System additional education children with disabilities in the Russian Federation: status and development
UDC 376(470+571):303.448
V. S. Sadovskaya, M. V. Karpycheva
Moscow State University of Culture and Arts
The article analyzes the material of the all-Russian monitoring of the state of regional systems of additional education for children with disabilities in the territory of Russian Federation, conducted by the team of the Moscow state university culture and arts. The article summarizes data on the forms, means and methods of working with children of this category in the system of additional education. trends and prospects for the development of the system of additional education for children with disabilities are noted.
Key words: children with disabilities, additional education, inclusive education, psychological illness, forms and directions of additional education, technologies of additional education, educational space, individual and personal approach to teaching children, content and forms of education.
V. S. Sadovskaya, M. V. Karpicheva
Moscow State University of Culture and Arts
SYSTEM OF ADDITIONAL EDUCATION OF CHILDREN WITH DISABILITIES IN THE RUSSIAN FEDERATION: STATE AND DEVELOPMENT
The article presents the results of Russia - broad monitoring of trends and conditions in the system of further education of children with disabilities. It analyzes data about forms, means and methods of education used for this group of children under the programs of further education. It highlights trends, problems and discusses opportunities for further development in this area of education.
Keywords: children with disabilities, inclusive education, further education for children, content and forms of inclusive further education, regional educational policy, child-based methods of education.
In order to analyze regional systems of additional education for children with disabilities, an All-Russian monitoring of the state of regional systems of additional education for children with disabilities in the territory of
Russian Federation. An invitation to participate in the monitoring was sent to all heads of the constituent entities of the Russian Federation. Information was provided by 58 subjects of the Russian Federation out of 8 federal districts Russia (25 constituent entities of the Russian Federation did not participate in the monitoring).
December 2013 94 - 99
Members of the temporary research team of MGUKI consider the determining objective factor in understanding the state of the system of additional education for children with disabilities to be the socio-economic and financial-economic situation of the constituent entities of the Russian Federation, which remains one of current problems Russia. For example, in the Khanty-Mansi Autonomous Okrug, oil deposits are being developed. Small population and high incomes in this Autonomous Okrug allow us to successfully solve social problems. Other regions have no raw materials, no developed industry or agriculture, and high populations. Economic inequality between regions also entails social inequality. In order to equalize opportunities, according to information from the Ministry of Economic Development of the Russian Federation, compensation mechanisms work in this situation through interbudgetary transfers, through the splitting of taxes between levels of the budget system, through the delegation of powers.
Decrees of the President of the Russian Federation on increasing salaries in the public sector have increased the burden on regional budgets. Regions are forced to redirect part of their funds to solve these problems. And this is good news for the system of additional education, since it will attract younger specialists-teachers of additional education to the area under study.
The second side of this problem is that, perhaps, the region is partially withdrawing its budget funds from the construction of new social or educational facilities.
Here we should talk about the “subjective” role of the governor (leader) of the region and the quality of the region’s business elite. A good example- Kaluga region, which has become depressed in the post-Soviet space, and is currently creating an industrial cluster. Modern production facilities are appearing here and incomes are growing.
Unfortunately, there is currently no forecast as to when there will be a reduction in regional inequality. It can be assumed that subsidized regions will remain in Russia for a long time.
Among the 58 regions of the Russian Federation, the Chechen Republic took first place in the number of children with disabilities. In terms of income, this republic occupies one of the last places. Largest quantity children with disabilities in this republic can be explained by the consequences of military operations on its territory.
The next regions are large cities: St. Petersburg and Moscow; they are followed by the republics of Bashkortostan and Dagestan.
However, if the number of children with disabilities is attributed to the total population in these regions, then only the Chechen Republic will remain in first place in the ranking, and the subsequent places will be taken by the Mari El Republic, the Kostroma and Kaluga regions, as well as the Trans-Baikal Territory.
It should be noted that in all regions, children with mental illnesses lead among children with disabilities. In some regions, their percentage is up to 50 percent of the total number of sick children. In this case, there is no need to talk about complete social adaptation of such children, and additional education can only partially compensate for the child’s socialization in society. This situation is a reflection of the general picture of mental illness in the country. So, in 1990, for example, 628 thousand people in Russia turned to psychiatrists for help, and ten years later already 1.6 million, that is, two and a half times more.
The most accurate data is provided by the director of the Serbsky Center for Social Forensic Psychiatry. According to him, more than
7.5 million Russians.
We are talking only about those who turned to specialized medical institutions, was treated or observed there. However, many patients go to clinics general type and receive prescriptions for sedatives there. As a result, 75-80% of our patients with mental disorders are excluded from official statistics.
In 13 regions of Russia, both in rural areas and among urban residents, the incidence of psychosis significantly exceeds the national level. In this regard, it is necessary to focus on an important point: in 11 regions, a connection has been reliably established between alcoholism and psychosis, as well as mental retardation (although, of course, it is not only heavy drinking that causes mental disorders). Thus, the incidence rates of psychosis, as well as the number of mentally retarded people (per 100 thousand population) exceeded in 2000 the average data for Russia in the following constituent entities of the Russian Federation: Vladimir, Ivanovo, Tula, Lipetsk, Kemerovo, Omsk, Sakhalin regions, Mari and Chuvash Republic, Altai and Khabarovsk Territories1.
According to scientific center Children's health of the Russian Academy of Medical Sciences, the share of completely healthy children in various regions of Russia is only from 4 to 10 percent. The fact that our children are not getting healthier from year to year is not news; pediatricians have been repeating this tirelessly and at all levels for the last ten years.
About 40% of Russian children are born sick and require treatment, sometimes expensive. About 10 million Russians are disabled from birth and need to be paid lifelong benefits. Studies have shown that when getting married, patients with schizophrenia, unaware of their illness, in 60-70% of cases intuitively look for a bride (groom) with that
what kind of psyche? If one parent is sick, then the probability of schizophrenia in the unborn child is 40-60%, but if both parents are sick, then it exceeds 80%. This is how children with “bad” heredity appear. But from a level of 30% of the birth rate of children in a society with genetic disorders The irreversible genetic degeneration of the nation begins.
Another important indicator in our monitoring is the number of children with disabilities enrolled in additional education.
Let us immediately make a reservation that the data presented by some regions raises doubts. For example, in Vologda region For the total number of sick children - 4403 - there are 5133 children involved in additional education. Further, if someone is engaged in two areas, in this region 1344 have mental disorders. Among them there are seriously ill patients who are unlikely to be able to master those areas of additional education that the specialists presented: natural science, mathematics, artistic and aesthetic studies, philology, general intellectual and others.
The Lipetsk region also showed a high percentage (100%).
Incomplete information on this indicator was provided by the Nenets Autonomous Okrug, the Republic of Ingushetia, the Smolensk Region, the Udmurt Republic and the Khanty-Mansiysk Autonomous Okrug.
Among the areas of additional education in terms of the number of children with disabilities enrolled in education, a clear advantage is enjoyed by: artistic and aesthetic (including arts and crafts) and sports and recreation areas. The latter is very significant.
It can be assumed that victories at the Paralympic Games of our athletes contributed to the attraction and development of sports and recreation among children with disabilities.
Approximately the same number of children
distributed in the following areas: social and pedagogical, natural science, philological, scientific and technical, including information.
3.6% of children with disabilities are covered by additional education in a generally accepted area. This work is with children who are lagging behind in intellectual development.
More than 3% of children with disabilities are engaged in the following areas: physics and mathematics, tourism and local history (including history).
Less than 2% of children with disabilities
health opportunities are covered by training in the following areas: environmental-biological, cultural, military-patriotic.
The next indicator of the state of additional education for children with disabilities is the forms, methods, and technologies used in working with them.
The tables below systematize the content of additional education programs for children with disabilities and the forms of such work.
Table 1
DIRECTIONS AND CONTENT OF ADDITIONAL EDUCATION PROGRAMS
Artistic and aesthetic Musical information. Arts and crafts: Fun pencil; Miracles from salt dough. Living brush (Chinese painting)
Scientific and technical Robotics based on the Pervorobot MHT constructor. I'm a researcher
Information technology Computer science and ICT. World of multimedia technologies. B^b-design. Digital video. SD graphics and animation. A^eb-workshop. Computer graphics. Music laboratory "Tarazh-band"
Linguistic Russian language in questions and answers. Magic pages. Entertaining Russian language. Russian written speech (projects) Russian language consultation service. Writing lessons. English from scratch. Literary translation from English. Consulting service English language. German
Physics and mathematics Mathematics consulting service. Entertaining mathematics. Mathematics - projects. physics for the curious: Optics, Molecular physics. Collection of physical experiments - Mechanics. I am a researcher
Ecological-biological Biology. Biology Consulting Service. Geography: Planet Earth and earthlings; Nature and population of Russia. Natural science. IN amazing world chemistry. Chemistry Consulting Service
Tourist and local history Historical local history: History western Russia; Old Russian state; Middle Ages; Ancient world
Direction Contents of the direction: distance courses
Social and pedagogical In the world of professions. Psychology. Fundamentals of medical knowledge. basics of social studies. Preparing for school: ABC; Toddler Class
Culturological History of world religions. History of Russian culture. World art culture
table 2
FORMS OF WORK USED IN ADDITIONAL EDUCATION OF CHILDREN WITH DISABILITIES
In educational institutions Games, competitions, quizzes, trainings, individual creative tasks, sets of general strengthening exercises developed taking into account health groups, sports clubs, sections, preventive programs, clubs, classes according to the programs of additional education associations, project activities, participation in exhibitions, festivals , competitions, excursions, promotions, decades, extracurricular activities individual and group forms of work, work of a summer health day camp and more.
In institutions of additional education Creative associations, sections, clubs, games, competitions, quizzes, excursions, promotions, decades independent work, plein air, training, lecture, educational games, role-playing games, business games, rehearsal, training, practical work, test, etc.
In social support institutions Creative associations, circles.
In cultural institutions Club activities, craft classes, creative associations, art school clubs, music, art, choir departments, creative groups, Gesture Theater and more.
At home Preventive programs.
Using models distance education Project activities, classes in animation and robotics programs, participation in competitions, virtual excursions, exhibitions, distance courses and more.
Summing up the state of the system of additional education for children with disabilities, it can be noted that the most important component of the educational space of the Russian Federation is precisely the additional education of children and youth, which combines education, training, socialization of a young person, supports and develops talented and gifted children, forms a healthy lifestyle, prevents neglect, delinquency and other asocial phenomena in children and youth.
Many regions are implementing long-term targeted programs to support children with disabilities.
The implementation of these activities is aimed at ensuring the employment of students through the formation of state and municipal assignments for the implementation of leisure and educational programs at the place of residence, the formation of a model of republican and interschool municipal resource centers for additional education, the development of model programs for the socialization of students through additional education programs, advanced training workers in additional education, as well as to expand the range of productive education competitions and other events at the All-Russian, regional, municipal and school levels to identify gifted
new and talented children in various fields of activity.
Additional education programs for children with disabilities are also being implemented, strengthening interdisciplinary connections, which at the same time are corrective, as they contribute to the development of the personality of a child with disabilities. The programs are designed in such a way that the formation of knowledge and skills is carried out at a level accessible to students.
Taking into account the individual and personal approach to teaching children with disabilities, each child is given the right to choose the type and content of creative activity.
Over the past few years, the Russian Federation has been focusing on the development of adaptive potential and socialization of children with disabilities through hippo-canis and eco-therapy. In general, regional educational policy in the Russian Federation in the field of additional education for children with disabilities is aimed at meeting the needs of students to study additional education programs in various areas; nurturing personality qualities that are in demand in the modern socio-economic and socio-political situation in the country.
Notes
1. Avdeev R. F. philosophy of information civilization. Moscow, 2004.
2. Kitov Yu. V., Smirnov A. N. Standardization of the activities of the head of a cultural organization: main approaches to solving the problem // Bulletin of the Moscow State University of Culture and Arts. 2013. - No. 4 (54). - pp. 192-195.
3. Kovalchuk A. S. Social and cultural activities: pedagogical resources. Rostov-on-Don, 2011.
4. Youth 07: Hopes and disappointments. Moscow, 2008.
5. healds c. A. Social ecology of personality. Moscow, 2004.
Inclusion and work with children with disabilities in additional education.
The world of a “special” child is interesting and timid.
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
A change in the state and society’s understanding of the rights and opportunities of a “special child” has led to the formulation of the practical task of maximizing educational coverage of all children with disabilities. Recognition of the right of any child to receive an education that meets his needs and fully utilizes development opportunities has determined the most important initiatives and guidelines for the new educational policy.
The state's recognition of the value of social and educational integration of children with disabilities necessitates the creation of an adequate educational process for them in an educational institution, which is given a central place in providing the so-called “inclusive” education.
Inclusive education is a specially organized educational process providing a child with disabilities with education among his peers in a general education institution according to programs taking into account his special needs educational needs. The main thing in the inclusive education of a child with disabilities is to gain educational and social experience with peers. The main criterion for the effectiveness of inclusive education is the success of socialization, introduction to culture, and development of the social experience of a child with disabilities along with his mastering of academic knowledge.
Children with disabilities are children whose health condition prevents the development of educational programs or makes it difficult outside special conditions training and education. The group of students with disabilities is extremely heterogeneous. It includes children with various developmental disorders: hearing, vision, speech, musculoskeletal, and intellectual impairments, with severe emotional-volitional disorders, including autistic disorders, with mental retardation, and 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 remediable difficulties, to children with irreversible severe damage to the central nervous system; from a child who, with special support, can study on an equal basis with normally developing peers, to children who need education adapted to their abilities individual program education. Moreover, 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 various developmental disorders included in it.
An educational institution is the main institution for the socialization of a child.
In these conditions, additional education institutions must be adaptive to the needs and capabilities of a special part of their population - children with disabilities.
Classes together with healthy children and their parents will help develop communication abilities, social adaptation and the development of creativity.
The socially positive activities of students with disabilities in the system of additional education for children are, first of all, focused on creating a situation of success for the student who has limited opportunities health (HIV). In fact, the training and upbringing of such a child is largely difficult due to the fact that from an early age he perceives the world to a greater extent as an aggressive, hostile environment, which gives rise to his desire to “hide”, to step aside. Overcoming such “defense” can be extremely difficult even for an experienced teacher. The inclusive education project, which is actively developing these days, is characterized by the too rapid “entry” of a child with limited health opportunities into the world of healthier peers. And often both sides are equally unprepared for such interaction. And the reason is not the lack of special environmental conditions or organization of the space of an 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 before school education, educational institutions, led to the need to create a program for teaching children with disabilities on the basis of additional education institutions, in particular at the UNITER Center for Additional Education for Children. When studying under this educational program, students with disabilities not only receive a given set of knowledge, skills and abilities, but also during the learning process they switch to a mode of development and intellectual improvement. Students have the opportunity to become physically and mentally stronger. 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.
As part of general school education, children with disabilities are provided with “meager” opportunities for the development of creative abilities, and in additional education institutions, special conditions have been created, a comfortable “homely” environment, which helps to reveal students’ natural talents. Satisfaction from communicating with peers encourages trusting relationships. A positive emotional background contributes to the fruitful learning and upbringing of children with disabilities.This is the promise of my chosen direction of work.
The main task of additional education institutions and families is to teach such a child to be healthy. Classes together with healthy children and their parents will help develop communication abilities, social adaptation and the development of creativity.A teacher working with children with disabilities must remember his high mission: the children he works with, 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 diverse social needs in cognition, communication, and creativity.
Students who, for health reasons, cannot study in preschool educational institutions, general education institutions and correctional institutions (due to the absence of municipal district) on the basis of the MBOU DOD "Center for Additional Education of Children "UNITER" of the Ruzaevsky Municipal District, the author's Comprehensive Additional General Education Program (additional general developmental program) "Nadezhda" was developed and successfully defended. Authors of the program: Derina A.V. - deputy. Director for Water Resources Management of the Center and methodologist - Pikhienko O.Yu.
Slide3-4
This program is the winner of the Republican competition: “New in Education”-2015.
Slide 5
At the Center, a group of children with disabilities “Nadezhda” was recruited, led by the Center’s teachers Olga Yuryevna Pikhienko and Natalya Vasilievna Zhivaikina.The formation of a contingent of children is carried out in cooperation with the Central Regional Hospital.Admission to the educational program is carried out on the basis of a personal application from parents, classes are held in the first half of the day in the presence of parents. The reason for refusal of admission may be the lack of vacancies and contraindications of medical workers.
Slide 6-10
In the centerAll necessary conditions for personal development have been created for children with disabilities. The forms of classes used in working with children of this category include integrated forms, individual meetings, and group specialized classes.
Slide 11-17
Slide 18
Psychological support for family members is also provided. To form a spiritual and moral worldview, close cooperation is carried out with the rector of the Church of St. Nicholas the Wonderworker, Fr. Gregory (holding celebrations, conversations, providing sponsorship)
Slide 19-21
In modern society, parents are not always able to devote enough time to their children. Therefore, the program provides for the involvement of parents in events in the lives of children.
Participation in events (excursions, competitions, weekend trips) of parents with their children contributes to the formation of common interests, awakens emotional and spiritual closeness, which ultimately leads to a positive result. Joint with students parent meetings, exhibitions of crafts and creative works make it possible to demonstrate the successes of students in additional education. Often parents, wanting to save their child from difficulties, constantly take care of him, protect him from everything that could upset him, and do not allow him to do anything on his own. Such upbringing can lead to the development of passivity and refusal to act. The kind, patient attitude of loved ones must be combined with a certain level of demands on 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 view himself either as a person with disabilities, or vice versa, as a person fully 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, withdraw into himself, into his loneliness. Work with parents is underwaythrough individual conversations, consultations, joint activities.
Feature complex additional general education program (additional general development program) “Nadezhda”consists of 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.
Slide 22
Purpose of the program – creating 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.
Slide 23
Tasks:
The program consists of four blocks: two educational, one developmental and leisure. The educational block includes a set of educational areas, which are reflected in the subprograms: “I open the world”, “Learning to speak”. The developmental block is represented by the subprogram: “Growing up healthy.” The leisure block includes a list of events and activities, organizing leisure time for students by involving them in public events at various levels.
The program has been adjusted taking into account intellectual, physical capabilities child, I have developed didactic and methodological support programs, which is especially important when working with children with disabilities. The child needs to realize his capabilities 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 assimilate material at his own pace in accordance with his level of development and nature-forming abilities.
Work with a child is based not on age, but on what level of development he is at.
Great importance is given to the variety of forms and techniques used in the classroom, introducing new types and objects of activity for the child.
All classes have a flexible structure, developed taking into account the age characteristics of students and the severity of the defect. Classes are based on the principles of integration (inclusion of elements of music and isotherapy), consistency and continuity.
Each activity should give the child joy and self-confidence; therefore, cruel regulation of children’s activities and their emotional and volitional subordination to an adult are unacceptable. In order for a child to develop normally socially, education must be as humane 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 problems and their role must change flexibly. In some cases, the objectives of the program will be solved more successfully only with the help of an adult - direct instruction. In others, the teacher creates a special environment and situations for cognitive activity child, organizes his cognitive- research activities. A comprehensive additional general education program (additional general developmental program) “Nadezhda” is associated with such educational areas as: “Physical Education”, “Safety”, “Communication”, “Socialization”, “Reading” fiction", "Cognition", " Artistic creativity»
Children with disabilities are often characterized by emotional imbalance. It can be expressed not only in sudden changes 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 a child is lazy and for this reason refuses to complete a task with the words “I don’t know, I don’t know how.” At the same time, with the participation of adults, he is able to do what is suggested to him. Our joint task is to make learning interesting, joyful and at the same time developing.
When communicating with children who have learning difficulties, special attention is paid to the quality of the teacher’s speech, since the quality of perception depends on this educational material children. Speech should be slow, measured, consisting of short and clear sentences, and emotionally expressive. The skill of the teacher is to learn 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 to make them the reason for the child’s comments.
The complex additional general education program (additional general developmental program) “Nadezhda” was tested on the basis of the Municipal Educational Institution “DO “CDOD “UNITER”” of the Ruzaevsky municipal district and has been working for 4 years. The results of diagnostic work indicate that in the process of teaching a child in this program, there is a significant positive dynamics in the development and assimilation of program material.
During the implementation of the Comprehensive Additional General Education Program (additional general developmental program) “Nadezhda”, 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.
The positive dynamics of the child’s development, progress in mastering the complex additional general education program (additional general developmental program) “Nadezhda”, the formation of social competence are the most important indicators of our effective work.
Let me give you a few examples:
Slide 24-33
Students with disabilities - Fomkin Vlad, Goldobin Daniil, Mavrin Andrey, Akimova Victoria, Izosimov Maxim, Efimov Ilya actively participate in events and were awarded diplomas from the International Children's Ecological Forum "Green Planet", diplomas from the 8th International Creative Festival of Children with Disabilities "Step Toward" ", diplomas international festival children's creativity "Stars of the New Century", are prize-winners of the Republican competition "Protect the Forest", winnersRepublican competition “Give a Smile”, winners of the municipal competitions “Second Life of Waste” and “Road of Safety”.
For 4 years of work, the decision of the medical commission allowed 20 students of “Nadezhda, three-solution The medical commission allowed him to visit the auxiliary school in Saransk. This is the result of that socially positive activityorganization of additional education for childrenwith children with disabilities, during which they socialized and adapted to the society of their peers.
Experience shows: in the first year of study, a small part of children were able to actively participate in activities, the majority - only together with their parents; Of course, some experienced difficulties communicating with peers during holiday games and exercises; they refused to interact. The Center hosts various events, classes and celebrations for children:
Slide 33-40
“Where does bread come to us”, “Where does health hide?” The Holiday of Bright Easter - this holiday contributed to the unity 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.
Experience working with children with disabilities has shown: organizing holidays and events is an important means of children’s emotional and cognitive development, has a positive impact on the development of the ability to interact with peers, promotes 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: the greater result comes not so much from the amount of work done, but from a subtle, well-structured approach to it, which guarantees the effectiveness of the efforts made. In the specialized literature, in the minds of some teachers, there is such an expression: “another world of a special child.” On modern stage development of society and the education system, it is important to understand and accept the need to include all children in the educational space. Realizing the opportunity to fully live every day 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 allows 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.
Shishkina Maria Nikolaevna, senior methodologist of the Municipal budgetary institution additional education at 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 Creativity in the city of Pyatigorsk.
Date of publication: 03/09/2017
The role of additional education in the upbringing and training 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. Intended for the parent community, teachers of additional education. Our institution strives by all available means to provide conditions for the creative development of children with disabilities. We have a wealth of experience and new opportunities have emerged 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 additional education institutions is the socialization of children in the conditions of modern life and their creative development.
When solving this problem, special attention is paid to working 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, concepts such as “special” child, “child with disabilities” and even “special family” came into pedagogical use. Modern approach in the matter of providing assistance and support to children with disabilities, it is focused on including them among ordinary peers, which reflects the realization of children’s rights to receive an education.
Being an important link in the multifaceted process of forming and educating a child’s personality, the family by itself cannot solve the difficult task of including a person in the complex and contradictory world around him. The education system, including additional education, plays a big role.
In the city of Pyatigorsk, and in our institution (the Palace of Children's Creativity), active work is being carried out aimed at creating conditions for the equal participation of children with disabilities in various forms interactions with healthy children.
To ensure accessibility and resource readiness of the institution to accept children with disabilities, the following types of work were carried out in the Palace of Children's Creativity in 2015: a specialized room for the disabled was equipped and toilets were reconstructed. These events were carried out as part of the “Accessible Environment” subprogram state program Stavropol Territory “Social support for citizens.”
As part of the program, our institution plans to carry out work to expand doorways, install a staff 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 who are highly qualified, intelligent, friendly, responsive teachers. Accessibility, quality, and efficiency of education are the main things in the work of the Palace’s teaching staff.
The Palace of Children's Creativity implements educational programs of artistic, aesthetic, cultural, socio-pedagogical, natural science, physical education, sports, environmental and biological orientations.
In the Palace and on the basis of schools and an orphanage, more than 1000 children study in 42 children's creative associations: choreographic, music, vocal studios,
arts and crafts, early intellectual development of 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 groups, attend leisure activities, take part in concerts, and arts and crafts exhibitions.
Children with disabilities are a complex category that requires increased pedagogical, psychological, sociological, medical, and public attention.
Very often, children with disabilities have limitless talents. And teachers are obliged to work with each such child individually and painstakingly.
One of the areas that determines the effectiveness of an institution’s activities in the field of working with children with disabilities is improving the system of training teaching staff to work with this category of children. Teachers of the Palace of Children's Creativity constantly improve their professional competence in this area through full-time and distance learning courses, participation and presentation of their experience at training seminars, teacher councils, and conferences at various levels.
Our institution uses the potential of special (correctional) educational institutions in the city to train teachers to work with children with disabilities. In 2014, at our institution, a training seminar was held for teachers of the Palace of Children's Creativity on the topic “Features of working with hearing-impaired children in additional education.” At this seminar, teachers from “Special (correctional) general education boarding school No. 27” shared their experience of working with hearing-impaired children with the teachers of our institution.
In 2014, teachers and methodologists of the Palace of Children's Creativity took part in the 1st regional correspondence scientific and practical conference dedicated to the problems of additional education in the Stavropol Territory. An article was published on the role of additional education institutions in the upbringing and training of children with disabilities.
From November 16 to 18, 2015, Deputy Director for Educational Work of the Palace of Children's Creativity Natalya Vladimirovna Kurilo takes part in the All-Russian scientific and practical conference in Moscow on the topic “ Current issues introduction of additional educational programs focused on the needs of children with disabilities.”
In the search for interesting and effective forms and methods of training and education, we are helped by studying the experience of working with children with disabilities and 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 educational psychologist.
Psychologist at the Palace of Children's Creativity Victoria Sarkisovna Chilingaryan develops recommendations in accordance with the age and individual characteristics of children, the state of their somatic and mental health, conducts activities that help improve the professional competence of teachers, and includes parents in solving correctional and educational problems.
The work scheme 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 to know each other and collect information about the child’s development and to clarify the educational request on the part of the parents. Then the teacher creates a personal file, which records the information received about the child. Then the studio’s social passport is filled out and handed over to the psychologist.
At the next stage, employees of the educational institution and administration are involved in working 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. The speech therapist and psychologist give recommendations on how to implement an individual approach to children in accordance with a specific diagnosis.
At the third stage it is carried out organizational work on design, development and approval of an educational route for a child with disabilities. Taking into account age and individual characteristics child, medical indicators, parental expectations, the goals and objectives of the individual educational route are clearly formulated (the need to supplement or change the educational schedule is discussed, the forms of education, the mode of attending classes, both group and individual, are determined. These individual educational routes include the content of the main sections basic program, as well as correctional directions for a particular child, recommended by the institution’s specialists.
Teachers constantly monitor the effectiveness of mastering the educational program and the achievements of children, record the dynamics of the development of students’ creative abilities, which is reflected in individual personal development cards.
The majority of children with disabilities may have weakened memory, fatigue, and slow perception. Therefore, educational work is built taking into account the characteristics, focusing on individuality, dosing study load. Frequent changes in types of activities, physical education minutes during classes and rehearsals, and repeated repetition are mandatory elements when working with children. Of course, it will be necessary to constantly adjust the route, find effective methods work for successful learning, relatively speaking, adapting it 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, and reminders. Teachers summarize their experience at seminars, round tables, conferences, internal and city methodological associations.
The success of mastering the program, an individual approach to each child, and the created conditions for the creative development of children with disabilities produce positive results.
Students of studios with disabilities actively take part in events at the municipal level: 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 awarded at such competitions as the city festival of children's, youth and family creativity "Happy Childhood" (grand prix, studio visual arts"Gardarika")
City festival-competition of the patriotic song “Soldier's Envelope” (Vitaly Danielyan, studio “Voice Voices”, 1st degree Laureate diploma), XII South Russian festival-competition of arts “Applause” in Essentuki (Vitaly Danielyan, studio “Zonkie Voices”, Diploma of Laureate of the 2nd degree).
The forms and methods of work are varied, but they are all based on long-term traditions, joint holidays and events. Our students, despite their illnesses and illnesses, must remain kind, sympathetic people. Positive human qualities and actions must be a priority. Many of our traditional activities are aimed specifically at realizing our human qualities.
The Palace of Children's Creativity is a fertile environment where the talent of any child can reveal itself. The palace works in close creative collaboration with various institutions. The result of such cooperation is the synthesis of creative work and the joining of efforts in carrying out significant events aimed at teaching and raising children with disabilities.
We attract children with disabilities studying in special correctional general education boarding school No. 27, children from correctional classes and groups of schools and kindergartens in the city of Pyatigorsk, children undergoing treatment in sanatoriums in the city of Pyatigorsk, the Pyatigorsk clinic "BI", pupils of orphanages and boarding schools in the city of Pyatigorsk to participate in various events: performances, New Year's events for children, holiday concerts, the city festival of children's, youth and family creativity "Happy Childhood".
We also involve children from the Living Thread children's social rehabilitation center. The Living Thread Center is known in the city of Pyatigorsk for its noble activities: they practice social adaptation children with disabilities (cerebral palsy, autism, etc.), and also provide assistance to large and low-income families.
Sports socialization of disabled people, rehabilitation through physical activity and physical culture- 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 solemn ceremony opening of the All-Russian Spartakiad for disabled children and children with disabilities.
Thus, our institution strives by all available means to provide conditions for the creative development of children with disabilities. We have a wealth of experience and new opportunities have emerged 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 social protection committee, medical workers and many other institutions.
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 institutions is additional education -
socialization of children in the conditions of modern life and their creative development. When solving this problem, special attention is paid to working 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 we 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 realize himself and establish himself in public life.
All children, without exception, have the right to receive an education. In the 90s, it was decided that there were no uneducable children. In the Russian Federation, children with disabilities have the opportunity to study in eight types of special (correctional) general education institutions. There are schools for deaf children, for hard of hearing and late-deafened children, for visually impaired children, for children with severe speech impairments, for children with musculoskeletal disorders, 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 to integrate children. L.S. Vygotsky in his book “The Team as a Factor in the Development of a Defective Child” wrote that children with disabilities and healthy children should develop together.The opportunity to integrate children with disabilities into society is provided by the system of inclusive (integrated) education. The widespread introduction of integrated education requires an integrated approach, including the creation of a barrier-free environment, training of teaching staff and the formation of a tolerant attitude of students and parents towards the problems of “special” children and their families. In the process of inclusive education, a disabled child is included in society from an early age, which allows him to speed up the process of his adaptation and socialization in society, and 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 the environment of his peers.The Children's Creativity Center, as an institution of additional education, is one of the most important social institutions, creating conditions for the development, education and protection of every child, including children with disabilities. It is here that teachers, children and parents are united by caring for the child’s health, creating an atmosphere of trust and personal success in joint activities.Since 2007, our institution has been implementing a targeted program "Children of Special Care" for disabled children, with limited health capabilities and children at risk (guardians, children in special conditions, children's care, from large families). Wherein appeared new opportunity to diversify the types of activities on the basis of the institution and provide a wide range of educational services in artistic and aesthetic, social and pedagogical, physical education and sports and environmental and biological areas.Target programs: creating conditions for a comprehensive impact on the child, his development for the purpose of social rehabilitation through additional education.Tasks:1. Overcome negative stereotypes of the ideas of others and the child himself about his abilities and inner world;2. Contribute to the disclosure of the child’s capabilities and creative potential, using various areas of activity;3. Create a system of volunteer assistance to parents with special children;4. Organize cultural leisure activities that contribute to the development of the child’s positive emotional-volitional sphere in joint creative activities.Socialization, thanks to which in recent years children with disabilities have had a real opportunity to be included in society, is bearing fruit. Our Center for Children's Creativity gives children the opportunity to show their talents - they sing, read poetry, draw, participate in arts and crafts exhibitions, and in various events together with a healthy environment.Parents give high marks to the work of the teaching staff of the Central Children's Centre. In October 2012, our institution received a winner’s diploma in the regional competition “Parental recognition" in the nomination "Best Institution of Further Education". Today, teachers see great educational opportunities in cooperation with parents. Communication with parents makes it possible to study their position and take it into account when organizing work and choosing forms and areas of activity. Therefore, every parent is a welcome guest in creative associations. Their opinions, wishes, and 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 meetings and individual consultations, parent surveys, exhibitions of creative works, open classes, children's concerts, sports events.From parent to parent, knowledge about social problems affecting the interests of children is passed on, as well as the desire to change the situation of children for the better through the active participation of 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 socio-political and economic life Russia is making the possibility of integrating people with disabilities into society a reality and creating the prerequisites for their independent life.“Children of Special Care” is an attempt to solve the problem of integrated education for children with disabilities through education in creative associations that would provide them with equal opportunities. In our institution, an environment has been created for students with developmental disabilities where they can develop and adapt in a healthy society. Children are engaged in additional educational programs of arts and crafts “Rainbow”, “Souvenir”, “Sparkles” (rhythm), environmental 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 card is filled out, in which behavioral, psychophysical, organizational-volitional, orientation qualities are tracked, and characteristics of his activities are given. An educational psychologist works with children. At the end of the school year, an assessment is made, positive and negative changes in the child’s behavior, character, and activities are indicated, and a long-term work plan for the next school year is outlined. Training seminars are regularly held with additional education teachers on working with “at-risk” children and using techniques and means of correctional work.An integrated approach to working with children with disabilities is necessary in order to organize the education of children in a “two-way traffic” mode:1. Additional education teachers go to a child who is unable to come to the CDT and conduct classes at home. Education at home is necessary for children with complex diagnoses who, for health reasons, cannot attend the Children's Creativity Center. Training methods will include non-traditional forms of work, the use of special aids and development simulators fine motor skills hands The library for the blind, which has a huge “methodological 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 an educational psychologist.4. Involving children with disabilities and their parents in cultural events held at the CDT.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 teenagers and youth 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 areas, caring for monuments and obelisks, and providing assistance to veterans and disabled people. Volunteers of the detachment have created a group in “Contact” to attract new volunteers. Leisure activities for children with disabilities are organized, such as:- “I give my heart to children” campaign. The guys collected toys, things, books, and found an opportunity to allocate money, which was used to buy sweet gifts. We prepared a game program for children.- action “Help for Children”. For a month, volunteers posted advertisements at bus stops and entrance doors and appealed to Internet visitors with a request to help children with disabilities in orphanages and boarding schools. The Generation team plans to constantly visit boarding schools, orphanages, and 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 a wealth of experience and new opportunities have emerged 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 disabled children, but we are actively helped by parents, special services workers, specialists from the social protection committee, medical workers and many other institutions.In the search for interesting and effective forms and methods of training and education, we are helped by studying the experience of working with children with disabilities and disabilities in Russia and abroad via the Internet, as well as participating in full-time and part-time 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 varied, but they are all based on long-term traditions, joint holidays and events. Our students, despite their illnesses and illnesses, must remain kind, sympathetic people. Positive human qualities and actions should be a priority. Many of our traditional activities are aimed specifically at realizing our human qualities.In the future, we plan to implement programs distance learning in two directions:
- Firstly, training can take place online. This will be a dialogue between a teacher and a student via a webcam.
- Secondly, it is possible selfeducation pupils who master step-by-step lessons developed by the teacher with detailed description methods of work, photo and video materials, technological maps, samples, a test system that allows you to consolidate the material. In this case, the child himself chooses the pace of mastering each topic.But there are problems and difficulties in learning at a distance, since many children need “live” contact with a teacher, because disabled children already have a limited circle of contacts. And the teacher can give the child a positive emotional mood, calm him down in case of failure, and adjust the lesson to the mood and individual capabilities of his student. But, nevertheless, it is necessary to study 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 a child some business or craft, but also to help him so that this knowledge will be useful to him in later life, and perhaps become his profession.We 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 establishment of additional education, taking into account new pedagogical technologies We can implement many interesting projects that will help us achieve positive results.
Methodologist MBOU DOD CDT p. Uralsky Oksana Viktorovna Busovikova.
Socially positive activity organization
additional education for children with disabilities.
In the new socio-economic conditions of our society, the question of the priority importance of the education and upbringing of children with disabilities, their socialization and development has become acute and urgent. This is evidenced by a number of regulatory documents of the Ministry of Education of the Russian Federation.
Legislative consolidation of issues related to providing appropriate conditions for the education and upbringing of children with developmental disabilities is reflected in the Constitution of the Russian Federation and the Law of the Russian Federation “On Education”.
The Law “On Education” approves state guarantees for education for persons with developmental disabilities and guarantees them:
- education and training;
- social adaptation and integration into society.
In the decision of the board of the Ministry of Education of the Russian Federation dated January 18, 2000. №1-2
“On increasing the role of the additional education system in working with children with disabilities” it is stated that the main task facing the state and society as a whole in relation to children of this category -creating appropriate conditions and providing assistance in their social rehabilitation and adaptation, in preparation for a full life in society.
The Board, in particular, decided to pay special attention to:
- integration of children with disabilities into the environment of healthy peers;
- pre-vocational training of children with disabilities in order to ensure their social vulnerability;
- develop a system of measures to intensify work with children with disabilities in institutions of additional education for children;
- strengthen the interaction of educational institutions with families of children with disabilities;
- more actively involve children with disabilities in the preparation and holding of public events with students, participation in competitions, shows, festivals, competitions, olympiads and other forms of additional education at the municipal, federal and international levels.
In the Modernization Concept Russian system education, the importance and significance of the system of additional education, which contributes to creative development children with disabilities, their adaptation in society.
Children with disabilities are a complex category of children that require increased attention, care and understanding.
The socially positive activities of students with disabilities in the system of additional education for children are primarily focused on creating a situation of success for a student with disabilities. In fact, the training and upbringing of such a child is largely difficult due to the fact that from an early age he perceives the world around him to a greater extent as an aggressive, hostile environment, which gives rise to his desire to “hide” and go away. Overcoming such “defense” can be extremely difficult even for an experienced teacher. The inclusive education project, which is actively developing these days, is characterized by the too rapid “entry” of a child with limited health opportunities into the world of healthier peers. And often both sides are equally unprepared for such interaction. And the reason is not the lack of special conditions or organization of the environmental space of the educational institution. This problem can and should be solved.
For children who, for health reasons, cannot attend preschool educational institutions and study in general educational institutions and special education institutions. institutions (since it is absent in the territory of our region) on the basis of the UNITER CDOD with approvalDeputy Chief Doctor for Childhood and Obstetrics at Ruzaevskaya Central District Hospital,a group of short-term children with disabilities in health and development “Nadezhda” was created. Admission is carried out on the basis of a personal application from parents, classes are held in the first half of the day and in the presence of parents. The reason for refusal of admission may be the lack of vacancies and contraindications of medical workers.
The group carries out its activities on the basis of a work plan approved by the administration of the Center in agreement with the Director of UNITER.
Classes are carried out according to the schedule approved by the director of the Center. The beginning of the school year is September 1. The end of the academic year is May 31.
Training is conducted in the following areas:
Defectology
Speech development;
Classes on developing a healthy lifestyle.
Classes are held on the basis of developed programs.
- "Learning to Speak"
- "Man and his health"
- "Good word"
The implementation of educational programs in a group involves the use of the following methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities:
Gaming activities (promoting the development of the ability to communicate with each other);
Physical education (development of general and fine motor skills, correction of physical development and motor apparatus);
Fine art (modelling, applique);
Psycho-gymnastics and relaxation (allowing you to relieve muscle spasms and tension, especially in the face and hands).
Formation of elementary mathematical concepts (pre-numerical period)
The work has been carried out for 3 years.
The main problems arise when trying to overcome the barrier between a child with disabilities, members of his family and society deprived of a particular illness. The school education system is a more rigid system, since the organization itself schooling involves following a mandatory set of rules that help the teacher build relationships on the “teacher-class” principle. But the process of uniting classmates, including children with disabilities, into a single, integral community of children occurs differently. Children react sharply and directly to the “otherness” of another, and at the slightest change in the adult’s attitude towards such a child, isolation and rejection of the “ugly duckling” begins. In the system of extracurricular work, this problem is solved in two ways. Firstly, the organization of additional education itself presupposes a different, individual interaction between teacher and student. Secondly, during the lessons the presence of any family member of children with disabilities is allowed and actively encouraged. Feeling the real support of an adult, the child develops a comfortable perception of the surrounding space, anxiety and fear decrease. This greatly contributes to the maximum development of the student’s capabilities, since it is no longer necessary to overcome the barrier of socialization during classes.
The UNITER Center for Additional Education for Children has accumulated some experience in working with children with disabilities. But before the real result appeared, the staff of the educational institution had to work hard.
Initially, the tasks of working with this category of children were outlined, which subsequently determined the priority areas of activity.
A special issue is the expansion of social partnership. With effective cooperation with other institutions, including medical ones, a contingent of children is formed. There is close cooperation with the rector of the Church of St. Nicholas the Wonderworker, Fr. Gregory (holding celebrations, conversations, providing sponsorship)
Currently there are 16 students studying at our Center.These are children with mental retardation, children with various developmental disabilities, children with poor health. All necessary conditions for personal development are created for children.The forms of classes used by the UNITER Center in working with children include integrated forms, individual meetings, group specialized classes: “Birds are the messengers of spring”, “How bread came to the table”. Psychological support is also provided to his family members. It has already become traditional for Easter students to visit the Ruzaevsky Church of St. Nicholas the Wonderworker. During classes, children gain experience in socialization, adapt to the society of their peers, and try to determine their own place and role in the world around them. Once again touching on the topic of creating a situation of success for children in this category, we should emphasize the urgent need to provide them with the opportunity to demonstrate their own skills and abilities to the outside world. This is why holidays are held creative competitions, festivals: “Christmas gatherings”, “Mother’s Day”, “Maslenitsa”, etc.. An excursion to the bakery was organized.
Students of “Nadezhda” actively participate in All-Russian, republican and municipal festivals, competitions and exhibitions and are awarded certificates and diplomas at various levels.. For 3 years of work, the decision of the medical commission allowed students of “Nadezhda” to visit MBOU Ruzaevka and Ruzaevsky district-12 two-solution The medical commission allowed him to visit the auxiliary school in Saransk. This is the result of that socially positive activityorganization of additional education for childrenwith children with disabilities, during which they socialized and adapted to the society of their peers.
I wish there was more full work For children in this category, assistance was provided in:
- Registration and provision of regulatory framework
- Development of educational programs.
- Providing sufficient funding.