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Social policy of the state: on the issue of inclusive education in Russia. The strategy of the state policy of the Russian Federation during the transition to inclusive education, as well as in Federal laws

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At present, in the conditions of the modernization of various spheres of activity carried out by the state, the quality of human capital is of particular importance for the sustainable development of society - its health, its knowledge, its ability to move and the possibility of obtaining accessible information. Increasing investment in human resources has become a state socio-economic strategy. Children with disabilities, especially children with disabilities, are the most vulnerable part of the population in need of special social support from the state.

One of the priority goals of Russia's social policy is the modernization of education in the direction of accessibility and quality for all categories of citizens with disabilities. In this regard, the order of society for inclusive education has increased significantly. Inclusive education is a new and promising direction of pedagogy, adopted in civilized countries and called upon by the world community. Undoubtedly, the future of Russian education, including special education, is connected with it.

The relevance of the chosen topic lies in the fact that, taking into account the growth of the population of children with disabilities, children with disabilities, the task of their integration into society is of particular importance, and educational organizations are the first to begin to solve these problems. Children with developmental disabilities, as well as normally developing children, have the right to be accepted into the community of peers, develop in accordance with their abilities and gain the prospect of participation in society.

In connection with the relevance of this problem at the present stage of modernization of Russian education, the goals of writing this work are determined:

· studying the state policy strategy during the transition to inclusive education, ensuring the right of children with disabilities to receive quality education in accordance with their needs and opportunities;

· determining the place and role of PMPK in the education system in the transition to inclusion.

· study the legislative framework regulating the inclusion of children with disabilities and disabled children in the education system;

· to give a psychological and pedagogical description of children with disabilities (children with NODA);

· to analyze the contingent of children examined by PMPK specialists for the period from 2011 to 2013;

The practical significance is determined by the fact that the material presented in this work can be used by teachers, PHC specialists of councils of educational organizations to organize the implementation of psychological, medical and pedagogical support for children with disorders of the musculoskeletal system - with spastic diplegia.


Strategy of the state policy of the Russian Federation during the transition to inclusive education

Inclusive education is such an organization of the process of education and upbringing, in which all children, regardless of physical, mental, intellectual and cultural relations and other other characteristics, are included in the general education system and study together with their peers.

Inclusive education is one of the main directions of reform and transformation of the system of special education in many countries of the world, the purpose of which is to realize the right to education without discrimination. At the heart of the transformation of the system of special education in a global context and the development of inclusive approaches in education are, first of all, the most important international legal acts - declarations and conventions concluded under the auspices of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization ( UNESCO) relating to human rights and non-discrimination for any reason:

Declaration of the Rights of the Child (UN, 1959)

Convention against Discrimination in Education (UNESCO, 1960)

Declaration on the Rights of Mentally Retarded Persons (UN, 1971)

Declaration on the Rights of Persons with Disabilities (UN, 1975)

World Program of Action for Persons with Disabilities (UN, 1982)

Convention on the Rights of the Child (UN, 1989)

World Declaration on Education for All - Meeting Basic Educational Needs (World Conference on Education for All, Jomtien, Thailand, 1990)

United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities (UN, 1993)

Salamanca Declaration on Principles, Policies and Practices in the Education of Persons with Special Needs (World Conference on the Education of Persons with Special Needs, Salamanca, Spain, 1994)

Convention on the Rights of Persons with Disabilities (UN, 2006)

These international legal acts affirm the right of every individual to education and the right to receive an education that does not discriminate against him on any of the grounds - be it gender, race, religion, cultural, ethnic or linguistic affiliation, health status, social origin, socio-economic position, status of a refugee, immigrant, internally displaced person, etc.

The main ideas and principles of inclusive education as an international practice for the realization of the right to education of persons with special needs were first formulated in the most complete way in the Salamanca Declaration "On the principles, policies and practices in the field of education of persons with special needs" (1994).

Education of children with disabilities, children with disabilities, their social adaptation is one of the priority issues in Russian education. The legislation of the Russian Federation, in accordance with the fundamental international documents in the field of education, provides for the principles of equal rights to education for children in this category. “The main task is, within the framework of the modernization of Russian education as a whole, to create an educational environment that ensures the availability of quality education for all, without exception, persons with disabilities and people with disabilities, taking into account the characteristics of their psychophysical development and state of health” (D.A. Medvedev).

The National Educational Initiative “Our New School” (approved by the President of the Russian Federation D.A. Medvedev on February 4, 2010, Pr-271) formulates the basic principle of inclusive education: “A new school is a school for everyone. Any school will ensure the successful socialization of children with disabilities, children with disabilities, children left without parental care, who are in a difficult life situation. In every educational institution, a universal barrier-free environment should be created to ensure the full integration of children with disabilities.

An important federal document in the field of education of children with disabilities, children with disabilities is the State Program of the Russian Federation "Accessible Environment" for 2011-2015, approved by Decree of the Government of the Russian Federation of March 17, 2011 No. 175. In section II "Goals of the State Program for 2011 -2015 defined "... Creation of prerequisites for the development of inclusive education, including the creation of a barrier-free school environment for children with disabilities"

In June 2012, the President of the Russian Federation signed Decree No. 761 dated 06/01/2012 "On the National Strategy for Action in the Interests of Children for 2012-2017". The Action Strategy for Children recognizes the social exclusion of vulnerable categories of children (orphans and children left without parental care, children with disabilities and children in a socially dangerous situation) and sets the following tasks:

Legislative consolidation of legal mechanisms for the implementation of the right of children with disabilities and children with disabilities to be included in the existing educational environment at the level of preschool, general and vocational education (the right to inclusive education);

Ensuring the provision of high-quality psychological and correctional-pedagogical assistance to children in educational institutions;

The possibility of education for all children, regardless of their limited health, is legally enshrined in the Constitution of the Russian Federation (Article 43), in the Federal Law "On Education in the Russian Federation" No. 273-FZ of December 29, 2012.

Law of the Perm Territory No. 587-PK dated February 18, 2010 No. “On the regulation of certain issues in the field of education in the Perm Territory”, one of the main directions for the development of the education system in the Perm Territory is the creation of conditions for the successful socialization of children with disabilities, including through inclusive education.


2. Children with disabilities - cerebral palsy: study, forms.

The term "person with disabilities" appeared in Russian legislation relatively recently. In accordance with the Federal Law of June 30, 2007 No. 120-FZ “On Amendments to Certain Legislative Acts of the Russian Federation on the Issue of Citizens with Disabilities”, the words “with developmental disabilities” used in regulatory legal acts should be replaced by the words “with disabilities ”, i.e. having deficiencies in physical and (or) mental development.

1) children with hearing impairments (deaf, hard of hearing, late deaf);

2) children with visual impairments (blind, visually impaired);

3) children with speech disorders;

4) children with intellectual disabilities (mentally retarded children);

5) children with mental retardation (ZPR);

6) children with disorders of the musculoskeletal system (ICP);

7) children with disorders of the emotional-volitional sphere;

8) children with multiple disorders (a combination of 2 or 3 disorders).

Cerebral palsy is a collective term that unites a group of chronic non-progressive symptom complexes of movement disorders secondary to brain lesions and / or anomalies that occur in the perinatal period.

Currently, the problem of cerebral palsy is of great importance. There has been a steady increase in the number of patients with cerebral palsy (ICP) and averages 1.71 per thousand newborns. In Russia today, more than 50,000 children who are considered disabled live with this diagnosis.

The first institutions with disorders of the musculoskeletal system were opened in the 70s. Now a network of specialized institutions has been created in our country: polyclinics, neurological departments and neuropsychiatric hospitals, specialized sanatoriums, nursery schools, boarding schools for children with disorders of the musculoskeletal system, orphanages and various rehabilitation centers. In these institutions, not only rehabilitation treatment has been carried out for a long time, but also qualified assistance from speech therapists, speech pathologists, psychologists, and educators in correcting cognitive and speech disorders.

Cerebral palsy (ICP) is a severe disease of the central nervous system, in which the brain structures responsible for voluntary movements are especially affected. The word "cerebral" means "brain" (from the Latin word "cerebrum" - "brain"), and the word "paralysis" (from the Greek "paralysis" - "relaxation") defines insufficient (low) physical activity.

Cerebral palsy is characterized by a wide variety of clinical manifestations, accompanying symptoms, severity of motor and mental disorders, degrees of compensation, causes of the disease. Movement disorders are manifested in the form of paralysis, paresis, violent movements (hyperkinesis), impaired coordination of movements. These symptoms are often accompanied by a delay in psychoverbal development, convulsive seizures, impaired vision, hearing, sensitivity, and other pathologies.

By itself, cerebral palsy does not progress, because. does not relapse. However, in the process of treatment, the patient's condition may improve, worsen, or remain unchanged. Cerebral palsy, as a rule, is not a hereditary disease. They never get infected or sick. Although cerebral palsy is not curable (not "curable" in the conventional sense), constant training and therapy can lead to an improvement in the condition of the disabled person.

In children with cerebral palsy, the mastery of all motor functions is delayed and to some extent impaired: with difficulty and delay, the function of holding the head, the skills of independent sitting, standing, walking, and manipulative activity are formed. Movement disorders, in turn, have an adverse effect on the formation of mental and speech functions.

For the first time, such violations were dealt with in detail in the 1830s by the eminent surgeon John Little, when he lectured on birth injuries. In 1861, when in a report presented at a meeting of the Obstetrical Society of London, Little stated that asphyxia, expressed as a pathology in childbirth, leads to damage to the nervous system (spinal cord) and the development of spasticity and plegia in the legs. Thus, he was the first to describe what is now known as one of the forms of spastic cerebral palsy - spastic diplegia. In 1889, the equally eminent Sir Osler coined the term "cerebral palsy" and showed that the disorders concerned the hemispheres of the brain, and not damage to the spinal cord. In 1893, Freud coined the term "cerebral palsy". It was Freud who, on the basis of his work in the 1890s, combined various disorders caused by abnormal post-natal development of the brain under one term and created the first classification of cerebral palsy.

Currently, our country has adopted the classification of K.A. Semenova (1974-1978), which is very convenient in the practical work of doctors, speech pathologists, speech therapists, and psychologists. According to this classification, 5 forms of cerebral palsy are distinguished:

spastic diplegia;

double hemiplegia;

hemiparetic form;

hyperkinetic form;

atonic-astatic form;

Mixed forms;

Unspecified forms;

The most common form of cerebral palsy is spastic diplegia (40%).

Consider the form of cerebral palsy - spastic diplegia.

Spastic diplegia (Little's syndrome) - the most common form of cerebral palsy (45%-50%), is characterized by tetraparesis, while the arms are affected to a lesser extent than the legs, which allows them to be used with support while walking. Children suffering from spastic diplegia, under the influence of special education, can master self-service skills, writing and a number of labor skills. In 70 - 80% of children, speech disorders are noted in the form of spastic - paretic dysarthria, delayed speech development, less often motor alalia. With spastic diplegia, it is possible to overcome mental and speech disorders, subject to systematic, directed corrective work. The psyche of children is often not changed, many of them can study in a mass school. In some cases, a decrease in intelligence is possible, however, with an early, systematic work, the mental retardation can be successfully overcome.


Similar information.


The state educational policy of the Russian Federation in recent years has seriously changed the guidelines regarding the organization of the educational process and options for obtaining general education for students with disabilities. A number of facts testify to the fact that priorities are given to inclusive forms of education.

An article has appeared in the Federal Law that directly indicates the obligation of the state authorities of the constituent entities of the Russian Federation and local governments to create the necessary conditions "for receiving, without discrimination, high-quality education by persons with disabilities", including through the organization of inclusive education.

Over the past five years, the number of special educational organizations providing training in adapted educational programs for children with disabilities (formerly special correctional educational institutions) in our country has significantly decreased. With a constant increase in the total number of students with disabilities and maintaining the average occupancy of educational institutions implementing adapted educational programs, the number of these educational institutions has decreased since 2010, according to various sources, by 5-8%. So, at a meeting of the Council of the Ministry of Education and Science of Russia in June 2015, Livanov D.V. the following figures were given: "The number of correctional schools in Russia has decreased by 3.9% over the past three years. The number of children with disabilities and disabilities studying inclusively has increased by 15.5% - from 137,673 children in the 159,125 in the 2014/2015 academic year.At the same time, 481,587 children with disabilities are studying in general educational organizations, of which 212,167 children are in 1,660 separate educational organizations, 110,295 are in general educational organizations in separate classes with an adapted general education programs, and 159,125 children in inclusive classes of general education organizations."

There is every reason to believe that the growth in the number of children with disabilities studying inclusively will continue in the coming years. This is most likely due to three main factors.

The first is a wide public outcry caused by the legislatively established requirement to introduce special educational standards into the practice of all schools without exception, and the unprecedented expansion of the rights to receive affordable quality education for persons with disabilities by the Federal Law. For parents (legal representatives) of students with disabilities, doors were opened that for many years only the most persistent could try to knock, and then with relative success, since before the adoption of the Federal Law, educational organizations were not fully responsible for creating special conditions for organizing the educational process according to the adapted educational programs. With the adoption of the Federal Law and special educational standards, almost all educational rights are transferred to the parents of children with disabilities, while general educational organizations acquire many duties that were previously unusual for them, the main of which is the creation of all groups of conditions in accordance with the special educational option recommended to the student. standard. Thus, there are practically no administrative obstacles to teaching a child with disabilities in an inclusive format.

The second factor contributing to the growth in the number of inclusive students with disabilities is the lack of awareness of parents (legal representatives) about the boundaries of qualified and non-qualified education for children with disabilities in the format of inclusion.

It should be noted that the concept of "educational qualification" is not spelled out in detail in the Federal Law, although the existing levels of general education received are indicated: basic general and secondary complete education. "Persons with disabilities (with various forms of mental retardation), who do not have basic general and secondary general education and who studied according to adapted basic general education programs, are issued a certificate of education according to the model and in the manner established by the federal executive body that performs functions for development of state policy and legal regulation in the field of education." In the text of special educational standards, much attention is paid to various options for adapted educational programs, on which the level of education received within the framework of a particular adapted educational program depends, since for students with mental retardation (intellectual insufficiency) it is assumed that the non-qualification level is assumed, but the distinction between the concepts of "qualified "and there is no" non-qualified "education.

Thus, there is an information deficit, which largely determines the misunderstanding on the part of parents about what document on education (training) their child will receive when studying according to adapted educational programs. Most parents, when deciding on the choice of an educational institution for their child, are guided by the consideration that in a mass (general education) school their child will receive the same document on education as all other students, regardless of which program (and which option special educational standard) will be trained. We conducted a study of the awareness of parents (legal representatives) regarding this aspect. 60 parents (legal representatives) of students with disabilities were interviewed, who, according to the recommendations of the PMPK, were asked to change the main general education program of primary general education (hereinafter - BEP IEO) to adapted educational programs of different learning options. The content of the survey is presented in Appendix A. As a result of the survey, the following results were obtained. Out of 60 parents (legal representatives), 40 believe that when studying in a mass school (regardless of the conclusion of the PMPK and the version of the adapted educational program recommended for the child), children with disabilities receive the same education as classmates, and the same document on education according to graduation. Another five parents believe that the transfer from a mass school to a special educational organization (institution) that implements adapted educational programs (regardless of the conclusion of the PMPK and the type of adapted educational program recommended to the child) deprives the child of the opportunity to receive a qualified education. And only 15 parents (legal representatives) showed an understanding that the level of education does not depend on the place where the child studies, but on the training program recommended in accordance with the conclusion of the PMPK.

Thus, in this example, we see that about 75% of parents (legal representatives) of students with disabilities are not fully aware of the level of education their child will receive with different forms of organizing the educational process according to adapted educational programs.

Obviously, it will take more than one year and serious educational work so that parents understand that the level of education and the document on education received as a result of education do not depend on the choice of the place of education.

The third factor that can seriously affect the prevalence of the inclusive form of organizing the educational process according to adapted educational programs is the economic factor. A very high bar of requirements for special conditions, laid down in special educational standards for almost all training options, is not fully feasible at once (by September 1, 2016) in all regions of the Russian Federation, especially in the context of the growing economic crisis. Since the most obvious non-fulfillment of the requirements for the conditions for organizing the educational process in accordance with special educational standards can be noted in places of mass education of children with disabilities, it is quite possible that the number of such schools will continue to decrease in a number of regions that do not have sufficient financial resources to provide material, technical and financial conditions for the implementation of the standard in full. As a result, parents (legal representatives) of children with disabilities, especially those with mild pathology (with mental retardation, with severe speech disorders), will simply be forced to go to mass general education schools.

These assumptions are confirmed by the data of the report of the Ministry of Education and Science of Russia, in which among the urgent tasks of ensuring the conditions for the education of students with disabilities was the creation in 2015 of another 3,150 schools that implement inclusive education for children with disabilities, in addition to 5,945 already created in 2011-2014 in constituent entities of the Russian Federation and 9,111 currently functioning inclusive educational institutions. According to the same report, today only about 13% of general education organizations implement inclusive forms of education. At the same time, there is no documentary evidence that all the designated schools have created conditions that meet the requirements of special educational standards.

Thus, we can conclude that the state policy in the field of special education in recent years has been steadily focused on expanding the coverage of children with disabilities with predominantly inclusive forms of general education. The low level of readiness of public schools to organize inclusive education, significant discrepancies in terms of what can and should be considered the conditions for the accessibility of education for children with disabilities, required the maximum specification of the conditions that are necessary for teaching children with disabilities, which is reflected in special educational standards .

There is also reason to believe that conditions have developed in which the number of children with disabilities who study inclusively will increase in the coming years.

  • Ignatenko Anna Vladimirovna, master
  • Altai State University
  • SECONDARY EDUCATION
  • EDUCATIONAL POLICY
  • INCLUSIVE EDUCATION
  • INCLUSION

The article presents the results of an empirical sociological study of the implementation of inclusive education at the level of general secondary education in the Altai Territory, highlights the difficulties and prospects for further implementation of the principle of inclusion as a leading one in the modern educational policy of the Russian Federation.

  • Sociological survey of male patients after endoscopic examination of the stomach
  • Features of the development of the sphere of personal services in the municipality "city of Yekaterinburg"
  • Interdisciplinary approach to the analysis of the concept of social adaptation

In the modern state educational policy of the Russian Federation, more and more attention is paid to the principle of inclusion. Educational institutions are called upon to become the basis for the introduction and effective implementation of inclusive education at all levels.

The right to education of children with disabilities, including those with disabilities, is enshrined in the legal documents of the UN. In the Convention on the Rights of Persons with Disabilities, ratified by the Russian Federation on May 3, 2012, Art. 24 deals with the right to education of persons with disabilities on an equal basis with others.

In the federal law of December 29, 2012 N 273-FZ "On Education" in Art. 2 for the first time in Russia, the concept of inclusive education was introduced, which is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities.

In 2015, we conducted a study of the implementation of inclusive education in the Altai Territory. The heads and specialists of educational institutions of the Altai Territory took part in the expert survey.

Describing the main changes that have taken place in the life of an educational institution in connection with the introduction of inclusive education, the experts highlighted that children with various developmental defects began to study in ordinary classes in schools. It was also noted that the introduction of inclusive education "led to an increase in the number of reports."

A necessary component of accessible education is the creation of a barrier-free environment in educational organizations. To our question “Is the institution equipped for the characteristics of such children?” Respondents answered that in some institutions “the process of refurbishment has begun”; in others "ramps, toilet rooms are equipped, handrails are placed along the walls."

Regarding the adaptability of the curricula, the experts explained that “individual programs, home study programs, additional consultations and classes have been adapted”, “curriculums have been compiled on the basis of exemplary programs of correctional schools, modules have been developed”.

When asked whether teachers undergo special training, the respondents answered that teachers “undergo advanced training at the Institute of Additional Education of the Altai State Pedagogical Academy, attend seminars-meetings on the basis of correctional schools.” A small percentage answered no, but planned. Educational institutions receive methodological assistance.

Assessing the attitude of parents of children with and without disabilities, the respondents noted that the attitude is “different, some parents are against inclusive education”. At the same time, part of the respondents answered that "relations between parents are friendly."

To our question “Is the educational institution ready for the implementation of inclusive education?” the experts answered that not all institutions are ready due to financial difficulties (lack of funds to equip the institution), personnel (“there is no way to hire a speech therapist, social pedagogue, psychologist in rural areas”).

Assessing the prospects for inclusive education in an educational institution, many respondents answered that co-education is necessary, but should not completely replace special education.

Among the main problems in the implementation of inclusive education in their institutions, the respondents noted the following: teachers do not own specialized technologies for teaching this category of children; large class occupancy (in urban areas); the absence of teachers-defectologists in the staff list; insufficiently formed tolerant attitude towards children with disabilities; workload of teaching staff.

Thus, the experts noted both the prospects and the difficulties of implementing the principle of inclusion in educational policy at the level of general secondary education. It should be noted that the success of inclusive education at the school level facilitates the implementation of the principle of inclusion in professional educational institutions, where, according to research, students themselves identify relational barriers as the main obstacle to the inclusion of children with disabilities.

Bibliography

  1. Convention on the Rights of Persons with Disabilities [Electronic resource] - Access mode: http://www.un.org/ru/documents/decl_conv/conventions/disability.shtml.
  2. Federal Law of December 29, 2012 N 273-FZ (as amended on December 14, 2015) "On Education in the Russian Federation" [Electronic resource] - Access mode: http://www.consultant.ru/document/cons_doc_LAW_166143.
  3. Sirotina, T.V. Educational inclusion as a mechanism for social integration / T.V. Sirotina // Social integration and development of ethnic cultures in the Eurasian space. - 2015. - No. 3-1. - S. 161-167.
  4. Sirotina, T.V. Representations of student youth about the integrative education of people with disabilities in a higher school in Barnaul / T.V. Sirotina, M.A. Tsybizova // Lomonosov readings in Altai: fundamental problems of science and education. Collection of scientific articles of the international conference. Altai State University. - Barnaul, 2014. - S. 2626-2633.

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1 MOSCOW PUBLIC SCIENTIFIC FOUNDATION CENTER FOR SOCIAL POLICY AND GENDER RESEARCH INCLUSION AS A PRINCIPLE OF MODERN SOCIAL POLICY IN THE SPHERE OF EDUCATION: MECHANISMS OF IMPLEMENTATION Moscow 2008

2 UDC 376.2/4 LBC 74.3 I 65 Editorial Board of the Independent Economic Analysis series: Ph.D. V.B. Benevolensky, Doctor of Economics L.I. Polishchuk, prof. Dan. L.I. Jacobson. I 65 Inclusion as a principle of modern social policy in the field of education: implementation mechanisms / ed. P. Romanov, E. Yarskaya-Smirnova. Series "Scientific Reports: Independent Economic Analysis", 205. Moscow, Moscow Public Science Foundation; Center for Social Policy and Gender Studies, 2008, 224 pages. Authors P. Romanov (Introduction, Sections 1, 2, 3, Conclusion), E. Yarskaya-Smirnova (Introduction, Sections 1, 2, Conclusion), D. Zaitsev ( Introduction, Section 5, Conclusion), N. Lovtsova (Section 4), D. Bychkov (Sections 3, 4, Appendix 1), S. Kotova (Section 4), N. Borisova (Section 3), I. Kuznetsova-Morenko (Section 3, Appendix 1, 2), S. Fazulyanova (Section 3), V. Drapak (Section 3), A. Galakhova (Section 3, Conclusion, Appendix 1), V. Yarskaya (Introduction, Sections 1, 2, Conclusion), M. Aleshina (Sections 1, 2), I. Larikova (Appendix 2), R. Dimenstein (Appendix 2), P. Kantor (Appendix 2). The publication presents the results of projects implemented by thematic associations under the leadership of the Center for Social Policy and Gender Studies in the years. under a grant from the Dialogue Civil Society Support Program of the American Council for International Research and Exchange and within the framework of a state contract for the implementation of research for the Department of Education and Science of the Khanty-Mansiysk Autonomous Okrug of Yugra. The book reveals methodological and theoretical approaches to research, the results of a case study of inclusive schools, an analysis of socio-economic factors and mechanisms of inclusion, and a model statement on the integration of children with disabilities in general education schools is attached. The opinions expressed in the reports of the series reflect the personal views of the authors only and do not necessarily coincide with the positions of the Moscow Public Science Foundation. The book is distributed free of charge. ISBN Moscow Public Science Foundation, TsSPGI, 2008.

3 CONTENTS About the Independent Economic Analysis series...5 Introduction. Inclusion is a new principle of social policy...6 Section 1. Applied research methodology for the development of inclusive education...12 Section 2. Educational integration of children with disabilities: a review of approaches...17 Section 3. Social aspects of the development of inclusive education...39 Moscow ...39 Case study of the school 1321 "Ark"...39 Case study of the school 142 im. ON THE. Ostrovsky...54 Case study of school Samara region...65 Case study of school 69, Tolyatti...65 Case study of school 11, Novokuibyshevsk...82 Republic of Komi, RF...92 Case -Study of school 16, Ukhta...92 Vladimir...97 Case study of school in Arkhangelsk Case study of school Republic of Armenia Case study of school 27, Yerevan Section 4. Economic aspects of the implementation of inclusive education Economic education efficiency Calculation of the coefficient of appreciation of the cost of educational services A methodical approach to the development of a service standard and to the assessment of the economic efficiency and effectiveness of the provision of services to children with disabilities ... 124

4 Efficiency and effectiveness of services: a methodological approach to the development of indicators for assessing educational services for children with disabilities Exemplary indicators for assessing the quality of services Section 5. Main principles and objectives of the state policy in the field of integrated education Directions for the implementation of state policy in the field of integrated education of children with disabilities Regulatory and legal framework for integrated education Organizational and managerial aspects of integrated education for children with disabilities General provisions on the general educational institution of integrated education Participants in the educational process of an integrated type Content and methodological foundations of integrated education for children with disabilities System of integrated support for integrated education for children with disabilities Financing of integrated education programs for children with disabilities health care Conclusions and recommendations Annex 1. Summary of information about the schools where the study took place Annex 2. Model statement on the organization of integrated education Information about the authors Program to support independent economic think tanks in the Russian Federation

5 About the Independent Economic Analysis Series Since 2003, the Moscow Public Science Foundation has been publishing the Independent Economic Analysis series. The publications of the series feature works by participants in the Support Program for Independent Economic Think Tanks in the Russian Federation. These publications introduce Russian and foreign readers to the scientific and analytical potential of the community of non-governmental non-profit centers for applied economic analysis. The publications of the series include both works of an applied nature (the genre of an analytical note of a narrow-profile thematic report, the main type of product of the centers of program participants), combined into thematic collections, and larger monographic works (works of this genre should convincingly demonstrate that the professional competence of the centers of program participants is on a solid basis). scientific and methodological foundation). The public role of non-governmental non-profit centers for applied economic analysis is to expand the availability of professional economic expertise. Without replacing academic institutions in the field of fundamental research or analytical structures of relevant ministries and departments in the development of specific economic action plans, the community of independent professional analysts is able to give an independent forecast of the consequences of certain decisions, recommend alternatives to interested departments, discern medium-term and long-term development trends and draw public attention to the need for action. The community is a resource for political parties and social movements focused on the reforms that society needs. In the context of staff shortages in the regions, non-profit centers for applied economic analysis are an effective tool for improving the quality of decisions made at the level of regions and municipalities. The publications of the series provide a wide dissemination of the results of the Program and stimulate discussion on practically the entire range of topical problems of economic and social reforms in Russia. Full information about published publications and the publications themselves can be obtained from the Moscow Public Science Foundation. For contact information, it is recommended to visit the Foundation's website on the Internet at: Editorial Board of the Independent Economic Analysis series 5

6 Inclusion as a principle of modern social policy in the field of education Introduction. Inclusion is a new principle of social policy The concept of inclusion by content means fundamentally democratic principles and actions to include an individual or group in a wider community, including persons with disabilities, in the general flow of the educational process, helping to overcome geographical disadvantages and economic differences. This includes overcoming discrimination based on sex, age, health, ethnicity and any other characteristics. In other words, inclusion is becoming a new code sign for the desire to overcome inequality, gain freedom and a new quality of life. The problems of inclusion, increasingly discussed in our society, contain not only the obvious discourse of citizenship, the civilized state, but also the modern type of rationality. We are talking about the transition from the technocracy of culture to inclusion as a principle of the welfare state and civil society, and in the context of a post-industrial society as the development of the service and information sector, new types of resources, modification of the social structure. Only then can we talk about the completeness of the correspondence of the domestic social policy to the world level and the principles of the welfare state. Inclusive education today can rightly be considered one of the priorities of the state social policy of Russia: after all, the extent to which adults and children are included in the practices of mutual assistance, overcoming stereotypes and protecting human dignity largely determines the degree of social cohesion and the measure of citizenship in society. Inclusion is a principle of social policy and social value. Therefore, in a certain sense, we can talk about the completeness or incompleteness of compliance with the world level and the principles of the social state of domestic inclusion practices, as well as curricula or the educational process in official educational systems. 6

7 Introduction The development of school education today is increasingly focused on ensuring the right to education for all. Presenting their vision of education for all, the participants of the World Education Forum in Dakar (2000) stated that inclusive education is vital to achieving this goal. As a result, a growing number of countries are seeking to help make their schools inclusive. International documents record the right of children to study in general education schools at the place of residence, despite their physical, intellectual and other characteristics. The educational integration of children with developmental disabilities is a process in which all highly developed countries of the world are involved. Abroad, for example, in England, Germany, Denmark, the problem of integrated education for children with developmental disabilities was considered already in the 40s. 20th century Since the mid 60s. not only in Western Europe, but also in the United States, the first practices of joint education of children with different psychophysical and sociocultural status began to develop. A number of legislative acts were adopted securing the right of persons with developmental disabilities to school integration (mostly these were laws on special education, which emphasized not only the possibility, but also the need for joint education of children with different levels of psychophysical development). The need to include children with developmental disabilities in the environment of ordinary children was pointed out at the beginning of the 20th century. L.S. Vygotsky: “It is extremely important from a psychological point of view not to lock abnormal children into special groups, but it is possible to practice their communication with other children more widely”; and further: deeply anti-pedagogical is the rule according to which, for the sake of convenience, we select homogeneous groups of abnormal children. By doing this, we not only go against the natural tendency in the development of such children, but, what is much more important, we deprive the abnormal child of collective cooperation and communication with other children standing above him, we aggravate, rather than alleviate, the immediate cause of the underdevelopment of his higher Functions 1. The priority of the development of integrated education was discussed as early as 2001 in the report of the State Council of the Russian Federation “Educational policy in Russia at the present stage”: “Children with problems 1 Vygotsky L.S. Problems of defectology. M., S.52. 7

8 Inclusion as a principle of modern social policy in the field of education with health (disabled people) should be provided by the state with medical and psychological support and special conditions for studying mainly in a general education school at the place of residence and only in exceptional cases in special boarding schools. In addition, the possibility of joint education and upbringing of ordinary children and children with disabilities of preschool age in preschool institutions of a general type is enshrined in the Law of the Russian Federation "On the Social Protection of Disabled Persons in the Russian Federation" dated November 24, 1995, Federal Law. In 2002, the Ministry of Education of Russia, in fact recognizing the need to implement the practices of integrated education and upbringing, distributed a Letter (in / 23-03 dated), which indicated the need for the earliest possible "inclusion" of children with special needs in groups of ordinary peers and the possibility of organizing integrated education and upbringing of special children in preschool and school educational institutions. The importance of integration processes in the system of general education of the country is noted in the National Doctrine of Education of the Russian Federation until 2025, in the Concept for the Modernization of Russian Education for the Period until 2010. The transition to inclusive education in the domestic context as a general vector of development is consistent with the fact that Russia signed the UN Convention on the Rights of Persons with Disabilities. Currently, the main legislative conditions for the implementation of inclusive education programs within the framework of school and higher education institutions have been created at the national level. And yet, our regular studies record the still low level of training of socially vulnerable groups, the low level of access to additional education for the disabled, their maladjustment and the weakness of their motivation to receive higher education. The experience of implementing individual projects to create inclusive schools and programs in a number of Russian universities suggests that the educational system, in terms of its main parameters, is ready for the development of such programs, however, there are certain institutional limitations that need to be studied, clarified and purposeful work. In Russia, integration processes have not yet acquired signs of a stable trend and are being implemented spontaneously. Beginning in the 1990s, parents of children with special needs, supported by non-profit organizations, sometimes through grant-supported projects, initiated the first organized experiences of learning and recreation.

9 The introduction of nutrition for their children in institutions of preschool and secondary education of a general type. Often, parents expressed an act of protest against the practice of placing children by psychological, medical and pedagogical commissions (PMPC) in correctional schools and boarding schools. Due to the fact that the Federal Law “On Education” was adopted in 1992, parents got the right to decide in which educational institution it is better to study for their child, and some children with developmental disabilities ended up in public schools. To ensure the development of inclusive education, it is often necessary to change education management systems. The process of change requires calculations and the availability of financial, human and intellectual resources. As the analysis of the situation shows, many social programs implemented at the local level are often characterized by overestimated specific (including administrative) costs per beneficiary, and at the same time cover an insignificant share of potential consumers of services from among the socially vulnerable group. They are not sufficiently interconnected, there are no unified databases on the needs of children with disabilities in inclusive education, accounting for the recipients of this service does not reflect the full picture in the region, there is no targeted monitoring and evaluation of the effectiveness of social programs aimed at developing mechanisms for the social integration of children with disabilities. Foreign economists, teachers and sociologists have proven the higher social and economic efficiency of inclusive education: the budget of a special educational institution is several times higher than the cost of educating a child with a disability in a public school, even taking into account the costs of retraining teachers, introducing additional staff units of specialists and refurbishing schools; the high social effect of joint education of children is also calculated. A significant contribution to the development of the ideology and practice of inclusive education in Russia could be made by private schools and kindergartens, however, the lack of formation of quasi-markets of social and educational services in Russia is due to the insufficient participation of private and non-profit organizations in this area of ​​activity, with the exception of a few initiators of inclusive education, for example, ROOI Perspektiva and its Moscow and regional partners, as well as the RBOO Center for Curative Pedagogics. To form such an agenda, it is important to accumulate the efforts of citizens, experts and authorities. 9

10 Inclusion as a principle of modern social policy in the field of education Actual issues of social policy within the framework of the research direction are the following: what are the mechanisms of educational integration of children with disabilities in the context of the new educational policy and taking into account specific financial, organizational and political resources at the regional level, how can analyze the situation and who should be involved in this process? What hinders the mechanisms of educational inclusion and how can they be improved? In particular, what legislative obstacles stand in the way of the development of inclusive education, to what extent do the existing administrative structures create obstacles for the development of inclusive education, and what changes need to be made to these structures? What local initiatives are already being implemented and how can they be used as a basis for further development and how effective, efficient and effective are the existing models of inclusive education? How can public opinion be mobilized in support of inclusive education? What role can and should be played by civil society institutions to intensify the discussion and develop timely solutions to the problem of inclusive education of children and youth with disabilities, in particular, what are the prospects for intersectoral cooperation to address this social problem, what may be the barriers to the implementation of these prospects, and how to overcome them? What resources are available to support the transition, who are the main actors, and what partnerships can be established to support the necessary changes? The main recipients of the project are children with disabilities and their parents, as well as young people with disabilities. In Russia, 650,000 children have a disability, and 170,000 of them do not study anywhere at all, either in a regular school, or in a special one, or at home. However, we primarily include decision makers (employees of the executive authorities of ministries and city education committees), teachers, teachers of pedagogical universities and advanced training institutes for educators, members of public associations and employees of NGOs with disabilities, journalists, parents of children with disabilities to the target audience. and, importantly, schoolchildren who will have to implement inclusion in practice. Inclusion is not limited to opening the doors of a school for children with disabilities. This is a serious intellectual, organizational and emotional work that requires real dedication.

11 The introduction of chi from all subjects of the educational process, and above all, schoolchildren, teachers and parents. Planning in social policy involves the use of research procedures. Policy makers need research data to remove uncertainty and bring about change. This monograph publishes the results of applied research carried out within the framework of the analytical direction of the project “The Right to Life in Society: Mechanisms for the Educational Integration of Disabled Children”, supported by the Dialog program in 2007, as well as within the framework of the state contract for the implementation of scientific and research papers for the Department of Education and Science of the Khanty-Mansiysk Autonomous Okrug of Yugra in 2008. The book presents methodological and theoretical approaches to research, the results of a case study of inclusive educational institutions, an analysis of socio-economic factors and mechanisms of inclusion, attached research tools and provisions on integrated education. L. Cheglakova, S. Alasheev, E. Reprintseva, M. Vorona took part in the development of research tools and approbation of the provisions. eleven

12 Inclusion as a principle of modern social policy in the field of education Section 1. Methodology for applied research on the development of inclusive education A number of organizations representing the non-governmental sector in Russia are already actively working to change the situation in the system of providing educational services for socially promotion of the ideas of inclusive education. The regional public organization of the disabled "Perspektiva" (Moscow) is actively cooperating with Moscow secondary schools, where, together with the directors, it tries to transfer disabled children from home schooling to co-education. Currently, this organization is implementing a project to regionalize the experience of inclusive educational programs in 12 regions of Russia, where agreements have been reached with education committees, trainings are being conducted not only for teachers, but also for schoolchildren, in order to achieve the fullest participation in the processes of inclusion of the children themselves. According to the head of Perspektiva, Denis Roza, the following areas of activity are currently becoming most relevant: a) reflection and dissemination of the experience of Perspektiva in the form of seminars, trainings, conferences, and publications; b) economic calculations of not abstract, but specific models and experimental sites, providing for local specifics, suitable for implementation in certain conditions of Russian regions; c) a comparative analysis of inclusive educational programs and institutions due to the lack of a single model and the unsystematic development of a network of inclusive schools. Another active agent in promoting the ideas of inclusive education and an important partner in organizing campaigns dedicated to the problems of access to education for children with disabilities is the Kovcheg integrated school (Moscow), which implements a number of projects in the field of inclusive education, the experience of which needs to be disseminated to the regions. Work is underway to develop inclusive preschool education, a resource 12

13 Section 1 rehabilitation and correction center, the model includes three schools and a kindergarten. A similar model can be introduced in the regions. The novelty of this project was the choice of the subject of research on the practices of developing an inclusive school, taking into account the analysis of the factors of social, organizational and economic efficiency of a new form of education. This made it possible to formulate recommendations for expanding the life chances of the most vulnerable groups of the population through the development and implementation of mechanisms for the educational integration of children with disabilities, together with key actors in socio-economic policy at the local level, to develop draft regulations and standards for the provision of educational services to children with disabilities, a technology for assessing the quality and effectiveness , to convey information about the potential and ways of developing inclusive education to teachers and administrators of educational institutions, officials of local and regional education authorities and journalists, to influence the decision-making on the development of experimental sites for inclusive education in the regions, to disseminate best practices. To ensure the principle of continuity and sustainability, work on training personnel for inclusive education should be carried out at all levels of education in a kindergarten, school, university, pedagogical university and institutes for advanced training of educators. The study, aimed at collecting materials for the preparation of an analytical model of the Russian inclusive school, took place in several stages. At the first stage, with the help of experts, representatives of educators, a search was made for schools that would have already implemented in one form or another a model of inclusive education suitable for analysis and possible use of accumulated experience. Those schools were selected in which the proportion of students with disabilities would be significant and the administration of which took conscious steps to develop inclusive education in their educational institution. In total, about 10 schools were found that met these conditions, and almost all of them were included in the study, with the exception of one school in Severobaikalsk, Buryatia, which was difficult for researchers from the European part of Russia to access. In addition, a decision was made to make a research trip to Yerevan, which is associated with the significant success of the Armenian public education system, which has created the most advanced model of inclusive education among the countries of the former USSR. 13

14 Inclusion as a principle of modern social policy in the field of education At the second stage, statistics were collected at the regional level related to the education of children with disabilities in the regions in which the study was conducted, i.e. in five Russian regions. A toolkit of instructions, questionnaires and interview guides was also developed and discussed and pilot tested, which were later used in the field work by all members of the research team. At the third stage, research visits were made to selected schools, during which participant observations and interviews were conducted with key informants competent in discussing issues related to inclusion in this educational institution (as a rule, these were head teachers, teachers, supply managers). On average, five interviews were collected at the school level. In addition, at the municipal or regional level, contacts were established and interviews were taken with the administrator of public education, directly supervising a particular project. As a result of completing the data collection phase by June 2007, nine case studies were conducted. Within the framework of this strategy, the purpose of collecting various data (interviews, quantitative data, documents, observations) was to create the most complete description, as far as possible, of any particular aspect of the object (case) being studied. The case in this study is a school in which the transition to inclusive education is carried out / carried out, the studied aspect of the features, conditions, characteristics of the process of school transition to an inclusive model of the educational process. The school may be at different stages of this transition, both in terms of the restructuring of the physical environment and the administrative conditions, the pedagogical process. The main criteria for selecting schools for the study were: (1) the presence of any special status of an educational institution related to inclusion (an experimental site, for example); this is connected with the task of describing changes in administrative procedures, regulatory documents; (2) the presence of a significant group of children with disabilities, not less than children, a significant part of which are educated directly on the premises of the school, together with the rest of the children, and not home-schooled or isolated in any way. Employees who participated in the project are familiar with data collection methods using semi-structured interviews, are aware of 14

15 Section 1 goals and objectives of the study. Because of this, the data collection guides by the method of semi-structured interviews (guide of interviews with the administrator, teacher, representative of the municipal education authority) were only the direction of the conversation and determined the minimum tasks for collecting information. Obtaining any additional information, documents, materials, incl. visual, were welcome, as well as a motivated departure from the structure of the guide, clarifying questions were encouraged during the interview and in connection with the answers of the informant. Politeness formulas, formal presentations were determined by the circumstances by the interviewer himself, taking into account the context and rules of etiquette. All semi-structured interviews were recorded on a dictaphone, followed by verbatim transcription of the recording in the form of a transcript. The main criteria for selecting informants were (1) their awareness of the problems of implementing inclusive education, (2) their personal involvement in the implementation of this project. For the selection of administrators, accountants, representatives of the municipal education authority, the first criterion was the most important, for the selection of teachers the second. The interview with a representative of the municipal education authority was mainly conducted with an administrator who is actively involved in the implementation of inclusion programs, provides their administrative support "from above", the key role was assigned to issues in the context of decisions made in relation to specific educational institutions (or one institution), included into the study as a case. At the next stage, in 2008, a draft regulation on integrated education was developed. The Regulations develop the basic principles of social and educational policy in Russia, which are defined, first of all, in the Constitution of the Russian Federation, in the Law of the Russian Federation "On Education", the Federal Law "On the Social Protection of Disabled Persons in the Russian Federation", the draft Federal Law "On Special Education" and disclosed in the National Doctrine of Education in the Russian Federation until 2025, as well as the Federal Program for the Development of Education for years. The provisions have been developed taking into account: international and domestic experience in the integrated education of children with disabilities; the diversity of disorders in the ontogenetic development of children with disabilities, the peculiarities of their sociocultural status; the content of the activities of the main institutions of society for the social and educational integration and adaptation of children with disabilities

16 Inclusion as a principle of modern social policy in the field of health education; the results of a comparative analysis of foreign and domestic state policy on their social and educational integration; proposals and recommendations of ministries, departments, research centers and public organizations on the organization of integrated education for children with disabilities; innovative educational and social technologies. The Regulations contain the main strategies and mechanisms for the development of integrated education for children with disabilities based on improving the mechanisms for the implementation of their constitutional rights, attracting external and internal resources and services. The provisions are based on the transition from the traditions of the paternalistic, patronizing attitude of the state towards persons with disabilities to new strategies of active social policy, a resourceful personal approach, the principles of normalization, and sociocultural inclusion. Based on the results of approbation of the developed provisions in the institutions of general education of the Khanty-Mansiysk Autonomous Okrug of Yugra, as well as the examination, comments and recommendations were received, in accordance with which clarifications and corrections were made to the provisions. According to the conclusions of experts from the Center for Curative Pedagogics (Moscow), the provisions developed within the framework of the project already make it possible to partially solve the problems of certain categories (with disorders of the musculoskeletal system, speech, hearing, vision, mental retardation) of children. Possible limitations of the provisions, in particular, include the following issues: on the regulation of the decision on integrated education, when the opinions of parents and PMPK differ; on financial support for integration; about the flexibility of the educational program and its relationship with the educational standard, as well as the very principle of creating various nosologically determined provisions for the integration of different groups of children (differentiation by type of disability). In this regard, the next stage in the development of a comprehensive model provision is needed, which would already be able to take into account these issues and more flexibly meet the interests of other categories of children. The Appendix provides a draft model provision for integrated education. 16

17 Section 2 Section 2. Educational Integration of Disabled Children: Overview of Approaches In the context of socio-economic transformations in Russia, the processes of social stratification are deepening, poverty rates and polarization of population groups in the social structure of society in terms of income levels, as well as orientations towards various life support strategies, are growing. including the choice of higher education as a necessary condition for the development and social mobility of citizens. At the same time, the alienation of a number of social groups from the opportunities to receive higher education is increasing due to unfavorable starting conditions, often determined not by learning abilities and individual efforts to acquire knowledge, but by multiple factors of social deprivation. Disabled people, in particular, pupils of boarding schools, occupy a special place among such social groups. Analysis of the accessibility of education for representatives of this group is an important task in the institutional regulation of social policy. In this chapter, we will outline the prospects for studying the factors of access to education, consider the arguments in favor of integrated education, reveal the basic concepts and principles of educational integration, and also present some data from sociological surveys on the problem of teaching children with disabilities in a general education school. The Problem of Access to Education for Disabled Children in the Context of Research on Social Inequality The analysis of disability in the context of education allows for a new way of problematizing social inequality, despite the fact that education has been seen as a means of achieving equality since the Enlightenment. D.L. Konstantinovsky believes that the myth of equality of opportunity is one of the most attractive for a socialist state, representing an important part of the ideology of the Soviet period until a certain point, until it began 17

Sociologists refute inclusion as a principle of modern social policy in the field of education 2. Indeed, on the one hand, the understanding of education as a public good is characteristic of the concept of a welfare state, which should provide its citizens with equal opportunities for access to social values. Arming people with knowledge, education helps them take their rightful place in society, thereby helping to mitigate social inequality. On the other hand, sociological studies carried out in the West and in Russia since the 1960s have shown that education is more inclined to reflect and confirm existing inequalities than to contribute to its elimination. In the 60s, a study was conducted by V.N. Shubkin, which demonstrated that Soviet society is by no means free from inequality in the education system, the transmission of statuses, and other phenomena of this kind that are also characteristic of other societies” 3. the results of schooling have social and family circumstances; this subsequently determines the level of income 5. The effectiveness of the educational process has been shown to be affected by the social background of students, which determines “the inequality in which children are placed in their home, their neighborhood, their environment” 6. These studies have sparked a discussion about the need for an integrated education of children from different racial groups and social strata. Some modern Russian sociologists are working in the same direction, emphasizing the continuity and transmission through the educational system of those social and class differences. Dynamics of inequality. Russian youth in a changing society: orientations and paths in the field of education (from the 1960s to the 2000s) / Ed. V.N. Shubkin. Moscow: Editorial URSS, S Ibid. With Giddens E. Sociology / Per. from English; ed. V.A. Yadov. Moscow: Editorial URSS, C Ashline N.F., Pezzullo T.R., Norris C.I. (Eds). Education, Inequality & National Policy. Lexington, M.A., 1976; Coleman J. S. et al. Equality of Educational Opportunity. Washington, 1966; Jenks C. et al. Inequality: A Reassessment of the Effects of Family and School in America. New York, Giddens E. Sociology / Per. from English; ed. V.A. Yadov. Moscow: Editorial URSS, S

19 Section 2 which exist outside of education 7. In this case, the indicator of social inequality is, in particular, the probability of obtaining a higher education by school graduates. British studies in the 1980s confirmed findings about social inequalities outside the school, and also questioned why schools themselves tend to perpetuate and reproduce inequalities8. the focus of schooling, as the researchers believed, is able to help children from poor families, as well as improve their performance for graduates of boarding schools. The work of P. Bourdieu 9 had a great influence on understanding the reproduction of inequality in education. the idea of ​​"who (and for what reasons) to consider as whom." In this and his later works, Bourdieu suggests looking for an answer to the classic question of sociology about the reproduction of social inequality in the education system and in other cultural institutions. Schools and universities relay inherently unequal socioeconomic conditions into varying degrees of endowment; therefore, universities that are nominally open to everyone actually get only those who have certain habits, who have assimilated the necessary social and cultural dispositions. From about the mid-1960s, it became clear to sociologists that disabled children, especially graduates of boarding schools, in the education system join the least qualified socio-professional groups, occupying low-status positions that do not require quality training or abilities, bring low income and 7 Konstantinovsky D.L. Dynamics of inequality. Russian youth in a changing society: orientations and paths in the field of education (from the 1960s to the 2000s) / Ed. V.N. Shubkin. M.: Editorial URSS, With Bloom B.S. All Our Children Learning: A Primer for Parents, Teachers and Other Educators. New York: McGraw-Hill, Bourdieu P. and Passeron J.-C. Reproduction in Education, Society and Culture. Translated from French by Nice R. London: Sage,

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