Certificate for children with disabilities: how to get it? OVZ: transcript. Children with disabilities. Development of children with disabilities Who assigns disability status

IN recent 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 is it?

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 with 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 World Organization healthcare. 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 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 lag behind in mental 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 more detail.

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, certain areas have been developed in recent years social policy, which 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 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 entry level. 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. Approved required adapted program for children with disabilities to study in a comprehensive 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 an educational institution, etc.

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

IN lately The term “children with disabilities” is increasingly being used, and this is explained by the growing number of people with disabilities. 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 ratifying countries. 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 the 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.

IN further action 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 labor activity: it is more difficult to fire them from work, and the 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.

Adapted educational program— an educational program adapted for training persons with disabilities, taking into account the characteristics of their psychosocial physical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these individuals;

Student with disabilities- an individual who has deficiencies in physical and (or) psychological development, confirmed by a psychological-medical-pedagogical commission and preventing them from receiving education without the creation of special conditions.

The activities of the PMPK are a necessary condition in the selection of an individual route for accompanying a child.

Diagnostic procedures are carried out with the mandatory accompaniment of the child by legal representatives. At this stage, legal representatives become familiar with the protocols and preliminary results. It is allowed to conduct a comprehensive (simultaneous) examination by specialists: young children, children with moderate and severe mental retardation.

Moreover, it is necessary to consider whether the PMPK is separate organizational structure or she is structural unit a center for psychological, pedagogical, medical and social assistance, which consolidates the resources of specialists in various fields.

Part 3 of Article 55 of the Federal Law of December 29, 2012 N 273-FZ “On Education in Russian Federation» establishes that children with disabilities are admitted to study in an adapted basic general education program only with the consent of their parents (legal representatives) and on the basis of the recommendations of the psychological, medical and pedagogical commission.

A student may have special needs in physical and (or) mental development and (or) behavioral deviations, but may not have the status of “disabled” and may not even have sufficient medical grounds to obtain this status. However, for educational purposes, a student may require special psychological, medical, and pedagogical assistance and a special organization of training and education, the need for which is established as a result of a comprehensive psychological, medical, and pedagogical examination. Such an examination is carried out by a psychological, medical and pedagogical commission. She also prepares appropriate recommendations for educational organization.

The status of a student with disabilities is determined by whom

As for the organization of education, we all understand perfectly well that these categories of children have two development paths according to the families’ choice. This could be either teaching children in a special correctional school or providing a Moscow family and their child with the opportunity to receive an inclusive education. In an inclusive mode, the child is educated in educational institution, where, on the one hand, special conditions are created for him taking into account his diagnosis, and on the other hand, they give him the opportunity to fully feel like a member of the community of children of the educational organization in which he finds himself, starting with attending lessons and receiving educational services, including it in all school-wide events of this organization held within the framework of extracurricular activities. Today we are talking about the fact that, at the request of the family, all these opportunities are equally provided to the child.

We submitted documents to the Moscow City Duma that show all the models of teaching children with disabilities and children with disabilities that exist in the capital’s education system today. Let me emphasize: if we are talking about teaching children, then this is related to their education and our department; if we are talking about rehabilitation, then this falls under the competence of the Department of Social Protection of the Population. The education system considers the issues of education and the creation of appropriate conditions for the education of disabled children and children with disabilities.

Rights of children with disabilities

The new law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ guarantees public availability and free preschool, school, additional and secondary vocational education of children. The law prescribes in detail how the education of children with disabilities and disabled children should be organized. The state undertakes to provide free quality education children with disabilities (CHD), disabled children at all levels of education.

7. Students with disabilities living in an organization carrying out educational activities are fully state provision and are provided with food, clothing, shoes, soft and hard equipment. Other students with disabilities are provided with two free meals a day.

Organization of education for children with disabilities in a general education institution

The legislation of the Russian Federation, in accordance with fundamental international documents in the field of education, provides for the principle of equal rights to education for persons with disabilities - both adults and children. Guarantees of the right of children with disabilities to receive education are enshrined in the Constitution of the Russian Federation, the Law of the Russian Federation “On Education”, Federal Laws of August 22, 1996 N 125-FZ “On Higher and Postgraduate Education” vocational education”, dated November 24, 1995, 181-FZ “On the social protection of disabled people in the Russian Federation”, dated June 24, 1999 N 120-FZ “On the fundamentals of the system for preventing neglect and juvenile delinquency”, dated July 24, 1998 N 124 -FZ “On the basic guarantees of the rights of the child in the Russian Federation”, dated October 6, 1999 N 184-FZ “On the general principles of the organization of legislative (representative) and executive bodies state power subjects of the Russian Federation”, dated October 6, 2003 N 131-FZ “On the general principles of organizing local self-government in the Russian Federation”.

An individual educational route is determined taking into account individual characteristics personality of the preschooler (state of health, level of physical development, features of the development of mental processes, interests, inclinations, abilities, temperament, personality, level of mastering the program)

The status of a student with disabilities is determined by whom

• the child studied in a special class for less than 2 school years;
• when, due to the complexity of the violation, the presence of deviations in the emotional-volitional sphere, behavioral and psychological problems a child’s stay in an integrated class has negative influence on the efficiency of development general education programs the rest of the class.

3.5 Current and milestone results of adaptation and integration, advancement in development, skills formation educational activities, mastering general education programs, indicators of the functional state of their health are recorded in the pedagogical map and class register.

Article 79

6. Features of the organization of educational activities for students with disabilities are determined by the federal executive body exercising the functions of developing public policy and legal regulation in the field of education, together with the federal executive body, which carries out the functions of developing state policy and legal regulation in the field of social protection of the population.

11. When receiving education, students with disabilities are provided with free special textbooks and teaching aids, other educational literature, as well as the services of sign language interpreters and sign language interpreters. The specified measure social support is an expenditure obligation of a constituent entity of the Russian Federation in relation to such students, with the exception of those studying at the expense of budgetary allocations federal budget. For disabled people studying at the expense of federal budget allocations, the provision of these social support measures is an expenditure obligation of the Russian Federation.

Student with disabilities - Dictionary of financial and legal terms

This version of the dictionary contains only terms whose definitions are given in regulations. For example, the definition of the term “tax” is given in the Tax Code of the Russian Federation, and it is this definition that is used in the dictionary. The dictionary is regularly updated with new terms.

". 16) student with disabilities - an individual who has deficiencies in physical and (or) psychological development, confirmed by a psychological, medical and pedagogical commission and preventing them from receiving education without the creation of special conditions; "

Material (class) on the topic: REGULATIONS on inclusive (integrated) education of children with disabilities

2.4. Special assistance to students enrolled in integrated education can be provided either under agreements with TPMPC or other educational institutions, or by creating a special assistance service at the school itself. In the latter case, financing of the activities of such a service is carried out at the expense of a special standard at the disposal of the educational organization (institution).

In these Regulations, inclusive education means learning in a joint educational environment children with disabilities and children who do not have such disabilities, by providing children with disabilities with learning conditions and social adaptation that do not reduce the overall level of education for children who do not have such disabilities.

One problem is the problem of teaching children with disabilities. If we are talking about children with a complex structure of a defect, we must understand that such a child can belong both to the group of children with disabilities and to the category of disabled children. If children with a complex structure of a defect are also disabled, then in relation to them, as Tamara Nikiforovna quite rightly noted, there is established by resolution Moscow city coefficients (2, 3 or more) for regulatory financing. If we are talking about the second category of children - children with disabilities, then for children there are currently no coefficients established, since our collaboration with the Department of Health, unfortunately, has not yet made it possible to establish a clear status for them. It is known that today no one normative act The Russian Federation does not establish the status of a child with disabilities. Tamara Nikiforovna, speaking about the need to introduce a coefficient of 4 to the funding standard, does not mean all children with disabilities, but children with a complex structure of the defect.
We submitted documents to the Moscow City Duma that show all the models of teaching children with disabilities and children with disabilities that exist in the capital’s education system today. Let me emphasize: if we are talking about teaching children, then this is related to their education and our department; if we are talking about rehabilitation, then this falls under the competence of the Department of Social Protection of the Population. The education system considers the issues of education and the creation of appropriate conditions for the education of disabled children and children with disabilities.
As for the organization of education, we all understand perfectly well that these categories of children have two development paths according to the families’ choice. This could be either teaching children in a special correctional school or providing a Moscow family and their child with the opportunity to receive an inclusive education. In an inclusive regime, a child is educated in a general education institution, where, on the one hand, special conditions are created for him taking into account his diagnosis, and on the other hand, he is given the opportunity to fully feel like a member of the community of children of the general education organization in which he finds himself, starting from attending lessons and receiving educational services, including it in all school-wide events of this organization, carried out as part of extracurricular activities. Today we are talking about the fact that, at the request of the family, all these opportunities are equally provided to the child.
How does the education system take into account the wishes of the family? In order for the child to receive individual program development (in fact, this program is handled by the Department of Social Protection of the Population), there is medical commissions in the system of the Department of Health, and today in every district of the capital there are special treatment centers that diagnose these children. Educational routes are determined by our city psychological, medical and social commissions. The PMC cannot send a child to this or any other school; this school is chosen by the family from those institutions that exist in Moscow. The PMC can only give recommendations to parents on choosing such a school. The task of the PMC is not to diagnose the child, but to prescribe special conditions for his educational route. This is very important point, therefore, to create and provide special conditions for disabled children and children with disabilities, there are different aspects, starting with adaptation programs, the provision of such programs is clearly stated in the current Law “On Education in the Russian Federation,” and ending with those conditions that are associated with the provision of various kinds of help. If we're talking about creating medical conditions, then this is now assigned to the Department of Health, since since 2013 medical care has been transferred to the jurisdiction of this department, and we have not had any problems with providing such assistance. As for psychological assistance, the assistance of speech therapists, and speech pathologists, in large multifunctional complexes such problems are solved more easily than in small schools, since the complex has more opportunities to provide for the presence of such rates in the staffing table.
The Law “On Education in the Russian Federation” provides that today any educational organization can implement any educational programs, including adaptation ones, therefore each school can declare any educational program. For example, we recently looked at the problems of home education for children, so home education schools can now provide any services, not only for educating disabled children and children with disabilities, but any services in general, for example, intermediate certification for those children who are taught at home.

Tamara ROMANOVA, member of the Public Council under the Department of Education:

The Public Council under the Department of Education is ready to get involved in finalizing the Moscow law on the education of children with disabilities, and to make amendments and additions to it. The commission of the Moscow City Expert Advisory Council of the Parent Community under the Department of Education made a proposal to legally define who a child with disabilities is. We believe that it is extremely important to distinguish between the statuses of children with disabilities and children with disabilities, as this is necessary to create conditions for learning for them.

Viktor KRUGLYAKOV, Chairman of the Moscow City Duma Commission on Education and Youth Policy:

The issue of educating disabled children and children with disabilities is a serious issue that concerns not only Moscow children, it is a problem at the Russian level. This is not about the fact that the standard established in the capital for the education of disabled children is insufficient, it is just sufficient; by decree of the Moscow Government, the list of children who have various indications was expanded, and if previously children with musculoskeletal disorders were taken into account, then it now includes hearing-impaired and deaf, visually impaired and blind children. But in special correctional schools There are also children with disabilities, taking into account the fact that the increased funding standard does not apply to them, we need to think about how to determine their status. This is the prerogative of federal legislation; at the city level we will not be able to determine and consolidate the status of children with disabilities, but we need to make proposals to the Moscow Government and come up with a legislative initiative at the federal level.

Tatyana POTYAEVA, Deputy Head of the Department of Social Protection of the Population:

I am now dealing with the problems of disabled children, I know what kind of attention they need, especially since we have now received from the Department of Education 10 institutions - sanatorium-forest schools, which I supervise. I took part in the development of the Moscow city law on the education of children with disabilities, I know what additions could be made to the text of this budget. First of all, of course, it is necessary to determine the status of children with disabilities; this will help the work of both the Department of Education and the Department of Social Protection of the Population. For now, we need to answer the following question: what exactly are additional funds needed for when teaching disabled children and children with disabilities, why is it not enough to open classes of five students with disabilities, why is the average salary from 67 thousand rubles (up to 85 thousand rubles) insufficient? , which teachers receive in special correctional schools, why are they not satisfied with the rehabilitation structure that exists in such institutions? It seems to me that before we begin to consider the issue of increasing the regulatory funding ratio, we need to understand what additional funds are needed for.

The local regulatory act of an educational organization is:

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Question 2

What is meant by special conditions for obtaining education by students with disabilities?

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Question 3

The status of a child with disabilities is determined by

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Question 5

In accordance with the law, the Charter of the PA

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Question 6

The procedure for the development and adoption of local regulations falls within the competence of:

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Question 7

Law No. 273-FZ determines the deadlines for bringing into compliance with the new Legislation:

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Question 8

A local regulatory act is developed and adopted in an educational organization:

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Question 9

The Law “On Education in the Russian Federation” is a normative legal act of the level:

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Question 10

A student with disabilities is:

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