not allow children to lead a full life. These are children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing.

An individual rehabilitation program for a disabled person is mandatory for execution by the relevant state authorities, local governments, as well as organizations, regardless of organizational and legal forms and forms of ownership. However, for the disabled person himself, the IRP is advisory in nature, he has the right to refuse one or another type, form and volume of rehabilitation measures, as well as from the implementation of the program as a whole.

Directions for the implementation of the IPR: - Organization of constant support in the learning process by a special assistant (the child may need both constant support and support for the period of adaptation); - Psychological and pedagogical support of the educational process of a disabled child; - Organization of education of a disabled child according to an individual curriculum.

“On the State Program of the Russian Federation “Accessible Environment” for years” Government Decree of March 17, 2011 175 Target indicators and indicators of the Program: - the share of educational institutions in which a universal barrier-free environment has been created that allows for joint education of disabled people and people without developmental disorders, in the total number of educational institutions. - One of the priority areas of state policy should be the creation of conditions for providing children with disabilities, taking into account the peculiarities of their psychophysical development, equal access to quality education in general education and other educational institutions implementing educational programs of general education (hereinafter referred to as ordinary educational institutions), and taking into account conclusions of psychological - medical - pedagogical commissions.

Each state and municipal secondary school is obliged to accept all children who have reached the age of 8 and live in the territory attached to it. (Law of the Russian Federation "On Education" of 01.01.01 N 3266-1, as amended on 25.07.2002, paragraph 1 of Article 16 and paragraph 2 of Article 19 Letter of the Ministry of Education of the Russian Federation of 01.01.01 N in / 14-06 "On Violations in the Admission of Children to the First Grades of General Educational Institutions")

A COMMENT: In accordance with this rule, a general education school must accept all children, regardless of their state of health. Therefore, the school does not have the right to refuse to accept a child on the grounds that he is disabled. However, it should be remembered that a general education school is not obliged to create special conditions for teaching a disabled child in the form of introducing a special curriculum for him (for example, designed for teaching mentally retarded children), attracting defectologists, etc. Private schools are not required to accept disabled children, but have the right to do so.

Disabled children have the right to study in special (correctional) schools with the consent of their parents. They are sent to special schools by the educational authorities on the conclusion of the psychological-medical-pedagogical commission. (Law of the Russian Federation "On Education" dated 01.01.01 N 3266-1, as amended on 07.25.2002, paragraph 10 of Article 50)

Disabled children have the right to study at home with the consent of their parents, subject to the conclusion of a medical institution. (The procedure for the upbringing and education of disabled children at home and in non-gift educational institutions, as well as the amount of compensation for the costs of parents (legal representatives) for these purposes, approved by Decree of the Government of the Russian Federation of 01.01.01 N 861, paragraphs 1 and 2.)

A COMMENT: According to the above two rules, children with disabilities are sent to special schools, or are educated at home only with the consent of their parents. Therefore, the choice of these forms of education is the right, not the responsibility of the parents. No one has the right to force parents to choose these forms of education.

Parents have the right to educate a disabled child at home on their own. Parents (legal representatives) who have disabled children and who bring them up and educate them at home on their own, are compensated by the education authorities in the amount determined by state and local standards for financing the costs of training and education in a state or municipal educational institution of the appropriate type and type.

(Law of the Russian Federation "On Education" dated 01.01.01 N 3266-1, from as amended on 25.07.2002, paragraph 1 of Article 10; The procedure for the upbringing and education of disabled children at home and in non-state educational institutions, as well as the amount of compensation for the costs of parents (legal representatives) for these purposes, approved by Decree of the Government of the Russian Federation of July 18, 1996 N 861, paragraph 8.)

COMMENTS: In this case, we are talking about family education. It must be distinguished from home schooling. When teaching at home, teachers from the school to which the child is attached come to his home for free and conduct classes with him, as well as carry out intermediate and final certification

his knowledge. At the same time, parents receive only compensation for the child's food (see about it below), and the work of teachers is paid by the state. In family education, parents themselves organize the learning process of their child. They can teach the child on their own or hire a teacher for this purpose. At the same time, the state pays them compensation in the amount of state and local standards for the cost of educating and raising a child in a state or municipal educational institution. It should be borne in mind that if, in accordance with the conclusion of the psychological, medical and pedagogical commission, the child is recommended to study in a special (correctional) school, then compensation for family education should be paid in the amount of the standard costs for his education in such a school. The fact is that the standards for the cost of education in special schools are higher than in ordinary ones. In family education, a tripartite agreement is concluded between parents, the local education authority and the school or special school (if the child's education is funded according to the standards of the special school). Under this agreement, local education authorities pay compensation, parents organize the child's education, and the school, in agreement with the parents, conducts an intermediate and final assessment of the child. In case of unsatisfactory attestation, the contract may be terminated and the compensation subject to return. It should be borne in mind that the procedure for family education of disabled children in that part in which it differs from the family education of ordinary children (payment of increased compensation, control over family education by special schools, etc.) is currently not regulated by regulations .

For disabled children who are graduates of grades IX and Xl (XII), the state (final) certification is carried out in an environment that excludes the impact of negative facts on their health, and in conditions that meet the physiological characteristics and health status of children with disabilities. State (final) certification for disabled children can be carried out ahead of schedule, but not earlier than May 1 ) - for graduates of XI (XII) classes and with the district education department - for graduates of IX classes.

(Regulations on the state (final) certification of graduates of IX and XI (XII) classes of general educational institutions of the city of Moscow, approved by Order of the Moscow Committee of Education dated 01.01.01 N 155 clause 2.2)

COMMENTS: As a general rule, Grade 9 graduates take at least 4 exams (written exams in Russian language and algebra, as well as two exams chosen by the student from among the subjects studied in Grade 9). Graduates of the classes take at least 5 exams (written in algebra and beginning analysis and literature, as well as three exams of the student's choice from among the subjects studied in 10 classes). Examinations in selected subjects can be taken in both written and oral form. The form of examinations in a particular subject is established by the Ministry of Education and the school. Disabled children can take all the exams set for healthy graduates, but at the same time require the replacement of the written handicap for passing the exams with an oral one. For children with disabilities, the number of exams to be taken can also be reduced to two written exams. In the event of a reduction in the number of exams, the written form of the exams taken can also be replaced with an oral one. Final examinations for children with disabilities should be

is carried out in an environment that excludes the influence of negative factors on the state of their health, and in conditions that meet the physiological characteristics and state of health of children with disabilities. This can be expressed in taking final exams in the medical office of the school separately from other students or at home, etc. Issues related to the creation of special conditions for passing final exams are resolved in relation to each disabled child individually. The established rules for passing final exams apply to state, municipal and private schools.

Disabled children studying in special schools and general education schools for sick children and disabled children (schools at home) are provided with free two meals a day. As an exception, compensations for meals are paid to the indicated disabled children who do not eat at school (studying at home) in the amount of the cost of two subsidized meals a day - 37 rubles per day.

(Decree of the Government of Moscow "On the results of the implementation of measures for the social protection of Muscovites in 2001 and a comprehensive program of measures for the social protection of Muscovites in 2002" dated 01.01.01 N 65-PP, clause 3.5; Order of the Moscow Department of Education "On catering students in general educational institutions of Moscow in the 2002/03 academic year "of 01.01.01 N 745, paragraphs!.3 and 1.4)

COMMENTS: This procedure for payment of compensation is valid for the 2002/03 academic year.

Disabled children study at children's music, art schools and art schools of the system of the Moscow Committee for Culture free of charge.

(Temporary order of payment for education in children's music, art schools and art schools of the system of the Committee for Culture of Moscow, approved by Order of the Committee for Culture dated May 6, 2002 N 205, paragraph 4)

2. The right to receive secondary and higher professional education

Disabled children and disabled people of groups I and II have the right to enter out of competition in state and municipal institutions of higher and secondary vocational education, provided that they successfully pass the exams and there are no contraindications for studying in these institutions in the individual rehabilitation program for a disabled person.

(Law of the Russian Federation "On Education" of 01.01.01 N 3266-1, as amended on 07.25.2002, paragraph 3 of Article 16)

A COMMENT: In accordance with this rule, a disabled person must be enrolled in an educational institution if he has passed the entrance exams with a "satisfactory" grade. Thus, for the disabled, a preferential procedure for entering educational institutions has been established, since there is a competition for other persons - the one who passed the entrance exams best of all is enrolled. Private educational institutions are not required to establish such a preferential admission procedure, but are entitled to do so. The right of a disabled person to receive secondary and higher education (as opposed to receiving secondary education) may be limited, since his individual rehabilitation program may contain contraindications for his education in certain educational institutions.

Disabled people of groups I and II, who study free of charge in state and municipal universities on a full-time basis (full-time education), the amount of scholarships awarded is increased by 50 percent.

(Federal Law No. 125-FZ of January 1, 2001 “On Higher and Postgraduate Professional Education”, as amended on June 25, 2002, paragraph 3 of Article 16)

A COMMENT: The meaning of this rule is that the size of any scholarships awarded to the specified category of disabled people must be increased by 50 percent compared to the size of scholarships awarded to other students on the same basis as disabled people. This rule applies; only for the disabled, in universities.

Disabled people of groups I and II and combat invalids studying free of charge in state and municipal institutions of secondary and higher professional education are entitled to receive a social stipend, which is paid regardless of academic success. (Standard provision on scholarships and other forms of material support for students of state and municipal educational institutions of higher and secondary vocational education, graduate students and doctoral students, approved by Decree of the Government of the Russian Federation of 01.01.01 N 487, paragraphs 7 and 24)

A COMMENT: The most common types of scholarships paid to students are academic and social scholarships. An academic scholarship is paid to all students who pass exams with "good" and "excellent" grades. The social scholarship is paid only to certain categories of students and does not depend on the success of their studies.

(Letter of the State Committee for Higher Education of the Russian Federation dated 01.01.01 N in / 19-10 “On the collection of fees from students for accommodation in hostels and other utilities”)

COMMENTS: Currently, educational institutions have the right to independently set the amount of payment for living in dormitories belonging to them. The rule on exemption from such fees for persons with disabilities is advisory in nature, i.e. educational institutions may not comply with this requirement.

Disabled people as a result of the Chernobyl disaster have

out of competition to enter state institutions of primary, secondary and higher vocational education with the provision of a hostel in case of need for it;

to enter the preparatory departments of state universities, regardless of the availability of vacant places with the obligatory provision of a hostel in case of need for it.

scholarships for these disabled people are increased by 50 percent (Law of the Russian Federation "On the social protection of persons exposed to radiation as a result of the Chernobyl disaster" dated 01.01.01 N 3061-I, as amended on July 25, 2002, paragraph 18 of article 14)

COMMENTS: The peculiarities of these rules are that they apply to all disabled people as a result of the accident at the Chernobyl nuclear power plant, regardless of the disability group. But at the same time, benefits are provided only for admission to state educational institutions. Also, the scholarship for these disabled people is increased by 50 percent if they are students of institutions of not only higher, but also secondary vocational education.

Disabled soldiers have the right to enter out of competition in state institutions of secondary and higher vocational education, as well as in training courses for relevant professions.

(Federal Law of 01.01.01 N 5-FZ "On Veterans" as amended on July 25, 2002, paragraph 15 of Article 14)

COMMENTS: The features of this benefit are the same as for disabled people due to the accident at the Chernobyl nuclear power plant. It applies to all war invalids, regardless of the group of disability, and does not apply to admission to municipal and private educational institutions.

Disabled in entrance exams in The university is given additional time to prepare an oral response and perform written work, but not more than 1.5 hours.

(Letter of the Ministry of Education of the Russian Federation of 01.01.01 N 27 / 502-6 “On the conditions for the admission and training of disabled people in institutions of higher professional education”)

Disabled students admitted to the university study according to individual plans approved by the rector, as well as according to the form of education proposed by the university, including external studies. For each semester, the dean of the faculty approves an individual schedule of consultations for a disabled student, a schedule for taking tests and exams, which, in some cases, provides for the possibility for teachers to visit disabled students at home.

(Instruction of the Ministry of Social Security of the RSFSR "On the expansion of opportunities for higher education for the disabled" dated September 5, 1989 N 1/16/18)

Disabled students admitted to secondary specialized educational institutions are trained according to an individual schedule approved by the director and providing, if necessary and possible, for teachers to visit students at their place of residence, as well as according to the proposed form of education, including external studies.

(Instruction of the Ministry of Social Welfare of the RSFSR "On the expansion of opportunities for obtaining secondary specialized education for the disabled" dated November 3, 1989 N 1-141-U)

EDUCATION AND INDIVIDUAL REHABILITATION PROGRAM FOR THE DISABLED PERSON (IDP)

The IRP should provide for the disabled person to receive a secondary education.

IPR may provide for the disabled person to receive secondary and higher professional education. In accordance with the IPR, a disabled person is provided free of charge technical aids to facilitate his life and study within the framework of the regional basic rehabilitation program.

The IPR is obligatory for execution by public authorities, local governments and organizations of all organizational and legal forms and forms of ownership.

(Federal law "On the social protection of persons with disabilities in the Russian

Federation” dated 01.01.01 N 181-FZ, as amended

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In the country which is

now in a demographic

crisis, the main wealth

is not gas, not oil,

not natural resources.

The main wealth is her children.

J. Korczak

Introduction

December 3rd is the International Day of Persons with Disabilities around the world. The International Day of Persons with Disabilities is aimed at drawing attention to their problems, protecting their dignity, rights and well-being, at drawing society's attention to the benefits that it receives from the participation of persons with disabilities in political, social, economic and cultural life. The social policy of the state is aimed at supporting the disabled, which is important, since their number is growing in the country. The range of problems of families raising children with disabilities and young people with disabilities is much wider than that of healthy peers: financial situation, education, employment, family, leisure and, of course, health. Sick adolescents and young people are much harder than the older ones to endure the psychological pressure of the environment, often the indifference and hostility of others, as well as the lack of demand from society. The life and work of disabled people is complex and limited by one or another defect of health. They dream of the simplest things, because in reality it is very difficult for them to rehabilitate themselves in life.

In our time, people are separated by education, in the modern era, people are more and more differentiated depending on the level of knowledge, the ability to receive and process information, and generate new ideas. In conditions of unequal starting opportunities, which include restrictions caused by diseases, this differentiation is further exacerbated. One of the most important factors in the socialization of people with disabilities and disabled people is to ensure their socially useful employment. It is generally recognized that the presence of a profession significantly expands the opportunities for a full life of people with disabilities. Therefore, the expansion of opportunities for disabled people to receive vocational education, as well as vocational training, is of particular importance. Not everyone in society thinks about the fact that people with physical or mental disabilities want to live the same life as everyone else: first go to kindergarten, then to school, go to college, get a profession, life skills in society. Disabled children want to learn (if, of course, the disease allows), develop and are ready to overcome many difficulties for this.

My choice of this topic was not accidental, I have never been indifferent to the situation of disabled children. Among my friends there are guys who are limited in health. Now we are at an age when we need to decide on the choice of our future profession, and recently we have begun to talk about this more and more often. I began to think about how to get such guys further in life, if, for health reasons, the opportunities for obtaining a profession are limited. I decided to find answers to these questions, what social guarantees and educational opportunities exist for children with disabilities.

Before starting my work, I outlined the following research plan:

Track how the current legislation regulates the protection of the rights of children with disabilities to education;

Analyze media materials on the issue under study;

Analyze possible options for education for disabled people;

Conduct a social survey among students and a survey among teachers of the Astrakhan Suvorov Military School of the Ministry of Internal Affairs of Russia;

Conduct a social survey among students and teachers of MKOU "Limanskaya secondary school No. 1", where I studied;

Find out at Astrakhan State University and Astrakhan State Technical University whether they have disabled children;

Find out at the employment center how things are with the employment of disabled people.

Main part

1.1 Research

Having got acquainted with the legislative base, I learned that the right to education is reflected in the Constitution of the Russian Federation and international legal acts recognized in the Russian Federation. The basic rights of citizens in this area are enshrined in Article 43 of the Constitution of the Russian Federation “Every citizen has the right to education”, it guarantees the general availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises. Everyone has the right, on a competitive basis, to receive higher education free of charge in a state or municipal institution or enterprise.

The main law regulating the constitutional right to education is the Law of the Russian Federation "On Education" and the Federal Law "On Higher and Postgraduate Vocational Education". Part 1 of paragraph 5 of Article 5 of the Law on Education states: “the necessary conditions are being created for obtaining, without discrimination, high-quality education by persons with disabilities, for correcting developmental disorders and social adaptation, providing early corrective assistance based on special pedagogical approaches and the most appropriate for these persons of languages, methods and ways of communication and conditions that are most conducive to obtaining education of a certain level and a certain focus, as well as the social development of these persons, including through the organization of inclusive education for persons with disabilities.

Article 19 of the Federal Law No. 181-FZ “On the Social Protection of Disabled Persons in the Russian Federation” contains very important norms: “The bodies that manage education and educational organizations, together with the social protection authorities of the population and health authorities, ensure that disabled people receive public and free pre-school, primary general, basic general, secondary general education and secondary vocational education, as well as free higher education”.

On December 13, 2006, the UN General Assembly Resolution N 61/106 adopted the Convention on the Rights of Persons with Disabilities. Article 24 of the Convention is entirely devoted to education. States Parties recognize the right of persons with disabilities to education. In order to realize this right without discrimination and on the basis of equality of opportunity, participating States shall ensure inclusive education at all levels and lifelong learning, while striving to:

To the development of the personality, talents and creativity of the disabled, as well as their mental and physical abilities to the fullest extent;

To empower persons with disabilities to participate effectively in a free society.

Thus, each child, in accordance with the norms of international and Russian legislation, has the following rights in the field of education:

The right to respect for one's human dignity;

Equal rights when entering educational institutions.

If we analyze the above documents, we can conclude that international and Russian legislation contains a guarantee of the rights of every child to receive education to the maximum extent.

1.2. Real guarantees of disabled people for education

Having studied the international and Russian legislative base, I decided to find out whether all the guarantees of the rights enshrined in the laws are in reality for people with disabilities.

Having become acquainted with the materials of the media, I came to the conclusion that at present in Russia it is not easy for citizens, especially those with disabilities, to achieve the exercise of their rights in various areas, in particular in the field of education, although it is education that has been proclaimed in Russia as one of the priorities of domestic policy states. What do we see in life?

The media has only recently begun to pay insufficient attention to the problem of children with disabilities, the general society is not yet ready to accept such children. Often, healthy children are much easier to accept children with disabilities in communication than their adults. Having seen where the limit of the possibilities of a sick child is, the children play with him within these limits - they corrected their behavior.

The rights of children with disabilities to receive the maximum education are very often not realized. The education of children with disabilities depends entirely on the ability of their parents to fight for the rights of their children. Conditions of treatment, rehabilitation, conditions of an inaccessible environment force parents of disabled children to stop their education ahead of schedule.

According to the Russian Ministry of Health, there are more than 620,000 disabled children under the age of 18 in the country. Most of them cannot get a decent education. According to statistics, in the 2014/2015 academic year, less than 150,000 of them studied in general education and secondary specialized educational institutions. The rest are educated in special educational institutions or do not attend school at all. That is, a child cannot get further education, master a profession, which means that he will never be able to lead an independent life and provide for himself. The admission of disabled children to secondary vocational educational institutions in the 2014/2015 academic year is 34%. Every year the number of students enrolled decreases, for example, in the 2009/2010 academic year it was 38%, in the 2011-2012 academic year - 36%. The admission of disabled children to higher professional educational institutions in the 2014/2015 academic year is 30%. The percentage of enrollment is increasing, but slowly, for example, in the 2008/2009 academic year it was 23%, in the 2011-2012 academic year - 27%, in the 2012/2013 academic year - 29% (Appendix No. 1).

The Law “On the Social Protection of the Disabled in the Russian Federation” contains very important norms that enable disabled children to receive a full-fledged education. There are no restrictions in this law for the education of such children in regular schools, but in practice this can be very difficult to achieve. Isolation from society since childhood causes irreparable harm to the psychophysical well-being of the child.

For example, I am deeply convinced that the isolation of disabled people from society causes great harm not only to the disabled themselves, but to the whole society, the upbringing of children, morality and ethics. We do not live in the Middle Ages, when it was the norm for children to laugh at a cripple and throw stones at him. But even today, children do not know how to behave with sick peers, despise and humiliate them, because. they did not have the opportunity to get to know such children better, to understand that they are internally no different from healthy children, that one can also communicate and be friends with them.

Disabled children face real discrimination when they enter universities and secondary schools. Despite the fact that the law provides them with a number of significant benefits, most educational institutions have not created a special environment for the disabled.

I found out what benefits disabled children have upon admission in accordance with the law on education in the Russian Federation: earlier, disabled children, disabled people of groups I and II, orphans had the right to be admitted to higher educational institutions without competition, subject to successful completion of entrance examinations (Clause 3, Article 16 of the Law of the Russian Federation of July 10, 1992 No. 3266-I "On Education"), and in the new law, higher education (under bachelor's or specialist's programs) is regulated by special rights when enrolling in these programs. Disabled children, disabled people of groups I and II, disabled since childhood, disabled due to a military injury or illness received during military service, who, according to the conclusion of the federal institution of medical and social expertise, are not contraindicated in studying in the relevant educational organizations, have the right only to receive within the established quota, subject to successful completion of entrance examinations and also the right to admission to the preparatory departments of federal state educational organizations of higher education - for training at the expense of budgetary allocations. Moreover, the admission quota for obtaining (free) higher education for the indicated programs (bachelor's and specialist's) is set annually by the educational organization "in the amount of at least ten percent of the total volume of target figures for admission of citizens studying at the expense of budgetary allocations » all levels.

In recent years, positive changes have taken place in Russia in the field of vocational education for disabled people. Some positive results have been achieved. Conditions have been created for the "transition" of disabled people from the system of general education (after graduation) to the system of vocational education. The features of conducting entrance examinations for disabled people for admission to secondary specialized and higher educational institutions have been established. This provision of the law is fully implemented in the documents adopted by the Ministry of Education and Science of Russia, which regulate the procedure for admitting citizens to vocational education institutions. Disabled persons are given the right to choose the form of admission to a university or college. They, on an equal basis with everyone else, can act according to the results of the exam. According to the Ministry of Health and Social Development, it is known that no more than 36% of disabled people receive vocational training and retraining. Of the disabled who have received a profession, about 60% find work.

At MSTU im. Bauman since 1934, students with hearing impairments have been studying. The Nizhny Novgorod Technical University, for example, provides retraining of young disabled people in the field of high technologies with subsequent employment. Many of them complete their master's programs and go on to graduate school. Nizhny Novgorod Pedagogical University successfully trains wheelchair users. All this suggests that a physical handicap should not prevent education. Disabled people have a desire to learn, but so far they cannot fully realize this opportunity.

As a result of the media analysis, I identified the main reasons for the low coverage of vocational training for people with disabilities:

1. severe forms of disability, usually affecting the intellect;

2. problems with getting secondary education;

3. lack of motivation to get a profession.

Then I tried to find out what can help a person with special needs to get a post-secondary education? What benefits, rights and allowances make it easier to get a profession?

In reality, for people with disabilities, in particular, for people with significant problems of perception of information and movement, there are certain objective difficulties in learning, especially in full-time. From statistical materials, I learned that out of 12 million people with disabilities living in our country, only 13 thousand people study at universities. The rest cannot get higher education due to their physical characteristics and the lack of ramps for people in wheelchairs in the country's universities.

Although for students with health problems, a number of educational institutions offer individual training on a full-time basis, as well as correspondence and distance learning and external studies. I learned from the media that there are specialized vocational schools for the disabled. For example, the Moscow Boarding Institute for Disabled People with Musculoskeletal Disorders, the Moscow State Specialized Institute of Arts, the Kursk Musical Boarding School for the Blind, and there are also primary vocational education institutions for disabled children with intellectual development problems. In addition, various vocational courses for disabled people are available in rehabilitation centers with the possibility of subsequent employment.

A disabled person studying full-time on a budgetary basis, while receiving vocational education, is entitled to the following payments:

A student who has the status of a child with a disability, or a disabled person of group I or II, receives a basic scholarship;

A student who is a disabled person of group I or II, in addition to the usual (basic) scholarship, is entitled to a state social scholarship. In Moscow universities, such a scholarship is about 2,000 rubles and is paid separately from the basic one;

Once a calendar year, a student with a disability or a student registered with a dispensary for a chronic disease can receive a subsidy;

Once a semester, a student with a disability may receive financial assistance.

To receive financial assistance and subsidies, you must provide all the necessary documents to the trade union committee of the institution. The amount of these payments varies depending on the region and educational institution, and can range from 200 to 600 percent of the basic scholarship.

Analyzing media materials, I came to the conclusion that our regional newspaper "Limansky Vestnik" mainly raises issues of leisure activities for the disabled, issues of obtaining vocational education are not covered, newspapers of other regions raise this issue mainly where the problem is solved at a high level vocational training for children with disabilities (Appendix No. 2.

1.3. Forms of Education for Disabled Children in Russia and Foreign Countries

Turning again to Russian legislation, I learned that the training of disabled people is carried out in various forms provided for by the charter of educational institutions: full-time, part-time (evening), part-time, or a combination of these forms. The optimal form of education for some disabled people is part-time. Among these relatively common forms, the current legislation provides for other less well-known ones, in particular, external studies and distance learning.

Education in the form of an external student is regulated by the "Regulations on obtaining education in the form of an external student" (approved by Order of the Ministry of Education of the Russian Federation No. 1884 dated 06/23/2000); Order of the Ministry of Education of the Russian Federation No. 2033 dated October 14, 1997 “On approval of the Regulations on external studies in state, municipal higher educational institutions of the Russian Federation”; Guidelines for the organization of higher education in the form of external studies in general educational institutions of the Russian Federation (attachment to the letter of the Ministry of Education of the Russian Federation No. 03-51-16 in / 13-03 of 01.23.02).

Distance learning using the Internet can be seen as innovative and very promising. In terms of legislation, it is regulated by the Order of the Ministry of Education of the Russian Federation No. 4452 dated December 18, 2002 “On Approval of the Methodology for the Application of Distance Educational Technologies (Distance Education) in Educational Institutions of Higher, Secondary and Additional Professional Education of the Russian Federation”.

It became interesting to me what guarantees for education the disabled have in our neighboring republic of Kazakhstan. Having studied Internet resources, I learned that disabled people in Kazakhstan have the full range of socio-economic and personal rights and freedoms enshrined in the Constitution and other legislative acts of the republic.

The procedure and conditions for providing disabled people with additional payments to the minimum social assistance at the expense of the republican, local budgets and other sources, taking into account the level of price indexation; the procedure for approving and financing republican programs for the social protection of persons with disabilities; basic provisions for ensuring the upbringing, general education and professional training of disabled people, their employment and labor protection.

The Republic of Kazakhstan guarantees disabled people the necessary conditions for education and training in state educational institutions, and, if necessary, at home.

In order to create the most favorable opportunities for raising disabled children of preschool age and providing them with the necessary rehabilitation assistance, conditions are being created for the stay of disabled children in preschool organizations of a general type. For disabled children whose state of health excludes the possibility of their stay in preschool organizations of a general type, special preschool organizations are created. Secondary general and vocational education of disabled persons is carried out in educational institutions of a general or special type, and, if necessary, at home. For disabled children of the first and second groups, special classes are created at special educational organizations, rehabilitation centers, homes and centers for the disabled. The employment of disabled people of the first and second groups, who graduated from higher, secondary and primary professional educational organizations, is carried out in accordance with the legislation of the Republic of Kazakhstan at the place of residence according to the specialty they acquired.

Vocational training and advanced training of persons with disabilities are provided in state educational institutions, enterprises and organizations of a specialized or general type, and, if necessary, non-governmental organizations with the assistance of the authorized body for employment issues together with the educational and social protection authorities in accordance with an individual rehabilitation program.

Then I tried to find out what is the situation with the education of disabled children in Azerbaijan. According to statistical materials, there are about 57,961 children with disabilities in this country, among them only: 7,750 children with disabilities are involved in home education, 1,105 children are involved in special education, 2,664 children are in special boarding schools, 217 children with disabilities are involved in inclusive education.

The state adopted the Law of the Republic of Azerbaijan “On Education (Special Education) of Persons with Disabilities”. The “Development Program for the Organization of Education of Children with Disabilities in Need of Special Care” has been implemented. A publishing house for children with visual impairments has been established at a special boarding school, which publishes textbooks and teaching aids using the Braille alphabet. Boarding schools and special schools are equipped with computer equipment, teaching aids, visual aids and vehicles.

1.4 Inclusive education and attitudes towards it

Since now they are talking about the possibility of inclusive education, I decided to conduct a sociological survey among Suvorov students and a survey of teachers of the school to study the peculiarities of attitudes towards the practices of school association of children with disabilities and ordinary children. 60 Suvorov students and 20 teachers took part in the sociological survey.

All respondents believe that they could study together with disabled children. 10% of Suvorovites answered that the disabled are equal members of society, the rest believe that efforts should be made to make this possible. All respondents have a humane attitude towards children with disabilities. Answers to question 4 "What, in your opinion, prevents the integration of children with disabilities in schools, secondary and higher educational organizations" were varied: 40% believe that the fear of discrimination in society; 30% - physical limitations (complexity of movement); 20% - intolerance and callousness of modern society towards those who are not like the others (society destroys the inner world of a person); 2% - the complexity of learning; 2% - the management of educational organizations is afraid to take responsibility for children with disabilities; 2% - lack of special conditions for their education; 2% - fear of being a victim of physical or mental violence; 2% - nothing prevents (Appendix No. 3, No. 4).

When I conducted a sociological survey, I learned from one of my comrades that he studied at the Elista gymnasium, which has all the conditions for disabled children. With the help of Internet resources, I found a number on the website of the Municipal Budgetary Educational Institution "Elistinskaya Multidisciplinary Gymnasium for Personally-Oriented Education and Education" and interviewed the school director by phone. Indeed, disabled children study in this gymnasium, an accessible environment has been created in the gymnasium: there are specially equipped places, a car that lifts stairs in special wheelchairs, specially equipped toilets and there is a ramp at the entrance to the school. Children feel more confident, comfortable surrounded by peers (Appendix No. 5).

The result of the questioning of teachers showed that 30% cannot determine their attitude to such training, which suggests that their opinion depends on external factors, primarily awareness of the positive or negative experience of inclusive education; 40% believe that they would not mind if disabled children were taught in their class; 30% pay attention that it depends on the type of disease. 60% of the respondents think that the presence in the class of a child with certain disabilities will undoubtedly be a factor for the teacher that complicates the organization of the learning process; 10% - answered that depending on what deviations in the health of the child; 10% of teachers think that difficulties in the learning process can arise with children who have mental disabilities; 10% - tend to answer, which does not affect the effectiveness of the learning process; 10% - find it difficult to answer. In the answers to the third question, the opinion of teachers was almost unanimous. 90% of the respondents believe that it is necessary to help children with disabilities study and work in normal conditions, and only 10% could not answer this question. The proposals of teachers in the answer to the fourth question “What could you suggest to do in order for disabled children to study and work in normal conditions” were different: to increase the level of tolerance towards this category of citizens (20%); more often involve them in participation in conferences, competitions (20%); Media to intensify work towards closer communication (trust) between children with disabilities and the rest of society (20%); equip educational organizations for disabled children (20%; prepare a special program in accordance with the personal characteristics of the child (18%), but there were also those who found it difficult to answer this question (2%) (Appendix No. 6, No. 7).

I also conducted a social survey among students and a survey among teachers of MBOU "Limanskaya secondary school No. 1", in which I studied. 50 schoolchildren and 15 teachers took part in the sociological survey.

The results showed: 32% of school students agree to study together with their peers who have developmental disabilities. Among the teaching staff, the proportion of positively minded is small - only 20%. At the same time, 18% of teachers are not against the fact that children with various disabilities study in the classes where they work, and every third is not a supporter of such a practice. More than half of the teachers (51%) are unable to determine their attitude towards such education, which suggests that their opinion depends on external factors, primarily awareness of the positive or negative experience of inclusive education. The most capable of uniting, according to the respondents, are children with disorders of the musculoskeletal system. This is the opinion of 38% of teachers, almost half of the students. The most capable of uniting, according to the respondents, are children with disorders of the musculoskeletal system. This is the opinion of 38% of teachers, almost half of students and 70% of parents (Appendix No. 8-11).

The presence in the class of a child with certain deviations will undoubtedly be a factor for the teacher that complicates the organization of the learning process, but in principle does not affect its effectiveness. Moreover, if the necessary conditions are created for the education of this child, individual special didactic equipment (for example, special educational furniture) will be used.

According to the results of the survey, 68% of the teachers surveyed want to provide pedagogical support to a child with a disability. Every fourth teacher feels sorry for such children. Almost 8% experience psychological discomfort at the sight of a disabled child. Only 4% answered that they had not met children with disabilities. 72% of teachers say that co-education of children with and without disabilities in the same class does not affect the overall performance of the class as a whole. At the same time, 20% of respondents noted the opposite: 10% of them believe that joint learning disrupts the overall attention of the class during lessons, 10% are afraid of conflicts in the classroom, 20% note the disproportionate distraction of the teacher to the child with a disability.

I turned to the Letter of the Ministry of Education and Science of the Russian Federation dated February 12, 2016 N VK-270/07 "On ensuring the conditions for accessibility for the disabled of objects and services in the field of education" and found out that for the disabled in educational organizations should be re-equipped at school: glass door panels; outdoor stairs and ramps; movement paths inside the building, such as a corridor (lobby, waiting area, gallery, balcony), stairs (inside the building), ramp (inside the building), passenger elevator (or lift), door (doors - if there are several on the same movement path), escape routes (including security zones), navigation systems; also separate toilet rooms; showers / bathrooms, utility rooms (cloakrooms); special jobs were created taking into account diseases, etc. (Appendix No. 12).

1.5. Education and employment opportunities for disabled children in Astrakhan

To explore the possibility of post-secondary education for my disabled peers, I conducted research and got to know some of the professional institutions of higher education available in Astrakhan. I turned to the management of the school with a request to send a request for information on students with disabilities to the Astrakhan State Technical University and found out that in 2014, 5 disabled people enrolled in preferential education were admitted to higher professional education programs, in total, 16 disabled people from of them disabled children - 9; in 2015, 4 disabled people were admitted, in total this academic year 17 of them were trained - 6 children with disabilities; in 2016, 7 disabled children were accepted, in total, 20 disabled children study this academic year. In the 2014 and 2015 academic years, there were no disabled students enrolled in secondary vocational education programs at the Astrakhan State Technical University; in 2016, 2 disabled children were enrolled. After analyzing the data obtained, we can say that the number of disabled children studying in this educational institution is growing every year, but in small numbers.

At Astrakhan State University, the situation is quite the opposite: in 2014, 33 disabled people were enrolled, in this academic year, a total of 66 disabled people studied; in 2015, 28 disabled people were enrolled, in total 67 disabled people were studying at that time; in 2016, the smallest number is observed, only 10 enrolled, this year 40 disabled people are being trained.

Then I found out what is the opportunity for disabled people who have received an education to find a job and studied in detail the Interactive portal of the employment service of the population of the Astrakhan region and found out that in accordance with paragraph 1 of part two of Article 24 of the Federal Law of November 24, 1995 No. in the Russian Federation, employers are obligated to “create or allocate jobs for the employment of disabled people and adopt local regulations containing information about these jobs.”

The law of the Astrakhan region dated December 27, 2004 No. 70/2004-OZ “On establishing a quota for employers for hiring disabled people” establishes for employers with at least 35 employees a quota for hiring disabled people in the amount of 2 percent of the average the number of employees.

The calculation of the quota is made in accordance with the second part of Article 21 of the Federal Law of November 24, 1995 No. 181-ФЗ “On the Social Protection of Disabled Persons in the Russian Federation”: “When calculating the quota for hiring disabled people, the average number of employees does not include employees whose working conditions referred to harmful and (or) dangerous working conditions based on the results of attestation of workplaces for working conditions or the results of a special assessment of working conditions.

Article 25 of the Law of the Russian Federation of April 19, 1991 No. 1032-1 “On Employment in the Russian Federation” obliges employers to provide employment services with information on the availability of vacancies (positions), fulfillment of the quota for hiring disabled people.

According to the order of the Government of the Astrakhan region dated 06.11.2015 N 561-P "On special measures that contribute to increasing the competitiveness of persons with disabilities in the labor market", it is necessary to submit to the employment center at the location of the employer:

Information on quotas for jobs and on the fulfillment of the quota for hiring disabled people in the prescribed form.

The employer, in accordance with the Code of the Russian Federation on Administrative Offenses, is responsible for:

Article 5.42. Violation of the rights of persons with disabilities in the field of employment and employment

Failure by the employer to fulfill the obligation to create or allocate jobs for the employment of persons with disabilities in accordance with the established quota for the employment of persons with disabilities, as well as the employer's refusal to employ a person with disabilities within the established quota - shall entail the imposition of an administrative fine on officials in the amount of five thousand to ten thousand rubles.

As a result, I learned that the work on the employment of disabled people is carried out, of course, the percentage of employment is not high, many of them fail to get a job in accordance with the profession they have received, but the state tries to retrain them if necessary and employ them.

Conclusion

Having become acquainted with the legal possibilities and realities in obtaining vocational training for children with disabilities, I came to a conclusion. The state is taking certain steps to resolve this issue, but there are many unresolved problems. To overcome the problems, in my opinion, it is necessary first of all to develop universally inclusive education. This requires psychological readiness for teachers, technical workers of the school, parents of children with disabilities. It is necessary to ensure the accessibility of the school building for the education of children with various forms of disability in it, despite the fact that the Order of the Ministry of Education and Science of the Russian Federation “On approval of the procedure for ensuring conditions for the accessibility of objects and services provided in the field of education for the disabled, as well as providing them with the necessary assistance at the same time” ” dated November 9, 2015 N 1309, according to which educational organizations are obliged to ensure the creation of accessibility conditions for people with disabilities, educational organizations themselves cannot do this, additional funding is needed. At this time, changes have already begun in the educational process, taking into account the special needs of children with disabilities, special training of teachers-specialists in inclusive education. In society, it is necessary to form a positive attitude towards people with disabilities in health. Such measures can contribute to the expansion of access to education for children with disabilities.

Paragraph 7 of Article 5 of the Federal Law of November 24, 1995 N 181-FZ "On the Social Protection of Disabled Persons in the Russian Federation" refers to the promotion of employment of disabled people, including stimulating the creation of special jobs for their employment, as well as determining the procedure for conducting special measures to provide disabled people with guarantees of employment.

In addition, the state needs to establish benefits for the employment of disabled people, to provide them with decent remuneration for their work. Perhaps, on the part of the state, it is necessary to legislate the expansion of opportunities for self-employment, entrepreneurship, the development of cooperatives and the organization of their own business for people with disabilities.

List of used sources and literature

The documents

The Constitution of the Russian Federation.

Convention on the Rights of the Child.

Convention on the Rights of Persons with Disabilities.

Law of the Russian Federation "On Education".

Federal Law "On Higher and Postgraduate Professional Education".

Federal Law "On Social Protection of Disabled Persons in the Russian Federation".

Literature

Alferova G.V. New approaches to correctional and developmental work with children suffering from cerebral palsy // Defectology. 2009. No. 3. S. 10.

Gilevich I.M., Tigranova L.I. If a child with hearing loss studies in a public school // Defectology. 2005. No. 3. S. 39.

Gromova O. Educational segregation // Russian journal 23.08.2008 // www.russ. ru/ist sovr/sumerki/20010823 grom.html (09/08/2008).

Golubeva L. V. Inclusive education: ideas, perspectives, experience. V.2011

Svodina V.N. Integrated education of preschool children with hearing impairment // Defectology. 2008 No. 6. S. 38.

Shcherbakova A.M. Problems of labor education and vocational training of secondary school students // Defectology. 2006. No. 4. S. 24.

Yarskaya V.N. Strategies for the modernization of Russian education // Education and youth policy in modern Russia. Materials of the All-Russian Conference. SPb. 2008. S. 155-159. 10. Status and main trends in the development of the education system in 2010 / Analytical report. M., 2010.

Innovations in Russian education. Special (correctional) education. Analytical review. Collection. M.: Management of Special Education of the Ministry of General and Vocational Education of the Russian Federation, 2009.

Application No. 1

INFORMATION ABOUT DISABLED STUDENTS OF EDUCATIONAL INSTITUTIONS

SECONDARY AND HIGHER PROFESSIONAL EDUCATION

(at the beginning of the school year, people)

____________________

1) Data are given only for state (municipal) educational institutions of secondary and higher professional education.

2) According to the Ministry of Education and Science of Russia.

http://www.gks.ru/ Federal State Statistics Service

Application No. 2

Search for media materials on the issue under study

Analysis of the current legislation regulating the protection of the rights of children with disabilities to education

Application No. 3

1 question. Do you think you could study together with children with disabilities?

2 Question. Do you think it is necessary to take action to ensure that people with disabilities become equal members of society

Application No. 4

Sociological survey of Suvorovites

3 Question. What is your attitude towards children with disabilities?

4 Question. What, in your opinion, hinders the integration of children with disabilities in schools, secondary and higher educational institutions?

Application No. 5

Interview with director

municipal budgetary

educational institution

"Elistinskaya diversified

student-centered gymnasium

training and education "

Nasunov Klim Erdnievich

Application No. 6

Questioning of teachers

1 question. Would you be against having disabled children in your class?

2 Question. Could the presence of a child with certain disabilities in the class be a factor complicating the organization of the learning process for you?

Application No. 7

Questioning of teachers

3 Question. In your opinion, should children with disabilities be helped to study and work in normal conditions?

4 Question. What would you suggest doing to make this possible?

Application No. 8

It was interviewed: 50 schoolchildren, 15 teachers.

1. Question: Do you consider it possible to teach disabled children together with ordinary students?

Results of the survey of children

Teacher Survey Results

Application No. 9

Sociological survey in the Liman secondary school No. 1

2. Question: What hinders the integration of children with disabilities in a public school? (in % of the number of respondents).

Teacher Survey Results

Results of the survey of children

Application No. 10

Sociological survey in the Liman secondary school No. 1

3.Question: What kind of children are most adapted to association?

Results of the survey of children

Teacher Survey Results

Application No. 11

Sociological survey in the Liman secondary school No. 1

1 question: Do you consider it possible to teach children with disabilities together with ordinary students?

2.Question: What hinders the integration of disabled children into mainstream schools?

3.Question: Which children are most adapted to the association?

Appendix No. 12

Materials from the interactive portal of the employment service of the Astrakhan region

Knowledge of the medical aspects of the professional suitability of disabled people will help create special working conditions for them in accordance with the IPR.

When quoting jobs for the employment of persons with disabilities, it is necessary to take into account professions recommended for them, taking into account existing diseases *

In the Russian Federation, a rule on universal secondary education has been approved at the legislative level. This means that the authorities are obliged to take steps to organize the educational process for all children, which include children with disabilities.

The organization of education for disabled children is checked by the prosecutor's office. For violation of the law in this matter, the principal of the school may be punished.

Legislative basis of the issue

Amendments to the legislation regarding the education of children with disabilities were introduced in 2012. So, now Art. 79 of the Federal Law No. 273 obliges educational institutions to organize the process taking into account the individual rehabilitation program for a young citizen with a disability. Learning should take place on the principles of inclusiveness and adaptability.

The rights of persons with disabilities to education and other preferences are guaranteed in the following laws:

• No. 181-FZ of November 24, 1995;
• No. 273-FZ dated 12/29/12.

In addition, the Russian Federation has acceded to the Convention on the Rights of Persons with Disabilities. This international document requires the parties to the treaty:

• inclusion of all children with disabilities in the full general educational process within their capabilities;
• organization of affordable training for them at the place of residence;
• providing reasonable accommodation, taking into account individual needs;
• taking individual measures of support and socialization.

Conditions for organizing training

Education for children with disabilities is organized in several forms. The choice is given to the parents of minors. In particular, the types of receiving educational services are as follows:

• by visiting educational institutions, if the child can afford it;
• home education, including family, distance and home.

Conditions are created for young citizens of the Russian Federation to study in accordance with age parameters.

They are described in the table:

In order to socialize young children, the following principles are applied in educational programs:

1. Integrations. It is assumed that the student does not have to attend classes with peers. He is enrolled in a class that suits him in terms of load and form of presentation of the material.
2. Inclusions. This refers to the redevelopment of premises in order to meet the needs of all students.

For information: there are still few educational institutions in the Russian Federation that are fully arranged for the convenience of disabled people. Parents have to independently take care of children with physical disabilities, acquire:

• comfortable mobile chairs;
• suitable stationery;
• literature and more.

Training delivery options

To organize the full-fledged education of children with disabilities at the state level, two tasks are solved:

• creation of conditions in educational institutions for convenient attendance of classes by disabled people and their comfortable communication with peers;
• training of specialists to work with children of physicians and pedagogical staff.

Children with disabilities are provided with additional opportunities for learning. If a child is unable to attend classes in the classroom for medical reasons, then his studies are organized in a different way. Namely:

• in the form of family education;
• remotely;
• home training.

Children studying outside the classroom are attracted to communicate with their peers. This is done according to an individual plan. So, disabled people can visit:

• separate lessons;
• circles and additional classes;
• mass entertainment events.

home education

A child unable to attend a class is given the opportunity to learn at home. The decision is made by local authorities (department of education). The parent must provide the following documents:

• an application with a request to provide services of a general education institution at home;
• a certificate of medical and social expertise confirming the assignment of a disability to a minor;
• ITU's conclusion that it is not possible to attend face-to-face classes.

Hint: based on the decision of the local authorities, the school administration:

• concludes an agreement with parents on the provision of services at home;
• enrolls the child in the number of students;
• draws up the necessary documentation;
• draws up a curriculum;
• appoints teachers to implement it.

A student with restrictions on medical indications is taught a general education course in full. According to the results of the student, they are certified as an ordinary student. Teachers visit him at home and conduct classes in the presence of parents. Lessons can be rescheduled by appointment. At the end of the course, he receives a certificate.

Distance learning

This type of knowledge acquisition is only in the process of development. It became possible after the coverage of the country by the Internet. Currently, there are several types of remote learning:

• web, chat classes;
• teleconferences;
• telepresence;
• internet lessons.

The remote form of work of educational institutions allows people with poor health:

1. attend a general education course and receive a certificate, regardless of:
   • the financial situation of the family;
   • the distance of the location of the educational organization from the place of residence of the student;
2. gain knowledge at a convenient time and in a comfortable environment using the advantages of computer technology;
3. to acquire additional knowledge, including a professional one;
4. attend a preparatory course for admission to a university;
5. develop the student's creative abilities, including using collective experience;
6. take part in research activities;
7. Get expert advice:
   • psychologists;
   • physicians;
   • teachers and others.

The experience of remote interaction with teachers will help a student with disabilities to enter a university and get a specialty in the future. Higher education institutions also organize the learning process using modern technical achievements.

List of privileges for the disabled

The Russian Federation has established preferences and benefits for the disabled. Parents of children with disabilities can count on the following privileges:

• Admission of the child to the kindergarten without following the order. To do this, you must submit an application and attach an ITU certificate to it.
• Reducing the amount of the fee for attending a preschool child. This privilege is not granted in all regions of the country, based on decisions of regional authorities.
• Compensation for the study of a minor at home. According to the norms of the law, the budget allocates funds for the education of all minors from the age of 6 years and 6 months. If parents hire a specialist to take care of their child, regional authorities can compensate for the cost of family education. Not every subject of the country has adopted an appropriate law, which means that local authorities may or may not compensate for receiving education at home. To date, such a program has been adopted in the Perm Territory, Omsk Region, Sverdlovsk Region, and Moscow.
• Comprehensive rehabilitation of the child in an educational institution. In particular, specialists organize work on the socialization of the child. That is, they help him establish good relationships with peers.
• Benefits when a young person enters a university. Applicants with disabilities are enrolled in the first year out of competition within the established quota, if they have successfully passed the entrance examinations. In addition, disabled people of groups I and II, disabled children have the right to be admitted to preparatory departments in federal universities. To receive a preference, you must indicate the preferential category in the application for admission to the university. The document is accompanied by an ITU certificate on the appointment of a disability group. The benefit applies to children with disabilities, disabled people of groups I and II, disabled since childhood.

Problems of teaching children and disabilities in Russia

Currently, there are two fundamentally significant problems concerning the organization of education for children with disabilities. They are:

• Insufficiency of budget funds. For a long time, the authorities did not pay due attention to the development of an infrastructure convenient for people with disabilities. This led to the need to restructure educational institutions:
  • there are no ramps in the buildings;
  • doorways too narrow for wheelchair users;
  • institutions are located in multi-storey buildings, and children with physical disabilities cannot always climb the stairs to the office.

• Formation of a tolerant attitude among adolescents towards people with disabilities. Violation of health causes rejection in children and adolescents. Often children with disabilities face negative attitudes from their peers. This leads to the development of:
  • self-doubt;
  • low self-esteem;
  • depressive state.

The first problem is solved by joint efforts of federal and local authorities. Educational institutions are allocated money to carry out the appropriate reconstruction. Specialized facilities are being created for the disabled:

• kindergartens;
• groups in preschool institutions;
• schools.

The solution to the second problem takes more time. At the state level, the following work is carried out:

• specialists are trained;
• community organizations and volunteer groups are supported;
• funds are allocated to attract young people with physical disabilities to social activities;
• a tolerant attitude towards disabled people is formed in children and adolescents.