Inclusion and work with children with disabilities in additional education.

The world of the "special" child is interesting and shy.

The world of a "special" child is ugly and beautiful.

Clumsy, sometimes strange, good-natured and open

The world of a "special" child. Sometimes he scares us.

Why is he aggressive? Why is it so closed?

Why is he so scared? Why doesn't he speak?

The world of a “special” child is closed from the eyes of strangers.

The world of a "special" child allows only its own!

Kaliman Natalya Adamovna

The change in the perception of the state and society about the rights and opportunities of the “special child” led to the formulation of the practical task of maximizing the coverage of education for all children with handicapped health (HIA). Recognition of the right of any child to receive an education that meets his needs and fully uses the opportunities for development has led to the most important initiatives and guidelines for the new educational policy.

The recognition by the state of the value of the social and educational integration of children with disabilities necessitates the creation of an adequate educational process it is in the educational institution, which is given a central place in providing the so-called "inclusive" (included) education.

Inclusive education is a specially organized educational process that provides a child with disabilities with education among peers in a general educational institution according to programs taking into account his special educational needs. The main thing in the inclusive education of a child with disabilities is the acquisition of educational and social experience together with peers. The main criterion for the effectiveness of inclusive education is the success of socialization, introduction to culture, development of the social experience of a child with disabilities along with the development of academic knowledge.

Children with disabilities are children whose health condition prevents the development of educational programs or makes it difficult outside the special conditions of education and upbringing. The group of students with disabilities is extremely heterogeneous. It includes children with various developmental disorders: hearing, vision, speech, musculoskeletal, intellect, with severe disorders of the emotional and volitional sphere, including autistic disorders, with delayed mental development with complex developmental disorders.

The range of differences in the development of children with disabilities is extremely large: from almost normally developing, experiencing temporary and relatively easily remedied difficulties, to children with irreversible severe damage to the central nervous system; from a child who is able, with special support, to study on an equal footing with normally developing peers, to children who need an individual education program adapted to their abilities. At the same time, such a pronounced range of differences is observed not only in the group with disabilities as a whole, but also in each category of children with disabilities included in it. various violations development.

An educational institution is the main institution for the socialization of a child.

Under these conditions, institutions additional education should be adaptive to the needs and capabilities of a special part of its contingent - children with disabilities.

Classes with healthy children and their parents will help develop communication skills, social adaptation and the development of creative opportunities.

The socially positive activity of students with disabilities in the system of additional education for children is primarily focused on creating a situation of success for a pupil with disabilities (HIA). In fact, the education and upbringing of such a child is largely hampered by the fact that from an early age he perceives the world more as an aggressive, hostile environment, which gives rise to his desire to "hide", to go aside. To overcome such "protection" even experienced teacher is extremely difficult. The project of inclusive education, which is actively developing today, is characterized by too rapid "entry" of a child with disabilities into the world of healthier peers. And often both sides are equally unprepared for such interaction. And the reason is not in the absence of special environmental conditions or organization of space educational institution. This problem can and should be solved.

4 years ago - The Golitsinskaya correctional school in the Ruzaevsky district was closed.

The inability of students in this category to receive correctional assistance in the system preschool education, general educational institutions, led to the fact that it became necessary to create a program for the education of children with disabilities on the basis of institutions of additional education, in particular at the Center for Additional Education for Children "UNITER". When studying under this educational program, students with disabilities not only receive a given set of knowledge, skills and abilities, but also in the learning process go into the mode of development and intellectual improvement. Students have the opportunity to grow physically and mentally. The creation of the program was dictated by the urgent situation in modern society in the field of preparing children with disabilities for further social adaptation in society.

Within the framework of general school education, children with disabilities are provided with “meager” development opportunities creativity, and in the institution of additional education, special conditions have been created, a comfortable "home" environment, which helps to reveal natural talents in students. Satisfaction from communication with peers leads to trusting relationships. A positive emotional background contributes to the fruitful education and upbringing of children with disabilities.This is the perspective of my chosen direction of work.

The main task of institutions of additional education and the family is to teach such a child to be healthy. Classes with healthy children and their parents will help develop communication skills, social adaptation and the development of creative opportunities.A teacher working with children with disabilities must remember his high mission: the children with whom he works, thanks to him, must understand that they have the right to a satisfactory life and measures that can help them gain maximum independence, as well as has the right to satisfy versatile social needs in knowledge, communication, creativity.

Students who, for health reasons, cannot study in preschool educational institutions, general educational institutions and institutions of a correctional type (due to the absence on the territory of the Ruzaevsky municipal district) on the basis of the MBOU DOD "Center for additional education of children "UNITER" of the Ruzaevsky municipal district was developed and the author's Complex additional general educational program (additional general developmental program) "Nadezhda" was successfully defended. The authors of the program: Dyorina A.V. - deputy. director for water resources management of the Center and methodologist - Pikhienko O.Yu.

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This program is the winner of the Republican competition: "New in education" -2015.

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On the basis of the Center, a group of children with disabilities "Nadezhda" was recruited, which is led by teachers of the Center Pikhienko Olga Yuryevna and Zhivaikina Natalya Vasilievna.The formation of a contingent of children is carried out in cooperation with the Central District Hospital.Admission to the educational program is carried out on the basis of a personal application of the parents, classes are held in the morning in the presence of the parents. The reason for refusal in admission may be the lack of vacancies and contraindications of medical workers.

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In the centerfor children with disabilities, all the necessary conditions for the development of personality have been created. The forms of classes used in working with children of this category include integrated forms, individual meetings, group specialized classes.

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Psychological support for family members is also provided. For the formation of a spiritual and moral worldview, close cooperation is carried out with the rector of the Church of St. Nicholas the Wonderworker, Fr. Gregory (holidays, talks, sponsorship)

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In modern society, parents do not always manage to devote enough time to their children. Therefore, the program provides for the involvement of parents in the events in the lives of children.

Participation in events (excursions, competitions, weekend hikes) of parents together with their children contributes to the formation of common interests, awakens emotional and spiritual closeness, which ultimately leads to a positive result. Joint parent meetings with students, exhibitions of handicrafts, creative works allow demonstrating the success of pupils in additional education. Often, parents, wanting to save the child from difficulties, constantly take care of him, protect him from everything that can upset him, do not allow him to do anything on his own. Such upbringing can lead to the development of passivity, refusal of activity. The kind, patient attitude of relatives should be combined with a certain exactingness towards the child. You need to gradually develop the right attitude towards your condition, towards your capabilities. Depending on the reaction and behavior of the parents, the child will consider himself either as a person with disabilities, or vice versa, as a person who is quite capable of achieving certain successes. Parents should not be ashamed of their child's illness. Then he himself will not be ashamed of his illness, he will withdraw into himself, into his loneliness. Working with parents is under constructionthrough individual conversations, consultations, joint activities.

feature complex additional general educational program (additional general developmental program) "Hope"consists in a constant interested and responsible dialogue with the family. Parents receive information from me, recommendations, wishes. Group and individual consultations for parents significantly increase the effectiveness of educationaland educationalactivities.

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Purpose of the program - creation of conditions for the socialization of children with developmental disabilities, adaptation to life, integration into society and the formation of a psychological basis for the full development of the personality of each child.

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Tasks:

The program consists of four blocks: two educational, one developing and leisure. The training block includes a set of educational areas that are reflected in the subprograms: "I open the world", "Learning to speak". The developing block is represented by the subprogram: “Growing up healthy”. The leisure block includes a list of events and activities, organization of students' leisure by involving them in mass events of various levels.

The program has been adjusted taking into account the intellectual and physical capabilities of the child, I have developed didactic and methodological support for the program, which is especially important when working with children with disabilities. The child needs to realize his abilities and decide: “I do this, I can do this”, and also accept the help of an adult in self-development and self-education.

The child is not limited in time, he can learn the material at his own pace in accordance with his level of development and nature-forming abilities.

Work with a child is built not taking into account age, but taking into account the level of development at which he is.

Great importance I am given a variety of forms and techniques used in the classroom, I introduce new types and objects of activity for the child.

All classes have a flexible structure, designed taking into account the age characteristics of students and the severity of the defect. Classes are based on the principles of integration (the inclusion of elements of music, isotherapy), consistency and continuity.

Each lesson should give the child joy, faith in his own strength, therefore, cruel regulation of the activities of children, emotional and volitional submission to an adult is unacceptable. In order for a child to develop normally socially, education must be as humanized as possible.

An integrated approach makes it possible to develop in unity the cognitive, emotional and practical spheres of the child's personality.

At each age stage, teachers solve different developmental tasks and their role should change flexibly. In some cases, the tasks of the program will be solved more successfully only with the help of an adult - direct teaching. In others, the teacher creates a special environment and situations for the cognitive activity of the child, organizes his cognitive- research activities. A comprehensive additional general educational program (additional general developmental program) "Hope" is associated with such educational areas as: "Physical culture", "Safety", "Communication", "Socialization", "Reading fiction", "Cognition", "Artistic creativity"

Children with disabilities are often characterized by emotional imbalance. It can be expressed not only in a sharp change and inadequacy of reactions, but also in awkward restless movements, intermittent speech, etc. To help such children, play exercises are carried out aimed at achieving muscle relaxation.

Sometimes the child is lazy, for this reason he refuses to complete the task with the words “I don’t know, I don’t know how.” At the same time, with the participation of adults, he can do what he is asked to do. Our joint task is to make learning interesting, joyful and, at the same time, developing.

When communicating with children with learning difficulties, special attention is paid to the quality of the teacher's speech, since the quality of perception depends on it. educational material children. Speech should be slow, measured, consisting of short and clear sentences, emotionally expressive. The skill of the teacher is to learn how to play with all sorts of deviations from the planned lesson and incidents, without violating the technical sequence, to make these deviations elements of the lesson, including them in the development of the topic, but never make them the reason for the child's comments.

The comprehensive additional general educational program (additional general developmental program) "Nadezhda" was tested on the basis of the MOU "DO" TsDOD "UNITER" of the Ruzaevsky municipal district and has been operating for 4 years. The results of diagnostic work indicate that in the process of teaching a child under this program, there is a significant positive trend in the development and assimilation of program material.

In the course of the implementation of the Comprehensive Additional General Education Program (additional general developmental program) “Hope”, conditions are created for the socialization of children with developmental disabilities, adaptation to life, integration into society and the formation of a psychological basis for the full development of the personality of each child.

Positive dynamics in the development of the child, progress in mastering the comprehensive additional general education program (additional general developmental program) "Hope", the formation of social competence are the most important indicators of our effective work.

Here are some examples:

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Students with disabilities - Fomkin Vlad, Goldobin Daniil, Mavrin Andrey, Akimova Victoria, Izosimov Maxim, Efimov Ilya actively participate in events and were awarded diplomas of the International Children's Ecological Forum "Green Planet", diplomas of the 8th International Creative Festival of Children with Disabilities "Step Towards ", diplomas of the international festival of children's creativity "Stars of the new century", are winners of the Republican contest "Let's protect the forest", winnersRepublican competition "Give a smile", winners of the municipal competitions "Second Life of Waste" and "Safety Road".

For 4 years of work, by the decision of the medical commission, visits to the MBOU Ruzaevka and the Ruzaevsky district were allowed - 20 students "Nadezhda, three - by the decision of the medical commission were allowed to visit an auxiliary school in the city of Saransk. This is the result of that socially positive activityorganization of additional education for childrenwith children with disabilities, during which they socialized and adapted in the society of their peers.

Experience shows that in the first year of education, a small part of the children were able to actively participate in activities, most only together with their parents; of course, some experienced difficulties in communicating with peers during the holiday games and exercises, they refused to interact. Various activities, classes and holidays are held in the Center with children:

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“Where does the bread come from”, “Where is health hiding? The Holiday of Bright Easter” - this holiday contributed to the rallying of the team of parents, pupils and teachers, contributed to the social development of children with disabilities and their inclusion in the team.

By the end of the second year of study, almost everyone actively participated in the holidays, and only a few turned to the help of a teacher or parents.

The experience of working with children with disabilities has shown that the organization of holidays and events is an important means of emotional and cognitive development of children, has a positive impact on the formation of the ability to interact with peers, contributes to the social development of children and their inclusion in the children's team.

Gaining experience in working with children with disabilities, I come to the following conclusion: a greater result is obtained not so much by the amount of work done, but by a subtle, well-built approach to it, which just guarantees the effectiveness of the efforts made. In special literature, in the minds of some teachers, there is such an expression: "another world of a special child." At the present stage of development of society and the education system, it is important to understand and accept the need to include all children in the educational space. The realization of the opportunity to fully live every day of the life path is an indicator of the success of the implementation of inclusive education and upbringing of children with disabilities. The goal of the teacher's work is to provide timely comprehensive assistance to a special child, which enables the child to live a full life, enjoy every moment, dream about the future, make plans and purposefully implement them next to and together with their peers.

Short description

Socialization of children with disabilities in the conditions of modern life and their creative development.

Description

Socialization and development of children with disabilities means of additional education.
The health and well-being of children is the main concern of the family, state and society. One of the main tasks of the activities of institutions additional education - socialization of children in the conditions of modern life and their creative development. Particular attention in solving this problem is paid to work with children with disabilities, children with disabilities, as a category of children who especially need help and support not only from loved ones, but also from society. Only in close cooperation can one help a child realize the significance of his personality, ensure the social, emotional, intellectual and physical development of a child with disabilities, try to maximize his potential for learning, help him self-actualize and establish himself in public life.All children without exception have the right to education. In the 1990s, it was decided that there were no unteachable children. In the Russian Federation, children with disabilities have the opportunity to study in eight types of special (correctional) educational institutions. There are schools for deaf children, for hearing-impaired and late deaf children, for visually impaired children, for children with severe speech disorders, for children with disorders of the musculoskeletal system, for children with mental retardation, for children with intellectual disabilities. For children with certain diseases, distance learning is possible. And very few institutions are working on the integration of children. L.S. Vygotsky in his book "The Collective as a Factor in the Development of a Defective Child" wrote that children with disabilities and healthy children should develop together.The possibility of integrating children with disabilities into society is provided by the system of inclusive (integrated) education. The widespread introduction of integrated learning requires an integrated approach, including the creation of a barrier-free environment, training teaching staff and the formation of a tolerant attitude of students and parents to the problems of "special" children and their families. A disabled child in the process of inclusive education is already included in society from an early age, which makes it possible to accelerate the process of his adaptation and socialization in society, makes it possible to feel equal among equals. A properly organized educational environment has a strong therapeutic effect on the child. And this allows him to most fully and successfully integrate into his peers.The Center for Children's Creativity, as an institution of additional education, is one of the most important social institutions that create conditions for the development, education and protection of every child, including a child with disabilities. It is here that teachers, children and parents are united by caring for the health of the child, creating an atmosphere of trust and personal success in joint activities.Since 2007, our institution has been implementing target program "Children of Special Care" for children with disabilities, with disabilities and children of the “risk group” (guardians, children in SOPs, CDNs, from large families). Wherein there was a new opportunity to diversify the types of activities on the basis of the institution and provide a wide range of educational services in the artistic, aesthetic, socio-pedagogical, physical culture, sports, environmental and biological areas.Target programs: creation of conditions for a complex impact on the child, his development for the purpose of social rehabilitation by means of additional education.Tasks:1. To overcome the negative stereotypes of the ideas of others and the child himself about his abilities and inner world;2. Contribute to the disclosure of the possibilities and creative potential of the child, using various activities;3. Create a system of volunteer assistance to parents with special needs children;4. Organize cultural leisure activities that contribute to the development of a positive emotional and volitional sphere of the child in joint creative activity.Socialization, thanks to which in recent years children with disabilities have a real opportunity to be included in society, is bearing fruit. Our Center for Children's Art gives children the opportunity to show their talents - they sing, read poetry, draw, participate in exhibitions of arts and crafts, in various events together with a healthy environment.Parents highly appreciate the work of the teaching staff of the CTC. In October 2012, our institution received a diploma of the winner in the regional competition "Parental recognition" in the nomination "The best institution of additional education". Teachers today see great educational opportunities in cooperation with parents. Communication with parents makes it possible to study their position, take it into account when organizing work, choosing forms and areas of activity. Therefore, every parent is a welcome guest in creative associations. Their opinions, wishes, value judgments are taken into account by teachers.We use a wide variety of forms of work with families: open days, family living rooms, parent-teacher meetings and individual consultations, questionnaires for parents, exhibitions of creative works, open classes, children's concerts, sports holidays.From parent to parent, knowledge about social problems affecting the interests of children is transmitted, the desire to change the situation of children for the better through the active participation of the parents themselves in social processes. In this case, the following forms of work are used: conversations, seminars, lectures, master classes, creative circles, research, actions, etc.Changes in the socio-political and economic life of Russia make it possible for people with disabilities to integrate into society and create the prerequisites for their independent life."Children of Special Care" is an attempt to solve the problem of integrated education of children with disabilities through education in creative associations that would provide them with equal opportunities. In our institution, for students with developmental disabilities, an environment has been created where they can develop and adapt in a healthy society. Children are engaged in additional educational programs of arts and crafts "Rainbow", "Souvenir", "Sparks" (rhythm), ecological and biological direction "Berendey's Workshop", both on an individual educational trajectory, and together with healthy children. For each child with disabilities, an individual development map is filled out, in which behavioral, psychophysical, organizational-volitional, orientational qualities are monitored, and a characteristic of his activity is given. A teacher-psychologist works with children. At the end of the school year, an assessment is made, positive and negative changes in the behavior, character, activities of the child are indicated, and it is also planned perspective plan work for the next academic year. Training seminars are regularly held with teachers of additional education on working with children at risk and on the use of methods and means of corrective work.An integrated approach in working with children with disabilities is necessary in order to organize the education of children in the “two-way traffic” mode:1. Teachers of additional education go to a child who does not have the opportunity to come to the CTC and conduct classes at home. Homeschooling is necessary for children with complex diagnoses who, due to health reasons, cannot attend the Children's Creativity Center. Teaching methods will include non-traditional forms of work, the use of special allowances and simulators for development fine motor skills hands The library for the blind, which has a huge "methodical base", helps us with this.2. Classes, both individual and in integrated groups, organized at the Center.3. Consultations for parents and classes are conducted by a teacher-psychologist.4. Involvement of children with disabilities and their parents in cultural events held at the CTC.In addition, on the basis of the "Center for Children's Creativity" a volunteer detachment "Generation" was created, the purpose of which is to unite adolescents and young people to develop and protect creative, intellectual and other opportunities and interests. Today, the members of the detachment work actively and fruitfully. Volunteers participate in labor activities: landscaping, caring for monuments and obelisks, assisting veterans and the disabled. Volunteers of the detachment created a group in "Contact" to attract new volunteers. Leisure activities for children with disabilities are organized, promotions, such as:- Action "I give my heart to children". The guys collected toys, things, books, found an opportunity to allocate money that went to buy sweet gifts. We prepared a game program for children.- "Help the Children" campaign. For a month, volunteers put up ads at bus stops, entrance doors and turned to Internet visitors with a request for assistance to children with disabilities in orphanages and boarding schools. The plans of the Generation squad are constant visits to boarding schools, baby homes, children's hospitals with various entertainment and educational programs.Thus, our institution strives by all available means to provide conditions for children with disabilities to receive creative development. We have our rich work experience, new opportunities have appeared to use the latest technologies in the process of socialization of children with disabilities. We have to face many problems in the process of working with children with disabilities, but we are actively helped by parents, employees of special services, specialists from the Committee for Social Protection of the Population, medical workers and many other institutions.In the search for interesting and effective forms and methods of education and upbringing, we are helped by studying the experience of working with children with disabilities, disabilities in Russia and abroad via the Internet, as well as participating in full-time and correspondence All-Russian and international scientific and practical conferences. The work of teachers with families is aimed at the versatile education of children, their creative development and the realization of their abilities in public life. The forms and methods of work are diverse, but they all rely on long-term traditions, joint holidays and events. Our pupils, despite their ailments, illnesses, must remain kind, sympathetic people. Positive human qualities and actions should be a priority. Many of our traditional events are aimed precisely at realizing our human qualities.In the future, we plan to implement distance learning programs in two areas:

• First, training can take place online. This will be a dialogue between a teacher and a student through a webcam.
• Second, maybe selfeducation pupils who master the step-by-step classes developed by the teacher with a detailed description of the methods of work, photo and video materials, technological maps, samples, a test system that allows you to consolidate the material. At the same time, the child chooses the pace of mastering each topic.But there are problems and difficulties in teaching at a distance., since many children need a “live” contact with a teacher, because children with disabilities have a limited social circle anyway. And the teacher can give the child a positive emotional mood, calm him down in case of failure, adjust the lesson to the mood and individual ability of his pupil. But, nevertheless, it is necessary to explore all the possibilities of using Internet resources.The teaching staff of the Center tries to create the most favorable conditions for the socialization of the personality of a child with disabilities. It is important for teachers not only to teach the child some business, craft, but also to help him so that this knowledge will be useful to him in later life, and perhaps become his profession.You can still talk a lot about the problems of socialization of children with disabilities, disabilities and their creative development, but in the context of the institution of additional education, taking into account new pedagogical technologies we can implement many interesting projects that will help us achieve positive results.
  Methodist MBOU DOD CDT settlement Uralsky Oksana Viktorovna Busovikova.

In recent years, considerable attention has been paid to the problems of children with special health needs (HIA). What is it and how to solve them? Let's try to figure it out.

Disabilities of health (HIA). What it is?

Scientific literature sources describe that a person with disabilities has certain limitations in daily life. We are talking about physical, mental or sensory defects. Therefore, a person cannot perform certain functions or duties.

This condition can be chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Usually, people with disabilities tend to isolation, are characterized by low self-esteem, increased anxiety and self-doubt.

Therefore, work must begin from childhood. Considerable attention within the framework of inclusive education should be given to the social adaptation of disabled people.

Three-bar scale of disability

This is the British version. The scale was adopted in the 1980s by the World Health Organization. It includes the following steps.

The first one is called "illness". We are talking about any loss or anomaly (psychological/physiological, anatomical structure or function).

The second stage involves patients with defects and loss of the ability to perform activities that are considered normal for other people.

The third stage is incapacity (disability).

Types of HIA

In the approved classification of violations of the basic functions of the body, a number of types are distinguished. Let's dwell on them in more detail.

1. Violations of mental processes. It is about perception, attention, memory, thinking, speech, emotions and will.

2. Violations in sensory functions. These are sight, hearing, smell and touch.

3. Violations of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.

4. Changes in the static-dynamic function.

Disabled children, who belong to the first, second and fourth categories, are a large part of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of training and education.

Psychological and pedagogical classification of children who belong to the system of special education

Let's consider this question in more detail. Since the choice of techniques and methods of training and education will depend on this.

• Children with developmental disabilities. They lag behind in mental and physical development due to the fact that there is an organic lesion of the central nervous system and impaired functioning of analyzers (auditory, visual, motor, speech).
• Children who have developmental disabilities. They differ in the deviations listed above. But they limit their possibilities to a lesser extent.

Children with disabilities, children with disabilities have significant developmental disorders. They enjoy social benefits and benefits.

There is also a pedagogical classification of violations.

It consists of the following categories.

Children with disabilities:

• hearing (late-deaf, hearing-impaired, deaf);
• vision (visually impaired, blind);
• speech (various degrees);
  intellect;
• delayed psychoverbal development (ZPR);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of health impairment

Depending on the degree of dysfunction and adaptation possibilities, it is possible to determine the degree of health impairment.

Traditionally, there are four degrees.

First degree. The development of a child with disabilities occurs against the background of mild and moderate functional impairment. These pathologies may be an indication for the recognition of disability. However, as a rule, this does not always happen. Moreover, with proper training and education, the child can fully restore all functions.

Second degree. This is the third group of disability in adults. The child has pronounced disturbances in the functions of systems and organs. Despite treatment, they continue to restrict him social adaptation. Therefore, such children need special conditions for education and life.

The third degree of health impairment. It corresponds to the second group of disability in an adult. There is a large severity of violations that significantly limit the child's ability in his life.

The fourth degree of health impairment. It includes pronounced violations of the functions of systems and organs, due to which the child's social maladjustment occurs. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Problems of development of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental abnormalities that contribute to the formation of disorders general development. This is the generally accepted position. But it is necessary to understand this issue in details.

If we talk about a child with minor disabilities, which we have already determined, then it should be noted that by creating favorable conditions, most of the problems with development can be avoided. Many violations are not limiters between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master the program material and study together with everyone else in a general education school, attend a regular kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, special education, upbringing and treatment.

Social policy of the state in the field of inclusive education

In Russia, certain areas have been developed in recent years social policy associated with an increase in the number of children with disabilities. What is it and what problems are being solved, we will consider a little later. For now, let's note the following.

The basic provisions of social policy are based on modern scientific approaches, available material and technical means, a detailed legal mechanism, national and public programs, a high level vocational training specialists and more.

Despite the efforts made and the progressive development of medicine, the number of children with disabilities is steadily growing. Therefore, the main directions of social policy are aimed at solving the problems of their education at school and stay in a preschool institution. Let's consider this in more detail.

Inclusive education

The education of children with disabilities should be aimed at creating favorable conditions for the realization of equal opportunities with peers, education and ensuring a decent life in modern society.

However, the implementation of these tasks should be carried out at all levels, from kindergarten to school. Let's take a look at these stages below.

Creating a "barrier-free" educational environment

The basic problem of inclusive education is to create a "barrier-free" educational environment. The main rule is its accessibility for children with disabilities, solving the problems and difficulties of socialization.

In educational institutions that provide their support, it is necessary to comply with general pedagogical requirements for technical equipment and equipment. This is especially true for the implementation of household needs, the formation of competence and social activity.

In addition, special attention should be paid to the upbringing and education of such children.

Problems and difficulties of inclusive education

Despite the ongoing work, the education and upbringing of children with disabilities is not so simple. The existing problems and difficulties of inclusive education are reduced to the following positions.

Firstly, a group of children does not always accept a child with disabilities as "their own".

Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in implementing teaching methods.

Third, many parents do not want their normally developing children to be in the same class as a "special" child.

Fourthly, not all disabled people are able to adapt to the conditions of ordinary life without requiring additional attention and conditions.

Children with disabilities in a preschool

Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Since the process of mutual adaptation is very difficult for the child, parents and teachers.

The priority goal of the integrated group is the socialization of children with disabilities. For them, preschool is the starting point. Children with different abilities and developmental disabilities must learn to interact and communicate in the same group, develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to maximize the existing boundaries of the world around them.

Children with disabilities at school

The priority task of modern inclusive education is to increase attention to the socialization of children with disabilities. An approved adapted program for children with disabilities is needed to study in a general education school. However, the currently available materials are scattered and not integrated into a system.

On the one hand, inclusive education in general education schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.

Such an approach leads to the fact that the adaptation of both conditionally healthy children and children with disabilities is significantly more difficult. This leads to additional, often insurmountable difficulties in the implementation of the individual approach of the teacher.

Therefore, children with disabilities in school cannot simply learn on an equal basis with others. For a favorable result, certain conditions must be created.

The main areas of work in the system of inclusive education

For the full development of a child with disabilities at school, it is necessary to work in the following areas.

Firstly, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Its activities will be as follows: to study the developmental features of children with disabilities and their special needs, draw up individual educational programs, develop forms of support. These provisions should be recorded in a special document. This is an individual card of psychological and pedagogical support for the development of a child with disabilities.

Secondly, constant adjustment of the methods and methods of training and education is necessary.

Thirdly, the escort group should initiate a revision of the curriculum, taking into account the assessment of the child's condition and the dynamics of his development. As a result, an adapted version of it for children with disabilities is being created.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, knowledge of their personal characteristics.

Fifth, one of the necessary forms of work is work with the family of a disabled child. Its main goal is to organize assistance to parents in the process of mastering the practical knowledge and skills necessary in the upbringing and education of children with disabilities. In addition, it is recommended:

• actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
• provide counseling to parents;
• educate the family in the techniques and methods of assistance available to them;
• organize feedback parents with an educational institution, etc.

In general, it should be noted that inclusive education in Russia is just beginning to develop.

Shishkina Maria Nikolaevna, senior methodologist of the Municipal budgetary institution of additional education of the Palace of children's creativity in the city of Pyatigorsk Stavropol Territory.
The article reveals and shows the directions of work with children with disabilities in the Palace of Children's Art in the city of Pyatigorsk.

Publication date: 03/09/2017

The role of additional education in the upbringing and education of children with disabilities.

The article reveals and shows the directions of work with children with disabilities in the Palace of Children's Creativity in the city of Pyatigorsk. It is intended for the parent community, teachers of additional education. Our institution seeks by all available means to provide conditions for obtaining creative development of children with disabilities. We have our rich work experience, new opportunities have appeared to use the latest technologies in the process of socialization of children with disabilities.

The health and well-being of children is the main concern of the family, state and society. One of the main tasks of the activities of additional education institutions is the socialization of children in the conditions of modern life and their creative development.

Particular attention in solving this problem is paid to work with children with disabilities, as a category of children who especially need help and support not only from loved ones, but also from society.

Not so long ago, such concepts as a “special” child, “a child with disabilities” and even “a special family” entered into pedagogical use. The modern approach to providing assistance and support to children with disabilities is focused on including them in the environment of ordinary peers, which reflects the realization of the rights of children to receive education.

Being an important link in the multifaceted process of the formation and upbringing of a child's personality, the family alone cannot solve the difficult task of including a person in a complex and contradictory world around. The education system plays an important role, including additional education.

In the city of Pyatigorsk, and in our institution (the Palace of Children's Creativity), active work is underway to create conditions for the equal participation of children with disabilities in various forms interactions with healthy children.

To ensure the availability and resource readiness of the institution to accept children with disabilities in 2015, the following types of work were carried out at the Palace of Children's Creativity: a specialized room for the disabled was equipped and toilets were reconstructed. These activities were carried out as part of the implementation of the "Accessible Environment" subprogram state program Stavropol Territory "Social support of citizens".

Within the framework of the program, it is planned to carry out work in our institution to expand doorways, install a personnel call system, handrails, anti-slip coating, purchase ramps, a lift, information stands, and tactile pictograms.

The teaching staff of the Palace of Children's Creativity is a community of like-minded professionals, highly qualified, intelligent, friendly, responsive teachers. Accessibility, quality, effectiveness of education are the main things in the work of the teaching staff of the Palace.

The Palace of Children's Creativity implements educational programs of artistic, aesthetic, cultural, socio-pedagogical, natural science, physical culture, sports, ecological and biological orientations.

In the Palace and on the basis of schools, orphanage, more than 1000 children are engaged in 42 children's creative associations: choreographic, music, vocal studios,

arts and crafts, early intellectual development children and many others.

Since September 2014, on the basis of the Palace, a city innovation platform has been implemented on the topic: "Socialization of children with disabilities through additional education."

Children with disabilities have the opportunity to study in various creative teams, attend leisure activities, take part in concerts, exhibitions of arts and crafts.

Children with disabilities are a complex category that requires increased pedagogical, psychological, sociological, medical, and public attention.

Very often, children with disabilities are limitless in their talents. And teachers are obliged to work with each such child individually and painstakingly.

One of the directions that determine the effectiveness of the activities of the institution in the field of work with children with disabilities is the improvement of the system for training teachers to work with this category of children. The teachers of the Palace of Children's Creativity constantly improve their professional competence in this area through full-time and distance professional development courses, participation and presentation of their experience at training seminars, teachers' councils, conferences of various levels.

Our institution uses the potential of special (correctional) educational institutions of the city to train teachers to work with children with disabilities. In 2014, on the basis of our institution, a training seminar was held for teachers of the Palace of Children's Creativity on the topic “Peculiarities of working with hearing-impaired children in additional education.” At this seminar, teachers of the “Special (correctional) general education boarding school No. with the teachers of our institution.

In 2014, teachers and methodologists of the Palace of Children's Creativity took part in the I regional correspondence scientific and practical conference devoted to the problems of additional education in the Stavropol Territory. An article was published on the role of an additional education institution in the upbringing and education of children with disabilities.

From November 16 to November 18, 2015, Natalya Vladimirovna Kurilo, Deputy Director for Educational Work of the Palace of Children's Creativity, takes part in the All-Russian scientific and practical conference in Moscow on the topic "Actual issues of introducing additional educational programs focused on the needs of children with disabilities" .

In the search for interesting and effective forms and methods of education and upbringing, we are helped by studying the experience of working with children with disabilities, disabilities in Russia and abroad via the Internet.

In providing conditions and opportunities for the development and education of children with disabilities, a special role belongs to the teacher-psychologist.

The psychologist of the Palace of Children's Creativity Victoria Sarkisovna Chilingaryan develops recommendations in accordance with the age and individual characteristics of children, their somatic and mental health, conducts activities that help improve the professional competence of teachers, involve parents in solving correctional and educational problems.

The scheme of work of a psychologist with children with disabilities in our institution is as follows:

To begin with, an initial meeting of the psychologist with the family is held in order to get acquainted and collect information about the development of the child, to clarify the educational request from the parents. Then the teacher creates a personal file, where the information received about the child is recorded. Then the studio's social passport is filled in and submitted to the psychologist.

At the next stage, employees of the educational institution and the administration are included in the work with children of this category. The administration, in turn,

contributes to the creation of special conditions that involve the formation of an adapted educational environment. A speech therapist and a psychologist give recommendations on the implementation of an individual approach to children in accordance with a specific diagnosis.

At the third stage, there is organizational work for the design, development and approval of an educational route for a child with disabilities. Taking into account the age and individual characteristics of the child, medical indicators, parents' expectations, the goals and objectives of the individual educational route are clearly formulated (the need to supplement or change the educational schedule is discussed, forms of education are determined, the mode of attending classes, both group and individual. These individual educational routes include the content of the main sections of the basic program, as well as correctional directions for a particular child, recommended by the institution's specialists.

Teachers constantly monitor the effectiveness of the development of the educational program and the achievements of children, the dynamics of the development of the creative abilities of students is recorded, which is reflected in individual maps of personal development.

The main part of children with disabilities may have a weakened memory, fatigue, slow perception. Therefore, educational work is built taking into account the characteristics, focusing on individuality, dosing the teaching load. Frequent change of activities, physical education in the classroom and rehearsals, repeated repetition are essential elements in working with children. Of course, it will be necessary to constantly adjust the route, find effective methods of work for successful learning, relatively speaking, adapting for the child.

At the final stage, a final meeting is held with parents to determine further forms of work with the child, teachers and specialists are given recommendations, advice, consultations, memos. Teachers summarize experience at seminars, round tables, conferences, internal and city methodological associations.

The success of mastering the program, an individual approach to each child, the conditions created for the creative development of children with disabilities give their positive results.

Students of studios with disabilities actively participate in municipal events: exhibitions of fine and arts and crafts, holiday concerts, New Year's performances, Christmas and Easter festivals.

Children with disabilities from the studios of the Palace of Children's Creativity were noted at such competitions as the city festival of children, youth and family creativity "Happy Childhood" (grand prix, studio visual arts"Gardarika")

City festival-competition patriotic song"Soldier's Envelope" (Vitaly Danielyan, Studio "Sounding Voices", Diploma of the Laureate of the 1st degree), XII South-Russian Festival-Competition of Arts "Applause", Essentuki (Vitaly Danielyan, Studio "Sounding Voices", Diploma of the Laureate of the 2nd degree).

The forms and methods of work are diverse, but they all rely on long-term traditions, joint holidays and events. Our pupils, despite their illnesses and illnesses, must remain kind, sympathetic people. Positive human qualities and actions should be a priority. Many of our traditional events are aimed precisely at realizing our human qualities.

The Palace of Children's Creativity is that fertile environment where the talent of any child can be revealed. The Palace works in close creative cooperation with various institutions. The result of such cooperation is the synthesis of creative work and the unification of efforts in carrying out significant events aimed at educating and educating children with disabilities.

We attract children with disabilities studying in a special correctional boarding school No. 27, children from correctional classes and groups of schools and kindergartens in the city of Pyatigorsk, children who are being treated in sanatoriums in the city of Pyatigorsk, the Pyatigorsk clinic "BI", pupils of orphanages and boarding schools of the city of Pyatigorsk to participate in various events: performances, New Year's events for children, holiday concerts, the city festival of children, youth and family creativity "Happy Childhood".

We also involve children from the children's social rehabilitation center "Live Thread". The Living Thread Center is known in the city of Pyatigorsk for its noble activities: they are engaged in the social adaptation of children with disabilities (cerebral palsy, autism, etc.), and also provide assistance to large and low-income families.

Sports socialization of the disabled, rehabilitation through physical activity and physical culture is an integral part of the work of the Palace of Children's Creativity. In 2014, students of the Palace of Children's Creativity took part in the opening ceremony of the All-Russian Sports Contest for children with disabilities and children with disabilities.

Thus, our institution seeks by all available means to provide conditions for the creative development of children with disabilities. We have our rich work experience, new opportunities have appeared to use the latest technologies in the process of socialization of children with disabilities. We have to face many problems in the process of working with children with disabilities, but we are actively helped by parents, specialists from the Committee for Social Protection of the Population, medical workers and many other institutions.