From September 1, 2016, a new standard will come into force, which specifies special requirements for the structure, results and conditions of education for children with disabilities. disabilities health. It’s still too early to make assessments, but experts note that children involved in the new educational model show positive learning dynamics. Already today, in all regions of the country, work is actively underway to create a barrier-free environment in schools, kindergartens, and additional education institutions, and the material, technical and personnel base is being improved.
Work to create conditions for inclusion in secondary schools in Russia is carried out with active support state institutions different levels. The final first stage of the state program “Accessible Environment” was aimed at implementing this task in 2011-2015. The program provides for an increase to 45% by 2016 in social, transport and engineering infrastructure facilities accessible to people with limited mobility.
As part of the creation of a modern information and educational environment on the basis of pilot sites, approaches to equipping classrooms with multimedia, computer and educational laboratory equipment, and the use of electronic educational resources in the educational process have been developed.
Today
Today, 482 thousand children with special educational needs are studying in Russian educational institutions. Of these, 270 thousand study inclusively in secondary schools, the rest in special educational correctional institutions. According to the Department of State Policy in the Sphere of Protection of Children's Rights of the Ministry of Education and Science, in the last three years alone, the number of children who have been included has increased by more than 21 thousand people.
There are different models of activity for centers of psychological, pedagogical, medical and social assistance. In addition to educators, the new model kindergartens employ qualified teachers, psychologists, defectologists, and speech therapists. If necessary, in some regions the child is provided with a tutor. This approach helps socialize not only children, but also the family as a whole. Parents do not need to give up employment or choose a lower-paying job for the opportunity to additionally visit specialized centers with their child. He receives all the assistance necessary for the child’s individual development in his educational institution according to programs recommended to him by specialists in psychological, medical and pedagogical consultation.
Winners
The results of the second all-Russian competition"Inclusive School of Russia" and the awarding of the winners took place. In the category “Best kindergarten implementing inclusive practices” the winners were: GBDOU No. 83 (St. Petersburg) and the “Our Home” Department of GBOU School No. 1206 (Moscow).
The “Regional Center for Diagnostics and Consulting” (Novosibirsk region) was recognized as the “best resource center for inclusive education”.
The winner in the nomination “Best Teacher of Inclusive Education” was a teacher of Russian language and literature at Municipal Budgetary Educational Institution No. 3 (Sverdlovsk Region).
In the category "Best practice of psychological and pedagogical support of inclusive education" the victory was won by the Verkh-Tulinsk secondary school No. 14 (Novosibirsk region). "The best school implementing inclusive practices" was recognized by MBOU "Secondary School No. 84" (Tomsk Region).
The article was prepared based on materials from RIA / Photo: RIA
The new standard of inclusive education will be introduced in schools from September 1, 2016. However, many questions still remain: what needs to be done, prepared, changed in the remaining time? What will this give to children who will study under new programs and in new conditions?
These and other questions were discussed by experts who gathered at the Rossiya Segodnya news agency for the multimedia talk show “Education standards for children with disabilities: what will change in Russian schools from September 1, 2016.”
The adoption of a new educational standard has a long history. In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities, which, among other things, talks about the need to ensure inclusive education. From that moment on, a full-scale experiment began in Russia; various models of inclusive education began to be created in the regions. The experience that was gained was used as the basis for the formation of standards.
On December 19, 2014, orders of the Ministry of Education were issued on the approval of the federal state educational standard for primary general education of students with disabilities and the standard for students with mental retardation (intellectual disabilities). Federal standards include requirements for the structure, conditions, and results of adapted basic general education programs. The norms of state standards apply to the hearing impaired, deaf and late-deafened, visually impaired and blind, children with severe speech and musculoskeletal disorders, with mental retardation and autism spectrum disorders, as well as other severe defects.
Head of the department of state policy in the field of protection of children's rights of the Ministry of Education and Science of the Russian Federation Larisa Falkovskaya said:
- In order for officials to be able to provide all the necessary conditions by September 1, 2016, it is necessary long before this date to know exactly how many children with what health conditions and what conditions they need, and what school they will go to. Parents can choose an educational institution. They have a choice whether to send their child to a correctional or regular school. But this needs to be decided in advance, and not on September 1st!
Deputy Minister of Education and Science of the Russian Federation Veniamin Kaganov said that the standards were born in the heat of serious discussions. The standards developers received thousands of proposals, and there was no confidence that representatives of different schools, parent associations and other interested groups would be able to agree - the characteristics and needs of children are too different! But we still managed to hear each other and agree on the main thing.
Kaganov noted:
- I am afraid that I cannot guarantee that all schools will be 100% ready to work according to the new standards from September 1, 2016. Our task is to move step by step to ensure that there are more and more schools where special children can study, without panic, rationally, using all possible resources. In some places it will be faster, in others slower - it depends on the level of equipment of schools and the training of teachers. But in any case, no one is going to spread this process endlessly over time.
Deputy Director of the Department of State Policy in the Sphere of Protection of Children's Rights of the Ministry of Education and Science of the Russian Federation Irina Terekhina clarified that the task of creating conditions for inclusive education by September 1, 2016 is facing every educational institution. To solve it, an appropriate material and technical base and personnel training are required. The regions should deal with these issues now.
As for personnel, a training program has already been developed.
- To this project, - said the vice-rector of the Moscow City Psychological and Pedagogical University Svetlana Alekhina, - a thousand people were caught. Half of them will be trained remotely, half in person.
Changes to the education programs of teachers, psychologists, speech therapists and defectologists will continue to be made. But in addition to teachers, it is necessary to prepare accompanying people for children with disabilities - tutors. A simple volunteer cannot cope with such work; special knowledge is needed.
It is obvious that there is a lot of work to be done in the next year and a half. And let’s hope that all participants in the implementation of inclusive education standards will adequately cope with the task entrusted to them - after all, it depends on whether children will receive truly equal educational opportunities.
Lydia Gromeka
the federal law Russian Federation dated December 29, 2012 No. 273-FZ
"On education in the Russian Federation"
A source of information - http://www.rg.ru/2012/12/30/obrazovanie-dok.html (Rossiyskaya Gazeta website)
Article 5. Right to education. State guarantees of the realization of the right to education in the Russian Federation
1. In the Russian Federation, the right of every person to education is guaranteed.
2. The right to education in the Russian Federation is guaranteed regardless of gender, race, nationality, language, origin, property, social and official status, place of residence, attitude to religion, beliefs, membership in public associations, as well as other circumstances.
3. In the Russian Federation, universal access and freeness in accordance with federal state educational standards of preschool, primary general, basic general and secondary general education, secondary vocational education are guaranteed, as well as free higher education on a competitive basis if a citizen receives education at this level for the first time.
4. In the Russian Federation, the realization of every person’s right to education is ensured through the creation by federal government bodies, bodies state power subjects of the Russian Federation and local governments of the corresponding socio-economic conditions for obtaining it, expanding opportunities to meet human needs in obtaining education of various levels and orientations throughout life.
5. In order to realize the right of every person to education, federal government bodies, government bodies of constituent entities of the Russian Federation and local government bodies:
1) the necessary conditions are created for persons with disabilities to receive, without discrimination, quality education, for the correction of developmental disorders and social adaptation, for the provision of early correctional assistance based on special pedagogical approaches and the most suitable languages, methods and means of communication and conditions for these persons, in conducive to the maximum extent to obtaining an education of a certain level and a certain direction, as well as the social development of these individuals,including through the organization of inclusive education for people with disabilities;
2) assistance is provided to persons who have demonstrated outstanding abilities and who, in accordance with this Federal Law, include students who have shown high level intellectual development and creative abilities in a certain area of educational and research activities, in scientific, technical and artistic creativity, in physical culture and sports;
Article 79. Organization of education for students with disabilities
2. General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general education programs. In such organizations, special conditions are created for these students to receive education.
3. Under special conditions for obtaining education by students with disabilities in this Federal Law are understood the conditions for the training, education and development of such students, including the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical teaching aids for collective and individual use, provision of the services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual correctional classes, providing access to the buildings of organizations carrying out educational activities, and other conditions without which the development of educational programs is impossible or difficult students with disabilities.
4. The education of students with disabilities can be organized both jointly with other students, and in individual classes, groups or in individual organizations carrying out educational activities.
5. Separate organizations carrying out educational activities according to adapted basic general education programs are created by state authorities of the constituent entities of the Russian Federation for the deaf, hard of hearing, late-deafened, blind, visually impaired, with severe speech impairments, with musculoskeletal disorders, with delay mental development, with mental retardation, with autism spectrum disorders, with complex disabilities and other students with disabilities.
6. Features of the organization of educational activities for students with disabilities are determined by the federal executive body, which carries out the functions of developing state policy and legal regulation in the field of education, together with the federal executive body, which carries out the functions of developing state policy and legal regulation. regulation in the field of social protection of the population.
7. Students with disabilities living in an organization carrying out educational activities are fully supported by the state and are provided with food, clothing, shoes, soft and hard equipment. Other students with disabilities are provided with two free meals a day.
8. Vocational training and vocational education of students with disabilities is carried out on the basis of educational programs, adapted, if necessary, for the training of these students.
9. State authorities of the constituent entities of the Russian Federation ensure that students with disabilities receive vocational training (with various forms mental retardation), without basic general or secondary general education.
10. Professional educational organizations and educational organizations of higher education, as well as organizations carrying out educational activities in basic vocational training programs, must create special conditions for students with disabilities to receive education.
11. When receiving education, students with disabilities are provided with special textbooks and teaching aids free of charge, other educational literature, as well as the services of sign language interpreters and sign language interpreters. The specified measure of social support is an expenditure obligation of the constituent entity of the Russian Federation in relation to such students, with the exception of those studying at the expense of budgetary allocations from the federal budget. For disabled people studying at the expense of federal budget allocations, the provision of these social support measures is an expenditure obligation of the Russian Federation.
12. The state, represented by the state authorities of the Russian Federation and state authorities of the constituent entities of the Russian Federation authorized by it, ensures the training of teaching staff who are proficient in special pedagogical approaches and methods of training and education of students with disabilities, and facilitates the involvement of such workers in organizations engaged in educational activities .
“I would like to stop at Article 64 of the Law on Education, since this is the only article that is entirely devoted to preschool education. It has 3 parts: 1) the actual content of preschool education; 2) mastering educational programs of preschool education; 3) inclusive education. This thing is not cheap, it requires funding, it requires the creation of special conditions, advanced training for teaching staff, and there are also no methodological programs or literature. Therefore, we will start with children with disabilities.
We never worked according to adapted programs; there were correctional ones. There is an adapted program that is used in the educational process if the whole group kindergarten monomorphic by category, for example, these are children with visual impairments. If the group has a combined focus, and there are one or two people in it, then we work according to an adapted program, which we prescribe for these children based on the main one you work on. Adaptation takes place for everyone who comes to your group, the law requires this, but teachers do not know how to adapt. We are still looking for solutions.
Article 79 of the law(organization of education for students with disabilities) says that these children go through an educational situation and everything they do in an educational situation, and their entire educational route, and all the methods and techniques that you use, are subject to an adapted educational program.
12 paragraph 79 of article— the state represented by the state authority of the subject, i.e. your governor provides training for teaching staff to work with children with disabilities and promotes the involvement of such workers from organizations carrying out educational activities.
Let's move on to GEF DO. <...>The main tasks include ensuring continuity. This is not a new problem, we have been dealing with it for 40 years. Continuity, when we talk about documents in the education system, there is continuity at the level of standards, continuity at the level of model programs, continuity at the level of basic educational programs. It should be between levels - preschool and primary general education.
When the preschool standard was written in 2013, there was only one school standard. Therefore, the preschool standard was written within the framework of continuity with the school standard. But time passed, and at the end of 2014 two more standards were released - the organization of education for children with disabilities in primary school and the organization of education for mentally retarded children with intellectual disabilities. Today it turns out that there are three school standards, and one preschool standard. We don’t yet understand what this will mean in practice. If you have children with disabilities, you don’t know where they will go after preparatory group- to a general education class, to an inclusive class, to a correctional school... These schools are not equal, since there are schools that provide qualified education and schools that provide unqualified education. In this sense, there is an understanding that there will be no continuity and the children will go to different systems education. The essence of the problem is obvious."
Transcribed from the words of Tatyana Vladimirovna Volosovets
REFERENCE INFORMATION
Federal Law of the Russian Federation of December 29, 2012 N 273-FZ “On Education in the Russian Federation”
Article 64. Pre-school education
1. Preschool education is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, formation of prerequisites for educational activities, preservation and strengthening of children’s health preschool age.
2. Educational programs of preschool education are aimed at the diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of a level of development necessary and sufficient for their successful development of educational programs of primary general education, based on an individual approach to preschool children and types of activities specific to preschool children. The development of educational programs of preschool education is not accompanied by intermediate certifications and final certification of students.
3. Parents (legal representatives) of minor students who ensure that their children receive preschool education in the form of family education have the right to receive methodological, psychological, pedagogical, diagnostic and advisory assistance free of charge, including in preschool educational organizations and general education organizations, if appropriate consultation centers have been created in them. Ensuring the provision of such types of assistance is carried out by state authorities of the constituent entities of the Russian Federation.
Article 79. Organization of education for students with disabilities
2. General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general education programs. In such organizations, special conditions are created for these students to receive education.
3. Under special conditions for obtaining education by students with disabilities in this Federal Law are understood the conditions for the training, education and development of such students, including the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical teaching aids for collective and individual use, provision of the services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual correctional classes, providing access to the buildings of organizations carrying out educational activities, and other conditions without which the development of educational programs is impossible or difficult students with disabilities.
4. The education of students with disabilities can be organized both together with other students, and in separate classes, groups or in separate organizations carrying out educational activities.
5. Separate organizations carrying out educational activities according to adapted basic general educational programs are created by state authorities of the constituent entities of the Russian Federation for the deaf, hard of hearing, late-deafened, blind, visually impaired, with severe speech impairments, with musculoskeletal disorders, with mental retardation, with mental retardation, with autism spectrum disorders, with complex disabilities and other students with disabilities.
6. Features of the organization of educational activities for students with disabilities are determined by the federal executive body, which carries out the functions of developing state policy and legal regulation in the field of education, together with the federal executive body, which carries out the functions of developing state policy and legal regulation. regulation in the field of social protection of the population.
7. Students with disabilities living in an organization carrying out educational activities are fully supported by the state and are provided with food, clothing, shoes, soft and hard equipment. Other students with disabilities are provided with two free meals a day.
8. Vocational training and vocational education of students with disabilities is carried out on the basis of educational programs, adapted, if necessary, for the training of these students.
9. State authorities of the constituent entities of the Russian Federation ensure that students with disabilities (with various forms of mental retardation) who do not have basic general or secondary general education receive vocational training.
10. Professional educational organizations and educational organizations of higher education, as well as organizations carrying out educational activities in basic vocational training programs, must create special conditions for students with disabilities to receive education.
11. When receiving education, students with disabilities are provided with free special textbooks and teaching aids, other educational literature, as well as the services of sign language interpreters and sign language interpreters. The specified measure of social support is an expenditure obligation of the constituent entity of the Russian Federation in relation to such students, with the exception of those studying at the expense of budgetary allocations from the federal budget. For disabled people studying at the expense of federal budget allocations, the provision of these social support measures is an expenditure obligation of the Russian Federation.
12. The state, represented by the state authorities of the Russian Federation and state authorities of the constituent entities of the Russian Federation authorized by it, ensures the training of teaching staff who are proficient in special pedagogical approaches and methods of training and education of students with disabilities, and facilitates the involvement of such workers in organizations engaged in educational activities .
Inclusive education
in the light of the new Law “On Education in the Russian Federation”.
Adopted on December 29, 2012, Federal Law No. 273-FZ “On Education in the Russian Federation” introduces two fundamentally new concepts for our society into the Russian educational space: inclusive education and special educational needs (SEN). Paragraph 27 of Article 2 of this law reads as follows: “Inclusive education - ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities.” This is an important milestone in the history of the development of human rights in Russia: the policy of inclusion of persons with disabilities and learning difficulties in the general education system is now postulated at the state level and promises them the creation necessary conditions to receive quality education without discrimination (see Article 5, paragraph 1 of the same law).
Inclusive education, as the consistent development of humanistic ideas on the one hand, and as a successful experience of working with an unlimited diversity of students on the other hand, has been known in developed countries for more than forty years. Nowadays, in Russian society - this is especially noticeable in megacities - there are obvious changes towards its greater heterogeneity, due to fluctuations in its national composition, active intercultural interactions, changes in politics and the economy. In parallel with these processes, but, unfortunately, much more slowly, an important transformation of public consciousness began in relation to the equality of all citizens without exception in the field of quality of life and, in particular, education.
In February 2010, the President of the RFD.A. Medvedev approved the National Educational Initiative “Our New School,” which states that the new school will become a school for everyone, which means it will be organized in accordance with the principles of inclusive education. Inclusion requires a revision of many criteria of the education system and poses new philosophical and methodological questions to society and the state. All participants in the inclusive educational process operate in conditions that are qualitatively different from traditional education, taking into account all the sociocultural and legal changes of our time.
It is obvious that the organization of inclusive education expands the rights and prospects not only of children with disabilities. Disorders of physical or mental development - limited health - entail, as a consequence, the emergence of special educational needs, but such needs can arise for completely different reasons, change over time, and, most importantly, do not necessarily be related to the health of the student. The principles of inclusion, based on the concept of special needs, thus affect the interests of all children who do not fit into standard educational conditions and have any difficulties associated with learning.
The term "special educational needs" (Special Educational Needs) was first used in 1978 in London, in the report of the Committee on the Education of Disabled Children and Young People. The chairman of this committee, British philosophy professor Baroness Mary Warnock, published a detailed commentary on this report that same year: “Meeting special educational needs.” Having initially been associated with developmental disorders and disabilities, the concept of “special needs” was subsequently discussed in a broader sense and allowed us to move away from the exhausted medical model of disability, a concept on which the concepts of defining the norm and deviations from it have long been based. To give an example, the definition of SEN in the Irish Special Educational Needs Act (2004): “Restriction on an individual’s ability to participate in and benefit from the educational process due to a long-term physical, mental, sensory or intellectual impairment or learning difficulty, or any other circumstances the influence of which determines the training of that individual differently from the training of persons who do not have such circumstances ... "
The concept of “special educational needs” (SEN) has become part of the culture and educational policy in schools in most European countries, the USA and Canada. It has influenced various aspects of schooling. This definition is used when drawing up special documents - opinions on special educational needs, when determining individual difficulties, which is often a mandatory and necessary procedure (see, for example, the British Code of Special Educational Needs). This concept also appears in individual education plans and in the reports that schools are required to provide in connection with the financial costs of meeting the special educational needs of their students. In many schools, where full work is carried out with the needs and difficulties of students, a position has appeared as a coordinator for working with students with special education needs.
With the emergence and development of inclusive educational institutions, it quickly became clear that not all people with disabilities need fundamentally special conditions and methods of education, and not all children who have learning difficulties and require an individual approach are burdened with at least some medical diagnosis.
According to Moscow monitoring of a network of educational institutions, half of children with autism spectrum disorders who study under conditions of inclusion in a public school do not have disabilities. However, the process of including such children in the mass class is almost impossible without adapting the training program, organizing special conditions and support.
In accordance with paragraph 1 of Art. 79 of the new Law, the content of education and the conditions for organizing training and education of students with disabilities are determined by the adapted educational program, and for disabled people also in accordance with the individual rehabilitation program for the disabled person. An adapted educational program is an educational program adapted for training persons with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons. Into the structure adapted educational program includes an individual curriculum for a child with disabilities, which was fixed by the Federal state standard, and now Russian Law"About Education". Such a Curriculum is required to ensure the development of the educational program on the basis of individualization of its content, taking into account the characteristics and educational needs of a particular student.
According to the Law, an educational institution is obliged to guarantee the educational process of a child with disabilities with special conditions. Special conditions for obtaining education by students with disabilities are understood as the conditions for the training, education and development of such students, including the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical means of collective and individual training use, providing the services of an assistant (assistant) who provides students with the necessary technical assistance, conducting group and individual correctional classes, providing access to the buildings of organizations carrying out educational activities, and other conditions without which it is impossible or difficult for students with disabilities to master educational programs.
An analysis of data on educational institutions in Moscow where children with disabilities study, with data on the presence of special conditions there, shows that if there are children with disabilities in the institutions, various types violations, special conditions for the education of such children are not created in all institutions. The category of children with musculoskeletal disorders, whose share of the total number of children with disabilities in inclusion is almost a third, was the least provided with special equipment and teaching aids.
According to the new Law, the state, represented by the state authorities of the Russian Federation and state authorities of the constituent entities of the Russian Federation authorized by it, ensures the training of teaching staff who are proficient in special pedagogical approaches and methods of teaching and educating students with disabilities, and promotes the involvement of such workers in organizations providing educational activity.
In Moscow, about 30% of teaching staff from the total number of teaching staff in inclusive educational institutions work with disabled children. The question of their professional training and qualifications is acute.
A teacher’s information awareness of the main provisions of inclusive education is the basis for his professional position. Data show that today only every fourth teacher in a general education institution is familiar with the basic provisions of inclusive education. 74.4% of respondents are either unfamiliar with the basic provisions and principles of inclusive education, or declare a lack of information on this issue.
The main concerns of teachers mass schools are associated with understanding one’s own deficit in knowledge in the field correctional pedagogy, with ignorance of forms and methods in working with children with developmental disorders. The vast majority of respondents are familiar with the basics of correctional pedagogy and special psychology within the framework of curriculum pedagogical universities, which ranges from 18 to 36 hours for the entire course of study. As a result, 51% of teachers are not ready to apply elements of correctional pedagogy in their daily practice, of which 38% request additional training in the field of inclusive education.
Foreign researchers talk about the “transformation experience” experienced by teachers who have become inclusive teachers. The gradual professional transformation in which teachers are involved is associated with the development of new professional skills, with a change in their attitudes towards students who are different from their peers. Our experience shows that a negative attitude towards inclusion changes when a teacher begins to work with such children and acquires his own own pedagogical experience, sees the child’s first successes and his acceptance among his peers. School psychologists need to help teachers understand their hidden beliefs and values and ask them whether they are the beliefs and values they want to defend. For an inclusive education program to be sustainable, at some point these beliefs and values must be openly and clearly articulated.
Professional unpreparedness of personnel is the main problem in the development of inclusion in education today and requires the development of a certain system focused on the study and dissemination of successful experience. Advanced training in the field of inclusive education can significantly change teachers’ attitudes towards inclusive educational practice. Updating professional competencies and increasing the level of training of management and teaching staff require greater mobility and flexibility of the advanced training system, based on a unified framework of professional competencies and skills, but specifically responding to the professional needs of teachers and educational institutions.
To develop an inclusive approach in general education, it is necessary to train practicing specialists in general pedagogical technologies for individualizing learning, developmental lesson models, technologies for support and child cooperation, and involving parents in the pedagogical process. In essence, we are talking about developing professional flexibility, the ability to follow the student, and on the other hand, to maintain the framework of the educational process, see the child’s potential, and set adequate requirements for his achievements.
For such advanced training, lecture-seminar-type forms do not lead to the necessary changes in pedagogical practice. The core of the professional development system should be the methodology of the activity approach, identifying and certifying successful experiences of inclusion, conducting master classes and internships on the basis of successful sites, studying the necessary competencies and examples of successful practice.
A large number of advanced training programs for specialists are being implemented at the universities of the UMO section “Psychology and Pedagogy of Special and Inclusive Education”. For example,
at the Novosibirsk State Pedagogical University - the program “Inclusive Education: Theory and Practice”;
at the Volga Region State Social and Humanitarian Academy (FSBEI HPE PGSGA) - “Design and implementation of an individual educational program for children with disabilities studying in a comprehensive school”;
at the TISBI University of Management (NOU VPO University of Management TIBSI, Kazan) - “Development of conditions for building an inclusive educational environment in a secondary specialized educational institution”, “Inclusive processes in institutions of the system of additional education for children”, “School on the way to inclusion”, “Organization of professional sign language communications in the context of the “Accessible Environment” program;
at the Institute for Educational Development of the Kirov Region - “Inclusive education in conditions of continuity of preschool and primary school education”;
At the Moscow City Psychological and Pedagogical University, 7 advanced training programs for specialists in the field of inclusive education are being implemented: - “Psychological and pedagogical support of inclusive education in primary school”, “Psychological and pedagogical support of inclusive education in preschool educational institutions”, “Organizational and managerial foundations of inclusive education” , "Organization educational process in an inclusive primary school class”, “Organization of extracurricular and educational work in inclusive education”, “Organization of the educational process in an inclusive group of preschool educational institutions”, “Organization and content of tutor activities in inclusive education”.
In our opinion, internship programs are the most effective means advanced training for teachers, specialists and managers. The development of internship programs and the deployment of a network of internship sites on the basis of the best regional institutions will make it possible to disseminate experience in the field of development of inclusion, specifically improve the professional level of management and staff, thereby providing all children with accessible and high-quality educational services, which is one of the most pressing tasks facing Russian education today.
Undoubtedly, legislating inclusive education is just the beginning. There is a lot of work ahead to create by-laws and norms, conduct scientific research and discussions, analyze practical experience, write textbooks and programs. The professional community is ready to solve these problems, realizing that it is working for the future of our education and each individual who receives it today.