International Conference on Inclusion. How inclusive education will be developed in Belarus The relevance of inclusive education in Belarus

Currently, the education system of each state is guided by global educational policy, formed by such public institutions, like UNESCO and the World Bank, and is becoming increasingly open, uniform and continuous. The main requirement is universality and accessibility of education to all.

The main demands of the world community are as follows: education must be universal, that is, it must ensure the learning needs and equality of all children. Target modern school- to help every student (both with developmental problems, average and talented) in achieving success, to prevent his exclusion from the life of society.

Until the mid-twentieth century in Russia there was a concept of social rehabilitation of a person with disabilities, formed under the influence of the philosophy of value. It was based on the idea of ​​social utility. According to this concept, the school was obliged to educate an active and useful member of society. A child with disabilities was not excluded from this rule - he also had to grow up to be a useful member of society and ensure his own existence through his work. The value of special education was seen in introducing a disabled person to productive work. Society declared a child with disabilities inferior in advance and adjusted him to its rules. Both the concept and established practice did not provide for a reciprocal process aimed at adapting society to the special needs of such children. The question of those who, due to the severity of their deficiency, could not, under any circumstances, become a useful member of society, also remained open.

The concept of social rehabilitation of persons with disabilities has been successfully combined with the fundamentals of pedagogy for educating socially useful and active builders of socialism and communism. Fortunately, in the USSR it did not degenerate into the monstrous violation of human rights that took place in the countries where fascism came to power. However, the priority of the interests of society over the interests of the individual, which existed for many decades, actually legitimized the status of social inferiority of people with disabilities. That is why in our country there is still a restrictive-patronizing (paternalistic) position of society and the state in relation to this category of the population. It is expressed in the existence of a wide network of predominantly closed (boarding) educational institutions. The current nature of education for people with disabilities due to this position does not contribute to achieving high level social adaptation, does not allow the acquisition of prestigious and competitive professions, obtaining high qualifications, is focused on a low quality of life associated with a meager pension, low-paid work, weak legal protection, and reproduces a culture of poverty. The assistance provided to people with special needs by various faiths is insignificant, irregular and traditionally of a charitable nature. And the system of social assistance services in new Russia is still just beginning to take shape. Doctor of Pedagogical Sciences, Professor N.M. Nazarova believes that “paternalism not only reduces social activity in general, but also develops dependent attitudes, which in turn increases marginalization.”

The colossal human sacrifices and the violation of individual rights and freedoms during the Second World War led to the understanding that the purpose and meaning of the existence of society, its highest value is man, his life and well-being, needs and requirements. In the context of the priority of the interests of the individual over the interests of society, the idea was formed of the individual achieving maximum independence and independence (the concept of an independent lifestyle) by guaranteeing respect for the rights and freedoms of everyone, regardless of whether the person can benefit society. As noted by Academician A.G. Asmolov, we are at the beginning long way- transition from a culture of utility to a culture of dignity, where “the leading value is the value of the individual, regardless of whether anything can be obtained from it to perform this or that task. And children, the elderly and people with developmental disabilities are sacred... and are under protection of public charity."

Within the framework of the concept of an independent lifestyle, the concept of “inclusive education” has been formed in the world, based on a new, humanistic ideology, which assumes that all children are individuals with different learning needs. This ideology proclaims equal treatment of all people and the creation of special conditions for children with special educational needs.

The international community believes that inclusion is more than integration, because children and adolescents with special needs study together in regular school, perceive human differences like ordinary people, they receive a full education, allowing them to live a full life, and at the same time do not leave their parents. When teaching, the emphasis is on the child's capabilities and strengths. The views and opinions of young people become important to others.

Inclusion means ensuring full membership in a community (group of friends, school, place where we live) through the disclosure of each student with the help educational program, which is quite difficult, but matches his abilities. The basic requirement of an inclusive school is that all children should learn together whenever possible, regardless of any difficulties or differences that exist between them. Enrollment of disabled people in special schools, classes, sections is an exception and is recommended only in those rare cases when education in regular classes is not able to satisfy the educational or social needs of the child, or if this is necessary for the well-being of himself or other children. The quality of education is ensured in such a school through the development of appropriate curricula, organizational arrangements, choice of teaching strategies, use of resources and partnerships.

Inclusive schools are very flexible. Students with special needs are in a wider community and have the opportunity to enter and exit openly: sometimes working with the whole class, sometimes in a small group, and sometimes alone with the teacher. The experience of many countries shows that in such schools children with special needs are best integrated into society and can achieve the highest educational results. But this requires a collaborative effort on the part of teachers and school staff, as well as peers, parents, family members and volunteers. Inclusive schools are also seen as the most effective means of guaranteeing solidarity between children, because ordinary students there gain experience communicating with people who are different from them, and learn kindness and tolerance. An inclusive approach benefits everyone as it makes education more personalized and effective.

It should be noted that in the 90s of the twentieth century, a broader understanding of inclusion began to emerge as a means of ensuring equal opportunities for education. UNESCO is committed to the position that not only children with disabilities, but also adults with disabilities should have the opportunity to receive a high-quality education and develop their personal potential, regardless of gender, wealth, ethnicity, race, geographical location, age, religious affiliation and disabilities physical nature.

The transition to inclusive education requires the participation of all specialists in the education system and the presence of fundamental theoretical developments. However, practical pedagogy carries it out at a rapid pace, despite the lack of necessary conditions. Russian system education, which traditionally exists as segregation and separates children who do not correspond to a certain specified norm of development, is being transformed. Today we have the right to say that children with special educational needs are penetrating the mass general education school in an increasingly widespread, but at the same time semi-legal, flow. But it is neither organizationally, technologically, nor substantively ready for this, since inclusive education in Russia still does not have official recognition. To solve this problem, we must first develop as quickly as possible a system of educational activities aimed at changing the opinions of communities of teachers and parents about where and what children with developmental problems should learn. Then move on to creating the material and technical conditions necessary for the operation of inclusive schools, and developing a variable educational and methodological apparatus designed for teaching special children (a variety of textbooks, curricula, teaching materials), as well as establish a system of training and retraining of personnel for inclusive education.

New expectations also imply new requirements for the work of the school administration and staff, for the level of management of the educational institution, and for the organization of the entire system of its internal and external relations. Administration and teachers are delegated broader powers, but at the same time their level of responsibility increases. The management team of an inclusive school has the responsibility to ensure that the educational environment and technology meet the social development needs of each child. And this means creating an environment that encourages children to have the necessary experience, is a stimulus for mutual understanding and social interaction and at the same time plays the role of a protective space. In such an environment, a child can open up without interference, feel an internal connection with the world, identity and coherence with it, as well as his significance for him.

In order to ensure that the educational environment meets the needs of the child, the administration must organize the comprehensive work of teachers and a number of specialists who act as co-leaders of parents. This requires the development of new forms of collective thinking and action, taking into account the learning potential of each student.

An inclusive school needs its own special teachers. We are talking about specialists of a completely new type, who are bearers of humanistic values ​​and ideals who can prepare each student for trouble-free inclusion in all types of public life. They must have social-personal, general scientific, instrumental and professional competencies that guarantee genuine, and not formal, inclusion of students in educational process, their optimal mastery of the program and, what is fundamentally important, to be able to solve correctional, pedagogical and social rehabilitation problems. They will have to develop new humanitarian technologies of interaction, master new principles of professional communication, learn to listen to specialists with different profiles and accept their different positions, and act jointly and for the long term in the interests of the child.

A teacher at an inclusive school must have high levels of professional social adaptability, lability, empathy, reflexivity, as well as pronounced perceptual, communicative and organizational abilities. It can be successful with the following basic personal characteristics:

· if you are flexible and tolerant enough;

· respects individual differences;

· agrees to work in the same team with other teachers;

· he is interested in challenges and is willing to try different approaches.

It should be recognized that in our country, targeted training of teachers of this type has not been carried out until now.

Solving a wide range of new challenges in inclusive education requires restructuring the entire system of training specialists for the education sector. In particular, training and retraining programs will have to include new modules that consist of special disciplines that ensure teachers’ readiness for broad partnerships and creative collaboration not only in the professional community, but throughout the entire educational environment.

Our country will be able to achieve the European level of education if the training of teachers of a new type is carried out in an accelerated and massive manner, using the best teaching technologies and corresponding in content to the advanced level scientific achievements. Informatization is a significant resource for solving this problem.

The history of the development of integration processes in the Republic of Belarus began in 1995 on the basis of the Temporary Regulations on the Integrated Education of Children with Disabilities of Psychophysical Development (OPFR, the official term in the state: “a person with special needs of psychophysical development is a person who has physical and (or) mental disabilities that limit his social activities and prevent him from receiving education without creating special conditions for this" (Code of the Republic of Belarus on Education, 1.5)). It all started with the following organizational forms: integrated learning classes; special classes in a secondary school; correctional and pedagogical consultation. In 2006, a new normative document Ministry of Education, regulating this process at the levels of preschool, general basic and general secondary education of children with special needs - Instructions on the procedure for opening and functioning of special classes (groups), classes (groups) of integrated (joint) education and upbringing. Integrated education in the Republic of Belarus has been and is being considered as an alternative form of education for children with special needs of psychophysical development. This process is evolutionary in nature. The total number of children integrated into the general education environment is more than 60%. In recent years, there has been a tendency towards a reduction in special classes in general education schools and an increase in integrated education and training classes. There are 5,475 of the latter in the 2010/2011 academic year, with 9,730 students with special needs, and 192 special classes, with 1,579 students.

The transformation of the special education system in the Republic of Belarus was carried out in stages from 1998 to 2010 in three main areas:

* organizational and structural transformations;

* updating the content of special education;

* improvement educational technologies and teaching methods.

The final stage (2007-2010) was aimed at further bringing together the special and general education. This laid the foundation for the development of inclusive education, in which the main aspects of integration processes - methodological, legal, programmatic, content, scientific, methodological and socio-psychological - require rethinking and somewhat different content.

The main idea of ​​integrative pedagogy: from integration in school to integration in society. Integration is based on the concept of “normalization,” which is based on the idea that the life and everyday life of people with disabilities should be as close as possible to the conditions and lifestyle of the society in which they live. However, it should be noted that equal conditions do not mean equal quality and do not guarantee equal results. The idea of ​​educational integration has its advantages and disadvantages.

Proponents of cooperative learning highlight such positive aspects as:

* stimulating influence of more capable classmates;

* presence of a wide range of familiarization with life;

* development of communication skills and innovative thinking (for both parties);

* the opportunity to demonstrate humanity, sympathy, mercy, tolerance in real life situations, which is an effective means of moral education;

* reducing the risk of snobbery in successful children under conditions of emphasizing their exclusivity;

* disappearance of fear in healthy, normally developing schoolchildren of possible disability.

In practice, of course, things don’t always go so smoothly when establishing relationships. Some children demonstrate feelings ranging from negative perceptions to “indifferent acceptance.” In the 40s of the twentieth century, a number of experiments were carried out with various structures of interaction in the classroom, reproducing the democratic, autocratic and anarchic model (K. Levin and others). The results of the study showed that democratic values ​​need to be instilled anew in each new generation, purposefully creating the conditions necessary for this in schools, because they are much more difficult to assimilate than authoritarian attitudes.

Recently, a number of leading European politicians (Angela Merkel, Nicolas Sarkozy, David Cameron, etc.) have been talking about the failure of integration processes in their countries, the vulnerability of cross-cultural psychology, and calling for a move from multicultural policies to liberalism.

Opponents of the idea of ​​integration put forward the following arguments:

* heterogeneity of the class composition harms high-performing students, depriving them of the opportunity to advance in learning at a faster pace, slowing down the growth of capable students;

* children with learning difficulties are in unfavorable and unfair competitive conditions, they do not receive the necessary attention;

* teachers sometimes face an insoluble moral problem: who to deprive of attention, care and time;

* the country needs healthy citizens with intellectual potential.

The priority of moral principles over economic ones has its justification among representatives of different political orientations. For some, this is the implementation of a policy of equal opportunities, for others, it is the implementation of the principle of individual self-affirmation.

On September 1, 2011, the Code of the Republic of Belarus on Education will come into force. According to this set of laws, the main directions of state policy in the field of education include:

* ensuring accessibility of education, including for persons with special needs of psychophysical development, in accordance with their state of health and cognitive abilities, at all levels of basic education and upon receipt additional education;

* creating special conditions for receiving education by persons with special needs of psychophysical development and providing these persons with correctional and pedagogical assistance.

The chapter “State guarantees of rights in the field of education” emphasizes that the right of citizens with special needs to education is ensured by the creation of special conditions for them to receive education, integration into society, and socialization.

For the purposeful development of integration processes as a conscious choice on an alternative basis, in addition to the appropriate regulatory framework, the following conditions must be present:

* scientific and organizational support for inclusive education;

* psychological readiness of all participants in the educational process;

* defectological literacy of teachers mass schools;

* educational and methodological support for integration models;

* development of technologies for interaction between two teachers in one class.

Reasonable selection of children with special needs for psychophysical development for joint education is one of the main conditions for the effectiveness of integration processes. The decision-making on integrated education is based on a voluntary basis, with guaranteed respect for the rights of a child with special needs, with the active participation of parents at all stages of decision-making, while implementing an individual approach and determining the educational route for each child, taking into account his developmental characteristics. The child is sent to an integrated class on a diagnostic basis based on the conclusion of the Center for Correctional and Developmental Education and Rehabilitation and at the request of the parents. The basis for making a decision on integrated training should be not so much a medical diagnosis as a psychological one. The efforts of teachers are aimed at teaching children to perceive and evaluate themselves as individuals, i.e. realize one’s own abilities, character traits, weaknesses, needs, limits of one’s capabilities, teach one to recognize and express one’s own feelings and desires.

To develop a positive self-concept, as well as to develop children’s skills:

* perceive another person, sympathize and help him; see your place in the group, consider yourself a member and experience a sense of community;

* respond constructively to disappointments and failures;

* make decisions that involve the possibility of concluding a compromise;

* navigate and follow the rules of living together, sometimes at the expense of infringing on one’s own interests;

* distinguish between negative and positive ways to resolve a conflict, be able to use the latter;

* see other children and be able to cooperate with them;

* understand what prejudices are and question them.

It is these issues that are dealt with by the psychological and pedagogical support service created in every school where there are integrated classes. However, in major cities, especially in Minsk, parents of children with developmental disabilities, but with intact intelligence, began to prefer a regular class to an integrated one. Despite the fact that the total number of students in an integrated class is smaller, two teachers work and correctional classes are organized in accordance with the curriculum of the corresponding special school. Nowadays, in principle, no one doubts the need for integration. Social transformations, democratization and humanization of education, the ideas of dignity and self-worth of an individual who has all the rights to realize his interests and needs, recognition of equal rights in the field of education of persons with psychophysical disabilities determine methodological basis integrated training and education.

However problematic issues and strategic lines for implementing the idea of ​​inclusive education, as a new stage in the development of integration processes, are:

* state update educational standard, content of program material and educational and methodological support of the educational process for individual academic disciplines;

* psychological and pedagogical foundations for intensifying the social development of students with psychophysical disorders, including the formation of life competence;

* organizational forms of correctional and developmental work and labor training in a collaborative learning environment.

Inclusive education in modern society can be achieved by creating a unified software and methodological support for the educational process, ensuring the practical application of new educational, training, correctional programs will significantly expand the capabilities of students with special needs of psychophysical development, teachers of general secondary education, as well as parents of children with special needs of psychophysical development.

Thus, the new educational policy in the Republic of Belarus is a policy of inclusive education and requires improving the content of education, which would create high motivation for all students and a prerequisite for success in later life, and also make a significant contribution to the development of a humane society based on equality.

There is currently an Inclusion program in the United States. Its foundations were laid by the Rehabilitation Act and the Law on Education for Handicapped Children in 1973. The US Congress, building on the experience of the District of Columbia, passed the Individuals with Disabilities Education Act (later renamed the Individuals with Disabilities Education Act), which provided necessary funding for special education in local school systems and established individual approach to determining the educational program. The law gave preference to integration - education of disabled children in secondary schools with the provision of additional assistance as needed, rather than training in special institutions. Inclusion can be defined as “acceptance of every child and flexibility in approaches to learning.” This educational model implies that a child with a disability can study with normal children. This also applies to children with intellectual disabilities, such as Down syndrome. Inclusive schools accommodate all children, regardless of their psychological, mental, social, emotional, linguistic or any other characteristics.

Education based on the “Inclusion” model is a priority in the United States, but in America they do not refuse special schools, but placing a child there is carried out only in extreme cases.

As part of an inclusive approach, each school or institution, even at the stage of planning its activities and educational programs, takes into account the expected possible needs of all students with their individual needs, developing the so-called Individual Education Plan (IP). Its development is carried out according to the following criteria: Realism, Level of Achievement, Evaluability, Activity. The place of study of a disabled student depends on his needs and the extent of his limitations. He can learn:

¦ in a regular class and receive the necessary help;

¦ in a regular classroom, receiving the necessary help, as well as support from specialists from the educational institution;

¦ part of the day in a regular class and the rest of the day in a special class;

¦ in a special class with all possible support from specialists and a group of consultants on this issue;

¦ under a rehabilitation program with continuous support from various specialists

As part of the Inclusion program, in the 80s of the last century in the United States, the process of constructing new buildings and rebuilding old ones began, taking into account the needs of various categories of people with disabilities. For these purposes, the government allocated additional financial resources and at the same time applied strict sanctions for violation of accepted standards. At the same time, on the territory of universities such as Harvard and Columbia University, there are old academic buildings that have not been rebuilt for entry, for example, by wheelchairs. Let us note that buildings of historical value are not subject to reconstruction, but if classes are held in these buildings and it turns out that there are students in wheelchairs in the group, classes are transferred to new academic buildings that are properly equipped. An important principle of state policy towards people with disabilities is the ability of a disabled person to use the services of an organization or service with the same ease as an ordinary person. If necessary, students are provided with:

¦ interpreters who speak sign language;

¦ individual assistants who facilitate the process of recording lecture material;

¦ social educators and psychologists for individual counseling. Blind students are given the opportunity to use a Guide Dog.

The Offices for Persons with Developmental Disabilities, which exist at every university, perform primarily coordination functions. For example, in State University Wayne (Detroit, Michigan) this office has several full-time employees who maintain contact with all departments of the university and, if a disabled student needs help, invite the necessary specialist from other organizations. At New York University, a similar office maintains contact with various organizations involved in the problems of people with disabilities, as well as with psychological centers that provide them with specialists to carry out psychological consultations and trainers for various trainings.

Since much depends on the teacher when implementing an integration program, Wayne State University has now developed and successfully conducted trainings with teachers to help educate children with disabilities, as well as trainings for students with disabilities to help young people establish communication, learn to make choices in various life situations, taking responsibility. The following is a description of the training developed at Wayne State University.

Ten successful and confident steps for working with specialists. During the training process, the existing level of personal confidence is assessed; characteristics of aggressive, passive and confident behavior are determined; the concept of personal rights is defined; 5 steps are identified to achieve successful change; training is conducted on the creation and use of personal stabilizer anchors; personal confidence problem areas are assessed and an action plan is drawn up to eliminate them.

How to make learning easier. The training is aimed at effectively teaching people with disabilities new skills. During the training, we learn what “directly addressed instructions” and “task analysis” are; five stages of direct addressing are defined: preparation; understanding; rehearsal; self-test. Learns how to use task analysis when teaching new skills.

How to make the transition as smooth as possible. The training is aimed at teaching techniques that will make the transfer from one professional working directly with a person with a disability to another less unpleasant for the client. The training examines why client transfer occurs; the advantages and disadvantages that accompany the transfer are determined; the importance of interaction between old and new specialists, as well as with the client, is studied; challenges associated with transfer and ways to respond to them are identified.

Self-determination: Our right to make life meaningful and meaningful. The purpose of the training is to teach people with disabilities and their caregivers how to live full and meaningful lives for people with disabilities. During the training, the concept of self-determination is studied; the skills necessary for independent decision making are determined; a preliminary life plan is created.

Training for trainers. The training is aimed at training trainers who teach training courses for specialists who directly work with people with disabilities. This training was developed by the Institute for People with Developmental Disabilities. During the training, the history of the creation of the course, its goals and objectives are studied; The features of adult learning, ways to help people establish friendships and establish relationships in local communities are studied. The training aims to teach how to help people with disabilities establish friendly relationships with the people with whom they live. During the training, an understanding of the importance of friendships is studied; the difficulties that people with disabilities face when establishing friendships are identified; an understanding of the role of professionals working directly with people with disabilities, which they play in helping to establish friendly relationships, is studied; opportunities are identified that can be used by people with disabilities to establish friendly relations; the understanding of the need to include assistance in establishing such relationships in the daily activities of specialists working directly with people with disabilities is being studied. How to increase support through opportunity and choice. The training is aimed at teaching how to help people with disabilities make their own choices without influencing the decision-making process. During the training, we learn what choice is; examines why people make choices; explores why you might want to make a choice instead of someone else; Three directions are identified in helping the client make an independent choice.

Conflict resolution. The training helps you understand what leads to conflicts and learn ways to resolve them constructively. During the training process, it becomes clear what attitude and one’s own self-image are; how to achieve control through conversation; the concept of conflict and criticism; how to control emotions; how to resolve conflict. Before and after each training, participants fill out special questionnaires developed at the Institute for Persons with Developmental Disabilities, which help employees working with people with disabilities in their future work. This allows us to conclude that the United States has a well-functioning education system that provides equal opportunities for all people. Moreover this system, covering all spheres of life of the population, promotes the maximum possible integration of a person with special needs into society, and also ensures his acceptance by society. An important role in the implementation social work plays an integrated approach and the participation of a number of specialists from various fields of knowledge in the development of adaptation and rehabilitation programs. To change citizens' attitudes towards people with disabilities in the United States, a well-thought-out and developed campaign in the media was carried out by psychologists and other specialists, and religious organizations also played a large role in this. Thus, people with disabilities have gained access to all spheres of society, and the perception of them by healthy people has changed. Distributed throughout the country public organizations and clubs for the disabled, as well as various foundations. I would like to note that in the USA it is specialized funds and organizations that provide a significant part of the services required by law for a person with disabilities and are responsible for the financial resources provided by the municipality.

As we see, the introduction of inclusive education in Russia and the Republic of Belarus also faces a number of difficulties. Russia has developed an all-Russian program for the social integration of children with special needs, increasing the level of tolerance, self-awareness and helping behavior on the part of healthy people. There is a serious problem of combining the pace of teaching and the amount of knowledge available to children with disabilities and healthy children. A child with developmental disabilities should be placed in an environment that currently corresponds to his learning capabilities. In addition, if necessary, a tutor is assigned to him. It is difficult and slow to establish contacts between children with disabilities and healthy children. The situation is similar in the Republic of Belarus, where there is no special medical support in the educational institution, and there is no vehicle for students with disabilities that would allow them to get to their place of study and home. The legislation regulating the rights of children with disabilities is weak, and employment programs for graduates with disabilities are not effective. In turn, the United States is increasingly seeing a model that actually works. Now, if not half, then at least 45% of all schools with specialized classes have comprehensive inclusive programs. Abroad, a disabled child is a full-fledged member of society. His life is not limited only to his home. All cultural places are equipped with ramps and exits, the transport network is equipped with special lifts, pedestrians and sidewalks are tiled with specific colors for the visually impaired.

Today, there is a mechanism for approving designed buildings, in which a clause on the accessibility of facilities for disabled people is mandatory included in the architectural design assignment.

Thanks to the reviewed experience of various countries, we can conclude that the Russian educational system needs to: consolidate the concept of inclusive education in the system of regulatory legal acts at the federal level, so that parents of children with disabilities do not have to defend their right for their child to receive education at any secondary level educational institution(provided by the law on education) through the court; adopt a system of rules and instructions that clearly regulate the mechanism for implementing inclusive education in practice (including the mechanism for creating additional conditions) in relation to each group of limitations, depending on the nature and degree of disability; develop a system of instructions for psychological, medical and pedagogical commissions and for the bureau of medical and social examination that are developing an individual rehabilitation program for a child with disabilities, according to which specialists from these structures could offer correct and clear recommendations about the place of education of a child with disabilities - general education or correctional school; legislate the term “Child with special educational needs”, which is much more accurate and sensitive to the child (children with the same disabilities may experience different learning problems); create and establish a procedure for the functioning of centers for helping children with developmental disabilities receiving education in a general school. These should be centers that provide individual, technical and informational assistance to children and their teachers, which they cannot receive in general conditions; develop a mechanism for the participation of parents of a child with disabilities in choosing an educational institution for their child, as well as in the formation and evaluation of those created for additional conditions.

Inclusive education in the Republic of Belarus

Today, a model of integrated education has been created in the education system of the republic, which is a significant achievement compared to the previously existing model of separate education, when a child with a disability had no chance to study with his peers in kindergarten or school. But as integrated classes and groups in preschool institutions developed and expanded, it became obvious: it is not enough to simply open the doors of a regular school or kindergarten for a child with special needs and place him in a regular classroom with his peers. Inclusive education, being a logical continuation of the integrated education system, offers new, more advanced and flexible approaches to organizing educational process and interaction with each child.

The development of an inclusive approach is considered by UNESCO, OSCE and other international organizations as a priority direction for the development of national school education systems, since the realization of the right of citizens to receive quality education and social integration is an important factor sustainable development society. Inclusive or included education is a term used to describe the process of teaching children with special needs (but not only with characteristics of psychophysical development) in general education (mass) schools.

Inclusive education is based on the ideas of equal treatment of all people, any discrimination against children is excluded, and special

conditions for children with special educational needs. Experience shows that from any tough educational system Some children drop out because the system is not prepared to meet the individual learning needs of these children. Thus, dropped out children become isolated and excluded from the general system. You need to understand that it is not children who fail, but we, adults (teachers, officials, parents), who create negative conditions for children, unfortunately, often without even thinking about why the child loses interest in learning and communication. Inclusive approaches can support these children to learn and succeed, giving them chances and opportunities for a better life.

Inclusive education is a continuous process of educational development, implying the accessibility of education (self-improvement, self-development) and recognizing that all children are individuals with different learning needs. Inclusive education strives to develop an approach to the educational process that is more flexible to meet different learning needs. If learning and education become more effective as a result of the changes that inclusive education introduces, then all children (not just children with special needs) will benefit.

Traditionally, the concept of inclusive education has been limited to definitions relating mainly to the realization of the right to education and social integration of students with special needs. However, the concept has evolved towards the idea that all children, without exception, should have equal rights, conditions and opportunities in education, regardless of their cultural, economic and social status, as well as differences in their abilities and capabilities.

The core values ​​and beliefs inherent in inclusive education are:

Everyone has the right to education.

All children can learn.

Everyone may experience learning difficulties in certain areas or at certain times.

Everyone needs help in the learning process.

The school, teacher, family and community have the primary responsibility for promoting learning, not just for children.

Differences are natural, valuable, and enrich society.

Discriminatory attitudes and behavior must be criticized.

Teachers should not exist on their own; they need constant support.

Inclusive education is characterized by the following features:

Each child, regardless of his characteristics and abilities, has the opportunity to attend an educational institution at his place of residence, where opportunities are provided to realize his potential and to interact with other children;

The physical environment and the entire learning process adapts to the needs of each child;

All staff are appropriately trained and use a non-discriminatory and respectful approach when interacting with children and their parents.

In the Republic of Belarus, all efforts to implement the ideas of inclusive education are supported by a legal framework that establishes the rights and responsibilities of participants in the educational process. The most important of them: the Constitution of the Republic of Belarus, the Laws of the Republic of Belarus - “On the rights of the child”; “On Education”; “On the education of persons with special needs of psychophysical development (special education)”; “On general secondary education”; “On languages ​​in the Republic of Belarus”; Decree of the President of the Republic of Belarus dated November 24, 2006 No. 18 “On additional measures for state protection of children in dysfunctional families”; Decree of the President of the Republic of Belarus dated July 17, 2008 No. 15 “On certain issues of general secondary education.”

However, in Belarus, inclusive educational practice is quite limited, largely experimental and unsustainable. This is due to the fact that the inclusive education system is at the stage of formation. More than half of children with special needs are still educated in special educational institutions boarding type. For comparison: in European countries, 3-4% of children are in such schools, most of whom have severe health and developmental disorders. Other categories of disabled children study in regular schools and live in families with their parents.

The integration of children with special educational needs takes place in a long-established system of normative mass education that is difficult to accept innovation, which cannot be painless or indifferent for this system (organizationally, substantively, normatively, didactically, economically, psychologically).

The most important barrier to independent living for people with disabilities is the unwillingness of the education system to develop and implement individual educational programs within the framework of an inclusive model.

The education of many people with disabilities is difficult due to the lack of a “barrier-free environment” specially prepared for them in educational institutions, insufficiently developed infrastructure, and the physical inaccessibility of educational institutions. Many educational institutions are still not equipped for the mobility and education of people with disabilities. One of the most acute problems is caused by the difficulty of moving disabled people from their place of residence to their place of study.

Another problem that complicates the implementation of integrated forms of education is related to staffing problems. Integrated training requires the training of appropriate specialists. Today in regional state institutions advanced training and retraining of executives and education specialists, retraining of specialists in integrated education is open, a special course “Integrated education” is taught at the faculties of special education (defectology faculties). At the same time, there are personnel problems. Firstly, educational institutions are not yet quite ready to accept a large number of students into integrated classes and groups, since there is a problem of shortage of relevant specialists (teachers, assistants). Secondly, the professional training of general education teachers is currently not sufficient to implement an inclusive approach. The situation is complicated by the lack of special educational materials, manuals, teaching aids and training programs.

To develop inclusive educational practices, systemic institutional changes are needed, but the most difficult of them are changes in the professional thinking of teachers and the consciousness of parents. The introduction of inclusive education faces not only the difficulties of organizing a “barrier-free environment”, but also obstacles of a social nature, consisting of widespread attitudes, stereotypes and prejudices, including the willingness or refusal of parents with disabled children and parents of healthy children to accept new principles of education. The effective implementation of the inclusion of a special child in the environment of a general education institution depends on the attitude of parents of both categories to this form of education. According to research by Russian scientists (N.N. Malofeeva and A.A. Dmitrieva), the main reason for the isolation of disabled children from society is their parents, who, worried about the outcome of communication with healthy peers, limit the social contacts of their children. Parents have a feeling of uncertainty, and often the impossibility of educating their disabled child in a regular school. According to Russian researchers, many parents of disabled children prefer that their children receive education in special educational institutions; They often take a medical approach to thinking. At the same time, less than half of parents of healthy children would like their children to study together with children with disabilities. It is obvious that the correct attitude towards joint learning needs to be formed among parents of both categories of children.

The project is currently being developed Concepts for the development of inclusive education (students with special needs of psychophysical development)in the Republic of Belarus. The Concept for the Development of Inclusive Education in the Republic of Belarus (hereinafter referred to as the Concept) is a system of views on the principles, priority areas, goals and objectives, mechanisms for the development of inclusive education in the Republic of Belarus.

The concept is being developed with the aim of realizing the right to education for all children, including children with special needs of psychophysical development, in educational institutions closest to their place of residence, to create conditions that maximally take into account the educational needs of each student, revealing the potential of each student.

The concept is based on the recognition of the exclusive role of education in the development of the individual, his socialization, the importance of inclusive education for the formation of an inclusive society, in which the characteristics of each of its members are considered not as a problem, but as a potential for development, as a special value that gives diversity to society and contributes to its improvement .

The concept is aimed at creating a holistic system of inclusive education, which should be based on deep knowledge the main factors determining the state of education, especially special education, the formation of readiness to accept any child into the basic education system, tolerant relations in the education system.

The Concept defines the main goals, objectives, principles and mechanisms for the development of inclusive education, aimed at the fullest realization of the right to education for all students at all levels of education and lifelong learning.

Inclusive education is a natural stage in the development of education, first of all, for students with special needs of psychophysical development, following the stage of their isolation, segregation, institutionalization, then the stage of integrated training and education in institutions of preschool and general secondary education.

Inclusive education is training and upbringing, during which the special educational needs of all students, including persons with special needs of psychophysical development, are met in institutions of basic and additional education with the creation of appropriate conditions in them and the fullest inclusion of all students in the joint educational process.

The modern understanding of inclusive education is that all children should be educated together wherever possible, regardless of any difficulties or differences that exist between them. International experience shows that a certain proportion of children drop out of any rigid educational system because the system is not ready to meet the individual learning needs of such children. Inclusive consciousness leads to the understanding that it is not the children who fail, but the system that excludes the children.

The development of the Concept is due to the need to improve work in the field of education of persons with special needs of psychophysical development, expand the right to choose the place and form of education, create conditions that ensure equality in education for all categories of students, and foster tolerance in the education system and in society as a whole.

The goal of the Concept is to ensure inclusive education for persons with special needs in psychophysical development in the Republic of Belarus.

Time frame for concept implementation

The implementation period for the Concept is 2015 - 2020.

2015-2017 - implementation scientific research, experimental activities; individual educational institutions provide inclusive education;

2018-2020 - increase in the number of educational institutions providing inclusive education to 20 percent; educational institutions with a barrier-free environment up to 10 percent;

2020 and subsequent years - any (every) educational institution provides inclusive education.

Expected results of the concept implementation

The implementation of the Concept will contribute to the improvement of regulatory legal documents, the introduction of innovative technologies, modern approaches to organizing the joint educational process of ordinary children and children with special needs, and ensuring the architectural accessibility of educational institutions.

The implementation of the Concept will improve the quality of education and the quality of life of all students, promoting their socialization and knowledge of life in all its diversity.

The draft Concept for the development of inclusive education (students with special needs of psychophysical development) in the Republic of Belarus can be found on the institution’s website in the Special Education section.

From October 27 to 28, 2016, the International Conference “Inclusive Processes in Education” was held in Minsk.

Inclusive education is one of the leading transformations of recent decades in the world educational space. The Republic of Belarus is moving in line with these transformations.

Deputy Minister of Education of Belarus Raisa Sidorenko said at the International Conference “Inclusive Processes in Education”: “A lot has been done in Belarus to promote inclusive education.”

According to her, in recent years we have taken a number of steps to promote inclusive education, developed and approved a concept for the development of inclusive education for people with special needs, and are implementing an action plan for 2016-2020. The Deputy Minister emphasized that inclusive education is considered not only as the education of persons with special needs of psychophysical development, but also as providing equal educational opportunities for students with different educational needs.

Since the 2014/2015 academic year, a project has been implemented in Belarus to test the model of inclusive education in an educational institution. 8 schools were involved in it. In 2016/2017, 20 inclusive classes are already operating under the pilot project. The number of general secondary education institutions in which adaptive educational environment. If in 2014 there were 280 such institutions, then in 2015 there were 951. The deputy minister added that this is the first international conference dedicated to inclusive processes to be held in Belarus.

“The country has done a lot on a barrier-free environment and on the integration of children with different needs into the general education system, but this is the first time that a specific conversation with the participation of not only Belarus, but also representatives of other countries has been held,” noted Raisa Sidorenko.

Nora Shabani, Regional Adviser on Inclusive Education of the UNICEF Regional Bureau for Central and Eastern Europe, CIS Countries and Central Asia, spoke about what regulations regulate the development of inclusive education in other countries.

On behalf of the United Nations Children's Fund (UNICEF), all participants in the international conference on inclusive processes in education were greeted by the UNICEF Representative in the Republic of Belarus, Dr. Rashed Mustafa Sarwar.

He emphasized that “in order for Inclusive Education to work, we will have to change society's attitude - and sometimes our attitude - towards children with disabilities. We cannot deny that stigma against such children, unfortunately, still exists.” At the same time, he believes that everyone should have the opportunity to use this potential - both an ordinary child and an “unusual” one. “I see this as a task not only for the education system, but also for UNICEF and the whole society. So far, to my regret, in Belarus, in relation to disability and disabled people, a medical approach prevails, but what is needed is a social one. All of us - teachers, parents, society - need to be ready to fully accept them into our classes,” said Rashed Mustafa Sarwar.

The head of the special education department of the Ministry of Education, Antonina Zmushko, said that children registered in the data bank about children with special needs in our country are almost 100% covered by correctional pedagogical assistance and special education,

According to her, most children with special needs have speech disorders. For several years in a row, the country has been implementing a republican pilot project to test the model of inclusive education in general secondary education institutions. 8 institutions are participating in it, where 14 inclusive (in the full sense of the word) classes have been created.

Within a few recent years A republican project was implemented to test the resource center model in a special education institution. These institutions also make a significant contribution to the development of inclusive processes.

“We think that there should be inclusive education in our country. By 2020, we plan to cover about 80% of children with special needs in inclusive forms of education. But we will also leave an alternative for children with disabilities, in which they will still have the opportunity to receive education in a special school,” noted Antonina Zmushko.

The program of the two-day conference included presentations by international experts in the field of promoting the ideas of inclusion, scientists involved in developing problems of inclusive education, specialists providing training teaching staff inclusive sphere, practicing teachers implementing inclusive education technologies, as well as other specialists interested in this problem.

Participants discussed a wide range of areas that reveal the versatility of inclusive processes in education. The focus is on the policy in the field of inclusive education, the practice of such education, and the formation of an inclusive culture.

An indisputable fact: inclusive education is one of the leading transformations of recent decades in the global educational space. Belarus is moving in line with these transformations. In particular, in 2015 the country signed the Convention on the Rights of Persons with Disabilities. The Ministry of Education has developed a Concept for the development of inclusive education for people with special needs and a 2016-2020 Action Plan for its implementation. Appropriate changes are being made to the Education Code, scientific and experimental research is being conducted aimed at developing inclusive processes in education.

The main problem area of ​​the conference is policy in the field of inclusive education (conceptual framework for development, inclusive education through the prism of the Convention on the Rights of Persons with Disabilities, etc.), the practice of inclusive education (the practice of inclusive educational institutions in Belarus and abroad, adaptive educational environment and others features of inclusive education for different categories of people with special needs of psychophysical development, etc.), the formation of an inclusive culture (teacher readiness to implement inclusive education, professional competencies and personal qualities of an inclusive education teacher, etc.).

Within plenary session Participants were able to visit an exhibition of scientific and pedagogical experience and get acquainted with the developments of Belarus in the field of special education.

The event was organized by specialists from the Ministry of Education of the Republic of Belarus, the Belarusian State pedagogical university named after Maxim Tank, the National Institute of Education, the Academy of Postgraduate Education and the Representative Office of the United Nations Children's Fund (UNICEF).

Order of the Minister of Education of the Republic of Belarus dated July 20, 2016 No. 669 On holding the International Conference “Inclusive Processes in Education”

They say that the longest distance on Earth is 30 centimeters between the head and the heart. It is this path that many parents have to overcome, mired in prejudices and fears that children with special needs have no place in a regular classroom. After the long-awaited signing by Belarus of the UN Convention on the Rights of Persons with Disabilities in September, our education will move to a new stage - to develop inclusive education. Simply put, children with special needs should be integrated step by step into the educational process of regular kindergartens and schools. By the way, the country made its first turn in this direction a little earlier: back in July, the Minister of Education approved the concept of the development of inclusive education.

In fact, it cannot be said that the education of children with special needs has been relegated somewhere to the margins. True, we are mainly talking about the so-called special education, which today covers more than 99% of those in need. And in 2012, for the first time in the history of Belarus, the State Program for the Development of Special Education appeared, which strengthened work at two levels - preschool and school, which concerns approximately 8% of children from total number child population in the country. The figure, according to experts, is not critical, because more than 60% of these children are limited to special education only at the kindergarten stage, having mild speech or other unexpressed impairments on their medical records. And then they go to a regular school class. What do we end up with? 240 special education institutions, including 46 kindergartens, 25 special boarding schools, 28 auxiliary schools and 141 correctional and development centers. Every year they educate more than 3,000 children with severe or multiple disabilities, and over 4,000 more receive correctional assistance. It is important, emphasizes Antonina Zmushko, head of the special education department of the Ministry of Education, that since 2000 the number of special boarding schools has decreased by 40%, while the number of correctional centers has doubled and today every second school has correctional pedagogical assistance points.

But perhaps one of the most important achievements is that there are 5,318 integrated classes in the country. This approach is, one might say, new for our education system. It first emerged in the mid-1990s, when less than 1% of those in need received special education in regular schools. Today - almost 70%! But there is no point in equating integrated education with inclusive education: there are many differences in approaches and requirements. For example, in integrated classes, each of the special students, depending on their disabilities, studies according to their own program (some are exempt from exact sciences, others from English), and a mandatory element of the educational process is classes with a defectologist. In a word, parents sigh, the baby often never fully becomes part of the children’s team. With an inclusive approach, there is a closer involvement in the process, the teacher has specially trained assistants, and each special child gets a full-fledged place in the group or class. Simply put, if in the first case you have to adapt to the school, then in the second case the school itself must show flexibility. It is this science that our specialists will have to master step by step, relying, among other things, on the experience of foreign colleagues. For example, in Moldova they have been working on an inclusive education system for about 10 years. An expert in this area, Angela Kara, lists 6 mandatory starting conditions:

Firstly, the political will of the state is needed. Secondly, the regulatory framework. The third important factor is cooperation between different sectors social life so that good ideas do not remain only on paper. In addition, it is impossible to do without a well-functioning system of training and retraining of personnel, competent financing and the creation of an appropriate educational environment.

So there is some work to be done here. How did Moldova act in its time? For example, in the Education Code it was stated in black and white that children with special needs can attend regular kindergartens (the concept of “inclusive education”, by the way, will appear in our updated code). The next step is to organize the help of specialists in each district so that such a child can more easily integrate into the educational process. The issue of funding was also resolved by reducing boarding schools and instead developing social services. As for qualified employees, the “Inclusive Education” module has appeared in all pedagogical universities. Of course, it was not possible to completely get rid of prejudices and stereotypes, but today 40% of Moldovan children with special needs attend regular kindergartens and this percentage is gradually growing...

The development of inclusive education in our country is still marked with strokes. For example, take integrated groups in kindergartens, which are almost half the size of regular ones. There is a clear limit here: out of 12 kids, no more than six can have mild impairments (and even fewer are more serious), but if they still get half of them, they will most likely take a different path - they will open a special group. But in addition, there are not enough teachers-defectologists everywhere; not every school is able to create the necessary conditions... But the most difficult problem seems to be the parents of ordinary children. More than 60% of such mothers and fathers, a UNICEF survey showed, are not delighted with the idea that a child with special needs will be sitting at the same desk with their child. Arguments? Most often purely emotional. Nevertheless, according to the concept of the development of inclusive education, this system will have to go through three stages. First, by 2017, they will develop documentation, conduct a number of studies and experiments, and also prepare personnel and special conditions in schools. Then, by 2020, individual educational institutions will move from words to deeds and will come to grips with innovation, expanding work with personnel and methodological literature. At the third stage, which starts in 2020, the network of schools and kindergartens included in inclusive education will expand more and more.

Will this work in practice? Experts are optimistic. Olga Klezovich, Dean of the Faculty of Advanced Training for Education Specialists, Institute of Advanced Training and Retraining of the BSPU named after. M. Tanka, I am sure that a teacher for whom this is not just a job, but a service to children can work in an inclusive classroom:

Inclusion is an ideal option where there is a place for every child. Now we have a certain minimum number of hours for retraining personnel. The next step is to develop a professional standard specifically for an inclusive education teacher.

pasiyak@site

On February 1, 2017, the Ministry of Education of the Republic of Belarus submitted for public discussion a new edition of the Education Code, which you can familiarize yourself with:

1. One of the most important innovations this document consolidated the concept "inclusive education" How training and education, which ensures the most complete inclusion in the joint educational process with other students of students with special needs of psychophysical development by creating conditions for receiving education, taking into account the characteristics of their psychophysical development, health status and cognitive capabilities.

The importance of inclusive education has been repeatedly emphasized by the Committee on the Rights of the Child, noting that children with disabilities should not be isolated from the general education system on the basis of their disability, but, on the contrary, should receive the necessary support within the general education system to facilitate their effective learning (para. 66 -67 General Comment No. 9 of 2006 of the Committee on the Rights of the Child).

Thus, inclusive education should enable all students, regardless of their characteristics, to fully participate in the life of the team of a regular kindergarten, school, institute, in preschool and school life and communicate freely with peers, and not be isolated within specialized institutions.

In Belarus, with the adoption of the new Education Code, inclusiveness will be implemented as follows:

A person with special needs of psychophysical development will be able to exercise his right to create special conditions for receiving education and receive correctional and pedagogical assistance in the context of inclusive education if there is a conclusion state center correctional and developmental education and rehabilitation or certificate of mastery of the content of the educational program of special education at the level of general secondary education.

The conclusion contains recommendations on the training and education of persons with special needs in psychophysical development according to the appropriate educational program, the creation of special conditions for receiving education, and the provision of correctional and pedagogical assistance to them.

However, if previously such correctional and pedagogical assistance could be provided only at correctional and pedagogical assistance points or in centers of correctional and developmental training and rehabilitation, but now, depending on the severity of physical and (or) mental disorders of students, correctional and pedagogical assistance can be provided when they master the content of educational programs of basic or additional education within the framework of the relevant educational program and (or) separately at points of correctional and pedagogical assistance.

Thus, these minor changes indicate a gradual transition to the principles of inclusive education and international standards. At the same time, it follows from the new edition of the Code that the education of children with disabilities and special needs still involves issues of medical examination and depends on the nature of the indications for education.

Thus, the Resolution of the Ministry of Health of the Republic of Belarus dated December 22, 2011 N 128 “On determining medical indications and contraindications for education”, which automatically sends children to special schools based on a diagnosis and / or medical report, without taking into account the fact that many children with designated disabilities can successfully study in general education schools through an individual educational program.

How can the principles of inclusive education be implemented in conditions of continued existence? of this document It's not clear yet.

2. Changes affected the system of special education institutions. According to the new edition of the Code, special education institutions can be of the following types:

2.1. special preschool institution;

2.2. special school, special boarding school;

2.3. center for correctional and developmental training and rehabilitation;

2.4. other special education institution

Accordingly, such types of special education institutions as a auxiliary school (auxiliary boarding school), as well as a special nursery-kindergarten as a type of special preschool institution, were abolished.

It should be noted that the new edition of the Code pays significant attention to persons with autistic disorders. The new Education Code defines such violations as violations of behavior, communication and social interaction of varying degrees of severity. It also indicates that in the center of correctional and developmental training and rehabilitation, correctional and pedagogical assistance, early comprehensive assistance can be provided to persons whose behavior, communication and social interaction disorders are expressed to such an extent that they require constant accompaniment of an adult and the creation of a special environment adapted to their capabilities and needs.

3. Extremely important is the following change:

Article 259 of the current Education Code establishes the period for obtaining education by a person with intellectual disability in the second department of a auxiliary school (auxiliary boarding school) or in the center of correctional and developmental education and rehabilitation V nine years.

In practice, this provision leads to a number of difficulties and violations of the rights of children and parents, in particular:

— persons with intellectual disabilities are discriminated against in relation to the right to education, because their period of study at the general secondary education level is reduced by one year in comparison with persons without psychophysical characteristics;

- in the period after completion of education in the second department of a auxiliary school (auxiliary boarding school) or in a center for correctional and developmental education and rehabilitation before the age of 18 and the possibility of visiting day care units for disabled people at the TCSON disabled children are deprived of full psychological and pedagogical assistance and communication with peers, which contradicts the principle of social integration and rehabilitation;

- in the period after completion of education in the second department of a auxiliary school (auxiliary boarding school) and in the center of correctional and developmental education and rehabilitation and before disabled children turn 18 due to the lack of employment alternatives for the child parents are forced to quit their jobs in order to provide full-time care for him. If they are not provided with social respite, this often leads to emotional breakdowns, depression, and poor health.

In light of the above, the change is very positive in the new edition of the Code period of study in the second department of a special school, a special boarding school for students with intellectual disabilities, in the center of correctional and developmental education and rehabilitation from nine to ten years.

4. A particularly positive change seems to be the consolidation of the possibility of receiving education in a distance form.

Distance form of education - training and education, which involves primarily independent mastery of the content of the educational program by students based on the use of distance educational technologies that ensure the conduct of training sessions (classes), consulting and control activities, current and intermediate certification, with remote interaction between a student and a teaching worker.

Enshrining this form of education in the Education Code is of particular relevance, since even with significant efforts by the education system to ensure accessibility of education, in some cases Remote education remains the most acceptable form of obtaining a specialty for people with disabilities.

5. It is important that the new edition of the Code also retains the following benefits and preferences for children with special needs of psychophysical development, disabled children under 18 years of age, disabled people since childhood, disabled people except persons whose disability resulted from illegal actions, due to alcohol, drug, toxic intoxication, self-harm:

1. free use of textbooks and teaching aids;
2. the possibility of receiving a social scholarship;
3. possibility of free accommodation in a hostel;
4. provision of a place of work based on the state of health at the place of residence of the parents or husband (wife);
5. exemption from reimbursement to the republican and (or) local budgets of funds spent by the state on their preparation if it is impossible to provide through redistribution, redirection to a new place of work, taking into account the state of their health at the place of residence of the parents, husband (wife) or with their consent otherwise places of work;
6. admission without competition to receive vocational education in specific specialties, except for specialties for which the competition in the year preceding the year of admission was five or more people per place, if the educational document contains marks of at least 4 (four) points;
7. preferential right of enrollment in case of an equal number of points scored on entrance examinations, for enrollment in educational institutions to receive vocational education (disabled people of group III);

Prepared by Anastasia Konovalova,
legal consultant of the NGO "BelAPDIiMI"

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