Translated material
One = minus two
What the teacher should be able to and what the student’s parent with disabilities can demand
Children with disabilities in the new academic year will study according to new standards. Now, if parents choose an inclusive form of learning for the child, and doctors will not find contraindications, teachers will have to deal with children at once in several programs.
Above special standards of elementary school - for children with a disorder of behavior and communication; with hearing impairments; with visual impairments; with speech dysfunctions; with changes in the musculoskeletal system; with the backwardness of mental development; with mental retardation; With comprehensive violations at the Institute of Correctional Pedagogy, they began to work ten years ago. In 2007, the concept was presented, and at the final stage the Russian State Pedagogical University named after Herzen (St. Petersburg) and the Moscow City Psychological and Pedagogical University joined. The final discussion took place in September 2014, and on September 1, 2016, special requirements for the structure, results and educational conditions of children with limited health opportunities should become the norm for all Russian schools.
True, they will be implemented gradually - from the first grade. However, difficulties may arise, according to experts, from the first days of study in a mass school - if a child with disabilities has not passed the appropriate training in a preschool educational institution.
Further, the teacher may have difficulties who will have to teach several programs simultaneously, because the class can have several children with various types of diseases, and the total number of students with the advent of such children will decrease slightly. Some of the guys may need the physical assistance of the assistant or tutor, who, in turn, will have to manage with 16 children from different classes. Not to mention the fact that such children often have the features of the disease that only a specialist who works with them individually can understand and take into account.
Nevertheless, new federal standards for children with disabilities make it possible for teachers and parents to demand the creation of the necessary conditions for learning and achieving the stated results. Another thing is whether the Russian school is able to implement this standard at this stage.
The deputy head of the center of preschool, general, additional and correctional education FIRO Boris Belyavsky spoke about how the school life of children with disabilities will change with disabilities.
- For each type of special education, there used to be its own program - for deaf, for hard hearing, for mentally retarded, etc. (there was not only children with autistic spectrum disorders.) And each program provided for the development of a child. For example, for children with hearing impaired or vision, the program was designed for 12 years. That is, in 12 years they graduated from full secondary education. And deaf and hearing impaired over 12 years of study received only secondary education. And in order to get a full secondary education, it was still necessary to study 3-4 years in some other institutions-the school of working youth, technical school or college.
Children with a violation of the musculoskeletal system for 12 years also received a full secondary education. But the program for mentally retarded children was designed only for the level, in mathematics and the Russian language equivalent to the primary comprehensive school, and the beginnings of knowledge in such subjects as geography, history. And the basis of the auxiliary school program (recently they began to say - a school of eighth type) was labor training. 30% of the curriculum was aimed at developing labor skills in mentally retarded children.
However, new economic conditions, changes in views in society led to the fact that new approaches to teaching children with disabilities were also required. A large role was played by public organizations, parents of the children of people with disabilities, who in the wake of democratization in the early 90s decided that a Western model of learning should be borrowed, when a child with a particular pathology can study with normally developing peers.
The standard for the first time legally approved that the training of mentally retarded children can last from 9 to 12 years
And in December 2014, a standard for children with disabilities was adopted, as well as a standard for students with mental retardation (with intelligence violations). But if the standard for children with disabilities is written only for the first link, for elementary school, then the standard for the mentally retarded is already completely from 1 to 12 grade. This standard for the first time legally approved that the training of mentally retarded children can last from 9 to 12 years, which is very correct. Because after grade 9, no one needs a teenager in the labor market. Three additional years give the opportunity to develop professional skills, skills in the child, and prepare it at least for elementary work in a kind of labor organization.
But there are many flaws. Firstly, in accordance with the Law on Education of 2012, additions to previously existing documents were made. And some documents simply eliminated, for example, a typical provision on a special correctional educational institution for students (pupils) with disabilities. This was a single typical position for all 8 types of special education. In addition to this Decree No. 288 of March 12, 1997, the Ministry of 48 was issued by the Ministry, which explained the content of training in each form. For example, the criteria for the completion of the class, educational, educational group were clearly defined. The class was equated with an educational group and was limited to children with intellectual disorders, with a delay in mental development, with speech impairments - the upper bar was 12 people in fullness.
The current standard provides for four forms of training. The first form is training in a comprehensive school, inclusive. And the standard is clearly written - if the child is able to master the amount of knowledge that is intended for the same period of time for a mass school. True, the conditions are agreed that there should be technical teaching aids, and it is already mentioned about the accompanying person, about the tutor or assistant.
At the same time, in the Law "On Education" we prescribed that if there is one child with developmental features in the class, then the class occupancy is reduced by 2 people, if - 2, then by 4. One child with disabilities is equated with two students per minus. In the class on recommendations, there should not be more than 2-3 children with developmental disabilities. And if we have elementary school classes up to 30 people, then there will be 24 people in the class. Can one teacher cope with three different programs - a general program, for a deaf child and a blind child. And even more so, if the mentally retarded gets there. I'm not talking about the fact that no one has yet knows the features of the development of the autistic. And this is the scatter of this - from severe mental retardation to superiority. That is, inside this category of children we need different specialists!
The “Available Environment” program was adopted, 2011-2015, which was now extended until 2017. But in the framework of this program, it is only provided for providing all sorts of auxiliary means - the construction of ramps, relief plates for blind, etc. - for mass schools. For special correctional schools, for some reason, improving their infrastructure is not provided. Only the creation of conditions for inclusive teaching children with disabilities in a mass school.
We are talking about the importance of the development of children with disabilities, and in parallel there is the closure of the bets of speech therapists, psychologists and social teachers
But if you make an affordable environment everywhere, you need to understand that each category needs its own accessibility: for deaf - these are light signals, and for the blind - sound. All inscriptions on the doors should be duplicated by the font of Braille. For a stroller, lifts, a wide opening, a specialized toilet are needed. This is life! I always say that it is necessary to allocate in the area, in the microdistrict, a basic school that would specialize in teaching children with a certain nosology. Here, say, a school for children with visual impairment, and here is a school for urban, etc. And there the entire technical base, specialized teaching aids are concentrated there.
Now we do not have correctional schools. Previously, they were the first species, second species, eighth species. From January 1 of this year, these schools have a completely neutral name - “a general educational organization that implements adapted general educational subjects”, and then you are already preparing for children with hearing or vision, etc.
What does it mean? And this implies a completely different occupancy of the same classes. Now the upper threshold of filling is 15 people, not 10, as for the blind ones. Deaf guys instead of 12 15 people. Now, since we have increased the occupancy of the class, optimization occurs - the number of teachers, specialists is reduced. And the worst thing is when, when uniting, special correctional schools are part of the general educational complex, and this complex is optimized. Why do we have a speech therapist for only 15 people? The speech therapist should work at 60. And a specialist who worked with children with mental retardation, for example, he is now transferred to work in the primary school of a mass school. He has an increase in the load for the same wage.
There is a contradiction: on the one hand, we are talking about the importance of the development of children with disabilities, about an individual approach, and in parallel the bets of speech therapists, psychologists and social teachers are closing.
And the standard of preschool education? He destroyed a network of special correctional preschool institutions of compensating types and combined species. Because in some subjects, specialized groups were simply closed, and children with hearing impairment, vision, etc. were introduced into general education groups. At the same time, the issue of creating preschool institutions is successfully resolved: the governors report that they have no preschoolers left on the territory who do not go to kindergartens. But the groups became 35 people instead of 20-25 people! And if the group has 35 deaf people?! In one of the areas of Moscow there were two kindergartens - for preschoolers with hearing impairments and for normal ones. Now this garden has been combined under one roof. And the deaf, who were about 70 in this garden, entered the garden, where only 300 people. Who will be comfortable in this situation?