What diseases are included in the disease? OVZ: transcript. Children with disabilities. Development of children with disabilities Status of a child with disabilities

An illness or injury that leads to disability in adulthood is, of course, a heavy burden for any person, but not as much as it seems in comparison with a child who, without having time to live and enjoy the delights of a healthy life, is forced to spend almost all of his time in the hospital receiving drug treatment. .

But the baby has his whole life ahead of him, which, instead of playgrounds, fun activities and other delights, will be spent in a wheelchair, to the deep regret of his parents.

What does OVZ mean?

In the understanding of many, a disabled person is a person who, due to a serious illness or injury, has health limitations, in particular, the same injuries that prevent, for example, movement or performing simple everyday movements. Moreover, from the point of view of the law, namely Article 1 of Federal Law No. 181 face with disabilities A citizen is considered to have health problems with persistent functions of the body, due to which the implementation of a number of everyday activities is impossible or difficult.

The specified restrictions, as a rule, manifest themselves in the form of a serious illness, defect or injury, which actually leads to the consequences described above and leads to a reduced level of ability to work and even life support, and in some cases requires not only outside help, but also constant social rehabilitation.

It should be noted that the legal understanding differs significantly from the everyday perception of ordinary citizens who see only the tip of the iceberg. Meanwhile, a child’s health limitations are classified according to the degree of loss of life support and types of diseases, which are also legally established, approved by law. After all, the baby may not have external signs of illness or other abnormalities, while within the framework of the law his health condition will be considered critical, which in fact will require both implementation and provision.

Legislative regulation of the issue

The problem of children's disability is not the prerogative of only one country, for example, Russia; moreover, this issue is supervised at the international level through the conclusion of agreements and conventions.

In particular, in 2006 it was adopted Convention on the Rights of Persons with Disabilities, which approved a number of guarantees provided for a specified category.

So, by virtue of Article 7 of the Convention, children with disabilities has the right to count on:

Accordingly, in pursuance of the norms enshrined in the Convention, a number of acts have been adopted in Russia that imply the provision of disabled children not only with the above freedoms, but also with a number of social benefits and guarantees.

In particular, by virtue of Federal Law No. 124, children with disabilities guaranteed:

• free medical care;
• all levels from preschool to professional;
• material aid;
• legal protection;
• a number of social benefits aimed at the full adaptation of the baby in society.

Types of HIA

Of course, many people have health problems, which do not always end, given that in order to establish this type of restriction, a number of characteristics must be met. Thus, by virtue of the norms of Order of the Ministry of Labor No. 1024n, health restrictions are established in case of complete or partial loss of life support, and with a persistent disorder of body functions, classified according to certain degrees.

In particular:

• 1st degree – persistent violations, but not significant up to 30%
• 2 – persistent violations, but moderate up to 60%
• 3 – persistent violations up to 80%
• 4 – significant violations up to 100%.

In this case, when determining the degree, the following are taken into account as an assessment: following criteria:

Also in general are being assessed the following parameters:

• self-service;
• movement;
• coordination;
• orientation;
• education;
• control over one's own behavior;
• the ability to adequately assess and perceive the environment.

Rules for registering status

In particular, on initial stage carries out diagnostics family doctor, which, when abnormalities are detected and at least a partial loss of life support is established, gives parents crumbs sending the established form to MSEC , that is, a commission examination.

In turn, the commission conducts its own diagnosis of the degree of disability according to the above criteria by prescribing a series of tests and consultations with specialized doctors. If during the diagnosis, deviations are found at the request of the child’s legal representative, that is, the same mother, a commission meeting is held, during which the results obtained are evaluated in the aggregate.

As a rule, MSEC is carried out at the child’s place of residence in the territorial bureau, however, if the commission initially cannot come to a final opinion due to the specifics of the child’s illness, the baby’s mother is given a referral to the federal bureau. By the way, if the baby’s condition does not allow him to be transported to a medical center, the commission can conduct diagnostics at home, of course, based on the parents’ application.

During the examination, protocol, which records not only the baby’s medical data, but also the opinion of specialists. At the same time, the head of the bureau, in addition to the doctors already participating in the examination, can attract another doctor of the appropriate profile; by the way, the child’s parents also have the same right, of course, with the consent of the head of the commission.

Upon completion of the examination, the commission makes a decision through simple voting and taking into account the majority opinion, which is recorded in the protocol. Also, an act is attached to the agreed document, which reflects all aspects of the examination, from the data obtained during the diagnosis to the opinion of specialists. Then, based on the above data, documented, a conclusion on establishing disability, which, after affixing signatures and a seal, is handed over to the legal representatives of the baby.

It should be noted that the establishment of disability restrictions in relation to a child has significant differences from a similar procedure carried out with adult citizens. So, by virtue of clause 7 of Resolution No. 95, only 2, 3 and 4 degrees of impairment of body functions are accepted for registration, which serve as the basis for assigning category disabled child. That is, divisions into groups 1, 2 and 3 do not apply to the child until his 18th birthday.

Benefits and privileges

The presence of a child’s disability is often quite a heavy burden for his parents, which is why, in order to provide assistance and ease the burden for families raising children with disabilities, as well as for the children themselves, a number of benefits and guarantees. In particular:

Social policy of the state

Considering that children with disabilities cannot always attend standard educational institutions, and also due to the fact that the specified category of persons requires not only special educational programs taking into account their limitations, but also teaching staff with special teaching skills, Article 79 of Federal Law No. 273 provides for the obligation to create centers, which carry out educational functions.

Moreover, they are initially created with the aim of adapting children to social life and in addition to teaching, they also provide special health classes, as well as additional developmental programs. After all, many of the children with disabilities cannot remain in an upright position for a long time, and they require special exercises, and some also need classes that help them acquire the skills to assimilate information in a form accessible to children.

It should be noted that in some situations the law allows for education according to standard programs and at home. After all, some children with problems with the musculoskeletal system cannot attend classes in schools, and therefore, at the request of the mother, they can switch to family education or receive the required level at the expense of a visiting teacher.

Problems related to development and adaptation

Adaptation of children with disabilities is a long and labor-intensive process that would be impossible without social support provided at the state level. And yet, even with the agreed assistance, there are still problems. In particular, the most pressing issue is lack of funding to create optimal living conditions for children in society.

That is, within the school or medical center, their needs are taken into account, but outside of them, not always. That is, in many cities there are no handrails or ramps at the entrance to the metro or other types of public transport. But children with disabilities require not only education, but also banal communication with peers and walks in the fresh air? in particular in the park, which is quite difficult to get to.

Also another problem is cultural education of ordinary citizens who do not have sufficient understanding of the needs of children with disabilities, and often do not have the ability to show empathy and understanding towards children. But children with disabilities are the bravest people in the world, given that they have to fight every day not only with the everyday world, but also with their own body for the right to live and fully enjoy the beauty of the world around them.

For information about the developmental features of a child with disabilities, see the following video lecture:

Explanation and differentiation of the concepts “children with disabilities” and “disabled children” have economic and legal significance. Bureaucratic conflict leads to confusion of concepts and their identification (many consider the term HIA to be a tolerant synonym for the concept of disability).

To work with children with disabilities and children with disabilities, it is important that teachers improve their qualifications and develop professionally. It is most convenient to study remotely, without interrupting work. For example, at the School of Education Manager. This portal contains online courses for teachers. To choose a course on working with children with disabilities and sign up for training, go here.

Even in the report on the implementation of the UN Convention, the number of children with disabilities meant the number of minors with disabilities.

Few people know how children with disabilities differ from children with disabilities; they do not understand that these are intersecting groups, and the issue of their differentiation is debatable at all levels of government.

Recently, the term “children with disabilities” has become increasingly common, and this is explained by the increase in the number of disabled people. Usually, parents of “special” children are interested not only in issues of their adaptation in society, but also in what social benefits and payments they are entitled to.

From a legal point of view, a person with disabilities (hereinafter referred to as HHI) is a person who has impairments in physical or psychological development, which must be confirmed by a special medical commission. A sick child may be assigned a disability, but this is an optional condition: if there are no significant impairments that interfere with full life activities, he will have the same social status as other children.

Education of children with disabilities most often occurs in specialized schools or at home, but if the disease does not interfere with the normal acquisition of knowledge and does not affect behavior, they can study in regular educational institutions. Disabled children are usually sent to correctional classes at the request of their parents.

Category of children with disabilities

According to the general classification, several groups of children with disabilities can be distinguished:

• those suffering from communication and behavioral disorders;
• with complex disorders;
• with hearing impairments (late-deafened, deaf, hard of hearing);
• with visual impairments (low vision or blind);
• with speech disorders;
• with mental retardation (all kinds of intellectual impairments);
• with diseases of the musculoskeletal system;
• with mental retardation.

In addition to the generally accepted one, there is also a psychological and pedagogical classification that allows you to choose the most optimal training program and a suitable institution, because the choice of teaching methodology will depend on the presence of specific disorders.

Who is included:

• Children with developmental disorders resulting from damage to the brain, central nervous system, as well as auditory, visual, speech and motor analyzers. Their capabilities are limited partially or completely, because such diseases are considered serious;
• Children with developmental disabilities. In contrast to the above, violations are observed only partially and do not significantly limit their health capabilities, which practically does not affect their ability to assimilate and analyze information.

Legislative regulation of the issue

In 2012, the Federal Law “On the ratification of the Convention on the Rights of Persons with Disabilities” dated May 3, 2012 No. 46 came into force. It was adopted by the General Assembly in 2006, and became effective on the 30th day after ratification by twenty states after 2 years. According to the document, states are obliged to ensure the following:

• non-discrimination of persons with disabilities;
• promotion and protection of the rights of people with disabilities;
• ensuring international cooperation in the field of protecting and ensuring the rights of persons with disabilities;
• making efforts to enable disabled people to enjoy the same benefits as healthy people;
• establishing gender equality between people with disabilities, as well as citizens who do not have physical or mental disabilities.

At the legislative level, states must take all measures to protect the rights and freedoms of people with disabilities, as well as encourage specialists working with children with mental or physiological disabilities. The main goal The Convention is an international settlement of social and legal issues affecting adults and children with disabilities living in countries that have ratified it. Any complete or partial non-compliance with the norms of the Convention is not permitted.

In addition to the International Convention, specifically in Russia there are other legislative acts created to ensure the rights and interests of children with disabilities:

• Order of the Ministry of Education and Science “On approval of the Federal educational standard...”;
• Federal Law “On social protection of disabled people in the Russian Federation”;
• Federal Law “On State Pensions”;
• Some provisions of the Housing Code of the Russian Federation.

Types of HIA

In accordance with the current classification of violations, several problems can be identified due to which parents usually register their children with disabilities:

• Violation of perception, memory, emotional-volitional sphere, speech, thinking and other mental processes;
• Distortion of statodynamic function;
• Diseases of the musculoskeletal system;
• Impaired vision, smell, hearing and other sensory functions;
• Metabolism, digestion, respiration, internal secretion disorders.

If a child is found to have one of the above-mentioned disorders, it is customary to contact institutions that specialize in working with such children. This allows you to reduce the severity of symptoms, facilitate adaptation, and in some cases, completely get rid of the deviation if it was mild.

It is also worth considering the degree of health impairment:

• First. There is a slight dysfunction. Thanks to proper correction, their complete restoration is possible.
• Second. There are noticeable impairments that, even with effective treatment, limit the social adaptation of the disabled person.
• Third. The above problems in children with disabilities are expressed to a greater extent than in the second degree.
• Fourth. Precedes a critical condition. It is marked by pronounced dysfunctions of systems and organs. Treatment and rehabilitation measures are often ineffective.

The second degree of disability in a child corresponds to the third group of disability in an adult, the third - to the second, and the fourth - to the first.

Rules for registering status

Obtaining disability for children with disabilities begins with a visit to a pediatrician, who, based on complaints, will refer the parents with them to the appropriate doctors for a commission. To do this, you need to contact the clinic where the child is assigned.

Further actions are performed according to the following algorithm:

• Everyone gives up necessary tests to undergo a medical examination, which includes an otolaryngologist, ophthalmologist, orthopedist, neurologist, endocrinologist, surgeon;
• After receiving the test results, the pediatrician draws up an epicrisis;
• An appointment is made to undergo a medical and sanitary examination to obtain a disability.

The average waiting time for ITU is 3 months, so it is advisable to sign up for it in advance. It is worth considering that most analysis results have a limited validity period, so you should not be late for the ITU or skip it.

What documents will be needed for the examination:

• referral from a doctor in form No. 080/u-06;
• an application from one of the parents with a request to grant the child a disability;
• passport of the accompanying parent;
• birth certificate or passport of the child;
• outpatient card of the subject;
• registration certificate from the Housing Office;
• if the disability is registered again - the conclusion of the VTEK.

After passing through all the doctors, the child can be recognized as disabled if it is determined that disturbances in the functioning of the body’s systems meet the necessary criteria and standards for registration of a specific disability group.

What benefits and privileges are provided?

State policy is aimed at maximally facilitating the living conditions of children with disabilities and their parents (guardians), therefore a number of benefits are provided for them, which significantly influence the decision-making on the need to register disability.

What benefits can a disabled child count on:

• to obtain housing;
• for travel on public transport;
• for sanitary resort treatment;
• to receive free medicines;
• to connect to free cable television or the Internet (depending on your region of residence);
• to pay for communication services;
• upon admission to university;
• discounts on products and essentials (set by regions).

Parents raising children with disabilities can also claim a number of benefits related to work: it is more difficult to fire them from work, and time spent with a disabled person on long sick leave or on leave to care for a seriously ill relative will be included in the length of service. There are other guarantees for them:

• receiving a social pension and child care benefits in the amount of 60% of the minimum wage;
• retirement at 50 years of age, if there is at least 15 years of insurance experience.

Social policy of the state

As can be seen from the legislative acts, the authorities of the Russian Federation in every possible way promote the adoption and compliance with rehabilitation measures by introducing benefits for children with disabilities. This includes the creation of special correctional classes in budgetary educational institutions, the opening of free rehabilitation centers, ensuring the development of adaptation programs for people with disabilities, and the provision of benefits and allowances.

Institutions working with children with various health problems employ only highly qualified employees who have the appropriate education and skills, thanks to which the process of their adaptation into society can be significantly facilitated.

Correctional schools are usually given the following tasks, aimed at maximizing the efficiency of their work and the socialization of children with disabilities:

• involving parents in the child’s education, establishing interaction between them and teachers;
• consulting parents on how to correct the behavior of children with disabilities mental retardation and other violations;
• training parents in methods of providing assistance and techniques for interacting with a child with disabilities.

If there is a need, a child with developmental disabilities can be sent to free sanatorium treatment if they have a disability, but for this it is necessary to have the appropriate certificates from doctors and stand in line. Also, some employers may provide children of employees with preferential health resort vouchers, but this is not their responsibility.

What does the abbreviation OVZ mean? The transcript reads: limited health capabilities. This category includes persons who have developmental defects, both physical and psychological. The phrase “children with disabilities” means some deviations in the formation of the child when it is necessary to create special living conditions.

Categories of children with limited health

The main classification divides unhealthy children into the following groups:

C and communication;

Hearing impaired;

With visual impairments;

With speech dysfunctions;

With changes in the musculoskeletal system;

From development;

With mental retardation;

Complex violations.

Children with disabilities, their types, provide correctional training schemes with the help of which the child can be relieved of the defect or significantly reduce its impact. For example, when working with children with visual impairments, special developmental tools are used. computer games, which help improve the perception of this analyzer (labyrinths, and others).

Principles of training

Working with a child with disabilities is incredibly painstaking and requires a lot of patience. Each variant of the disorder requires its own development program, the main principles of which are:

1. Psychological safety.

2. Help in adapting to environmental conditions.

3. Unity of joint activities.

4. Motivating the child for the learning process.

The initial stage of education includes cooperation with the teacher, increased interest in performing different tasks. high school should strive to form a civic and moral position, as well as to develop creative abilities. We must not forget about the influence on the development of children with disabilities, which plays a major role in the development of personality.

It is no secret that the process of becoming an individual includes the unity of systems of sociocultural and biological factors. Atypical development has a primary defect that was caused by biological circumstances. It, in turn, forms secondary changes that arise in the pathological environment. For example, the primary defect will be and the secondary defect will be the onset of muteness. Studying the connection between primary and subsequent changes, teacher L. S. Vygotsky put forward a position that states that the further the primary defect is separated from secondary symptoms, the more successful the correction of the latter will be. Thus, the development of a child with disabilities is influenced by four factors: the type of disorder, the quality, degree and timing of the occurrence of the main disorder, as well as environmental conditions.

Children's training

With proper and timely development of the child, many deviations in further development can be significantly mitigated. The education of children with disabilities must be of high quality. Currently, there is an increase in the number of children with severe disabilities, but at the same time, thanks to the use of the latest equipment and modern correction programs, many students achieve the required level of development in their age category.

Currently, the tendency to eliminate inequalities in general education and correctional schools, the role of inclusive education is increasing. In this regard, there is great heterogeneity in the composition of students in terms of their mental, physical, and mental development, which significantly complicates the adaptation of children both with health problems and without functional disorders. Teachers are often simply lost in the methods of providing assistance and support to students with disabilities. There are also shortcomings in the use of various information technologies during lessons or extracurricular activities. Such gaps are due to the following reasons:

1. Lack of the necessary technological infrastructure, software and hardware in the educational institution.

2. Lack of necessary conditions focused on joint learning activities.

Thus, creating a “barrier-free” learning environment is still a challenge.

Education for all

Distance learning is confidently gaining a place of honor in learning along with traditional forms. This way of organizing educational process significantly simplifies obtaining a decent education for children with disabilities. Decoding distance learning looks like this: this is a form of training whose advantages are:

1. High adaptation to the living and health conditions of students.

2. Quick update of methodological support.

3. Possibility of quickly obtaining additional information.

4. Development of self-organization and independence.

5. Opportunity to get help in in-depth study subject.

This form can resolve the issue of frequently ill children, thereby smoothing the boundaries between them and children without deviations in health.

Federal State Educational Standard. Disabilities in children

Based on the Standard, it is possible to use four types. The determination of the desired option for students is based on the recommendations of the psychological, medical and pedagogical commission. For successful implementation the selected program takes into account special conditions, necessary for the child with disabilities. A transition from one option to another is provided as the child develops. Such an action is possible subject to the following conditions: a statement from the parents, the desire of the child, visible positive dynamics in learning, the results of the PMPK, as well as the creation necessary conditions educational organization.

Development programs taking into account the Federal State Educational Standards

There are several based on the Standard. The first option was created for children who were able to achieve the required level of development by the time they entered school and who can cooperate with their peers. In this case, students with disabilities are taught along with healthy students. The interpretation of this option is as follows: children study in the same environment, they are subject to basically the same requirements, and upon graduation, everyone receives an education document.

Children with disabilities who study under the first option have the right to pass different types certification in other forms. Special conditions are created in relation to a specific category of student’s health. The basic educational program includes mandatory correctional work that corrects deficiencies in the child’s development.

Second type of program

Students with disabilities who are enrolled in this option at school have the right to longer terms. The main program is complemented by several curricula that take into account the needs of students with disabilities. This option can be implemented both in the form of joint learning with peers, and in separate groups or classes. Play an important role in learning information Technology and special equipment that expands the student’s capabilities. The second option involves carrying out mandatory work aimed at deepening and expanding the social experience of students with disabilities.

Third type

Students with disabilities studying under this option receive an education that is not comparable to that received by schoolchildren without health impairments. A prerequisite for implementation curriculum is the creation of an adapted individual environment. Students with disabilities, together with an expert commission, choose certification forms and study periods. In this case, it is possible to carry out educational activities both together with peers and in separate groups and special organizations.

The fourth type of development program

In this case, a student with multiple health impairments is trained according to an adapted program, taking into account an individual plan. A prerequisite is the formation of an environment in which the implementation of life competence in society to a large extent occurs. The fourth option involves homeschooling, where the emphasis is on expanding social contacts and life experiences within accessible limits. To master the program you can use network form interactions using different educational resources. Students who successfully complete training in this option are issued a certificate of the established form.

Those that can be considered promising educational establishments, which implement both basic programs and those adapted to the needs of a child with disabilities. Such organizations include inclusive classes, which allows children with disabilities to develop freely in society. Also, in these schools there is continuous work not only with children, but also with their parents and teachers.

Sport as a reliable assistant. Working programm

A disability (diagnosis) is not a reason to reduce a child’s physical activity. The effectiveness of physical education in the development of children is an indisputable fact. Thanks to sports, productivity, intellectual development, and health improve.

Exercises are selected individually or students are divided into groups depending on the categories of diseases. Classes begin with a warm-up, where children perform a series of simple movements to the accompaniment of music. The preparatory part takes no more than 10 minutes. Next, you move on to the main section. In this part, exercises are performed to strengthen the cardiovascular system, muscles of the arms and legs, to develop coordination, and others. The use of team games contributes to the successful functioning of communication skills, the “spirit of competition”, and the discovery of one’s abilities. In the final part, the teacher moves on to calm games and exercises, and sums up the work done.

Curricula in any subjects must comply with the Federal State Educational Standard. Children with disabilities can be corrected by appropriate physical activity, because it’s no secret that when you develop your body, you also develop your mind.

Role of parents

What should parents do if they have a child with disabilities? The decoding of the abbreviation is simple - limited health capabilities. Receiving such a verdict leaves parents in a state of helplessness and confusion. Many try to refute the diagnosis, but in the end they come to awareness and acceptance of the defect. Parents adapt and take different positions - from “I will do everything so that my child becomes a full-fledged person” to “I cannot have an unhealthy child.” These provisions must be taken into account by psychologists when planning a correctional program for children with health problems. Parents should know correct forms helping your child, despite the types of disabilities, methods of adaptation, and developmental features.

A New Approach to Education

Joint education of children with disabilities and without health problems is supported and described by a number of documents. Among them are: the National Doctrine of Education of the Russian Federation, the Concept of Modernization Russian education, National educational initiative “Our New School”. Working with disabilities involves performing the following tasks in inclusive education: everyday, normative, labor, as well as socially adapting students with their subsequent merging with society. To successfully develop skills, special schools organize elective classes, where all conditions are created for children to develop additional abilities. This form of educational activity for children with health problems must be agreed upon with psychologists and take into account individual characteristics students. With long, patient work on correctional programs developed by psychologists, sooner or later there will definitely be a result.

IN last years Considerable attention is paid to the problems of children with special health conditions (CHD). What are these and how to solve them? Let's try to figure it out.

Disabilities of health (HD). What it is?

Scientific sources of literature describe that a person with disabilities has certain limitations in everyday life. We are talking about physical, mental or sensory defects. A person therefore 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. Typically, people with disabilities tend to isolate themselves and are characterized by low self-esteem, increased anxiety and lack of self-confidence.

Therefore, work must begin from childhood. Within the framework of inclusive education, significant attention should be paid to the social adaptation of people with disabilities.

Three-tier disability scale

This is the British version of it. The scale was adopted in the eighties of the last century by the World Health Organization. It includes the following steps.

The first is called “disease”. This refers to any loss or abnormality (psychological/physiological, anatomical structure or function).

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

The third stage is incapacity (disability).

Types of oats

In the approved classification of disorders of the basic functions of the body, a number of types are identified. Let's look at them in more detail.

1. Disorders of mental processes. We are talking about perception, attention, memory, thinking, speech, emotions and will.

2. Impairments in sensory functions. These are vision, hearing, smell and touch.

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

4. Changes in statodynamic function.

Disabled children who belong to the first, second and fourth categories make up the majority 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 special education system

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

• Children with developmental disorders. They are lagging behind mentally and physical development due to the fact that there is organic damage to the central nervous system and dysfunction of analyzers (auditory, visual, motor, speech).
• Children who have developmental disabilities. They differ in the deviations listed above. But they limit their capabilities to a lesser extent.

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

There is also a pedagogical classification of disorders.

It consists of the following categories.

Children with disabilities:

• hearing (late-deafened, hard-of-hearing, deaf);
• vision (impaired vision, blind);
• speech (various degrees);
  intelligence;
• delayed psychospeech development (DSD);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of impairment

Depending on the degree of dysfunction and adaptation capabilities, the degree of health impairment can be determined.

Traditionally there are four degrees.

First degree. The development of a child with disabilities occurs against the background of mild to moderate dysfunction. These pathologies may be an indication for recognition of disability. However, as a rule, this does not always happen. Moreover, when 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 limit his social adaptation. Therefore, such children need special learning and living conditions.

Third degree of health impairment. It corresponds to the second disability group in an adult. There is a greater severity of disorders that significantly limit the child’s capabilities in his life.

Fourth degree of health impairment. It includes pronounced dysfunctions 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.

Developmental problems of children with disabilities

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

If we talk about a child with minor disabilities, we have already defined what this is, then it should be noted that by creating favorable conditions, most developmental problems can be avoided. Many disorders do not act as barriers 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. secondary 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.

State social policy in the field of inclusive education

In Russia, in recent years, certain areas of social policy have been developed that are associated with an increase in the number of children with disabilities. What this is and what problems are 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, high level professional training of specialists, etc.

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

Inclusive education

Education of children with disabilities should be aimed at creating favorable conditions for realizing equal opportunities with peers, obtaining education and providing a decent life in modern society.

However, the implementation of these tasks must be carried out at all levels, starting from kindergarten and finishing school. Let's 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 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 facilities. This is especially true for fulfilling everyday needs, developing 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 work being done, when teaching and raising children with disabilities, not everything is so simple. The existing problems and difficulties of inclusive education boil down to the following positions.

Firstly, the group of children does not always accept a child with disabilities as “one of their own”.

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

Thirdly, many parents do not want their normally developing children to go to the same class with a “special” child.

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

Children with disabilities in a preschool institution

Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Because 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 becomes the initial step. Children with different abilities and developmental disabilities must learn to interact and communicate in the same group and develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to move as far as possible. existing borders the surrounding world.

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 required for training 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 secondary 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.

This approach leads to the fact that the adaptation of both relatively healthy children and children with disabilities is significantly hampered. This leads to additional, often insurmountable difficulties in implementing individual approach teacher

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

Main areas of work in the inclusive education system

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 include the following: to study the developmental features of children with disabilities and their special needs, to draw up individual educational programs, and to develop forms of support. These provisions must 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 techniques and methods of teaching and education is necessary.

Third, a review should be initiated by the support team curriculum, taking into account the assessment of the child’s condition and the dynamics of his development. As a result, an adapted version is being created for children with disabilities.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, and understanding one’s personal characteristics.

Fifthly, one of the necessary forms of work is working with the family of a disabled child. Its main goal is to provide assistance to parents in the process of learning practical knowledge and skills necessary for raising and teaching 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 parental counseling;
• teach the family the techniques and methods of assistance available to them;
• organize feedback parents with educational institution and etc.

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