GEF is a set of requirements for education at a certain level. Standards apply to all educational institutions. Particular attention is paid to institutions for children with disabilities. Deciphering this abbreviation is limited health. The implementation of the standard in such institutions is complicated by the individual characteristics of the students themselves. To facilitate the work, the Ministry of Education and Science has compiled guidelines for the introduction of a standard in educational institutions for children with disabilities.
Deciphering concepts
The recommendations of the Ministry of Education and Science are intended for educational institutions introducing into practice the Federal State Educational Standards for children with disabilities of the following types:
- ZPR - a delay in psychomotor development.
- NODA - disorders of the musculoskeletal system.
- TNR - severe speech disorders.
- RAS - acoustic spectrum disturbance.
Daptation programs for children with intellectual disabilities (mental retardation) are also developed as part of the standard.
Sequence of administration
Materials presented by the Ministry of Education and Science can be considered as exemplary and recommendatory. The real activity of the educational institution to introduce the Federal State Educational Standard for Primary General Education for students with disabilities will depend on the specific regional policy, the situation in the region, and the composition of the teaching staff. Equally important is the willingness of teachers to take into account the diverse specific educational needs of children.
Moreover, with the introduction of the Federal State Educational Standards for children with disabilities, it is advisable to formulate a project model in which the sequence and content of the work would be determined. It is recommended to introduce a standard as follows:
- 2016-2017 - 1 classes;
- 2017-2018 - 1 and 2 cells .;
- 2018-2019 - 1, 2, 3 cells .;
- 2019-2020 - 1-4 classes.
Key Tasks
With the introduction of the educational standard for children with disabilities, educational institutions study in detail the sample AEOs and curricula. On their basis, programs and plans are developed for a specific educational institution.
The implementation of educational programs for children with disabilities should be carried out by highly qualified teachers. In this regard, the educational institution should have the necessary personnel.
If it is not possible to implement the correction program in full, network interaction should be provided.
For the introduction of the GEF NOU for children with disabilities, work should be done to ensure the subject-spatial environment (material and technical conditions) in the educational institution.
Organizational activities
In schools with HIA classes , plans are being developed to introduce the standard. The following activities may be included in plans:
- Formation of a working group to accompany the implementation of GEF.
- Analysis of the requirements of the standard to the conditions, structure, results of the development of educational programs by children. In the course of it, problem areas, the nature and extent of the necessary changes in information and methodological materials are determined, the system of work and the potential of the educational institution are studied.
- Compilation, discussion and approval of the necessary documentation.
- Preparatory work with each teacher. It is carried out through continuing education.
- Development of teaching materials, taking into account the recommendations developed by the working group, as well as relevant local documents of the educational institution.
- Checking the readiness of the institution for the introduction of F GOS NOU for children with disabilities . If necessary, the necessary authorities are sent to the competent authorities to obtain a license.
- Informing parents about the specifics and prospects of training.
- Set of children with disabilities, children with disabilities .
Space organization
The premises in which lessons are held for children with disabilities , the building as a whole, as well as the surrounding area must comply with current sanitary and epidemiological, fire-fighting requirements, and health and safety standards. It is, in particular, about:
- The site within which the educational institution is located. The territory should have the necessary area, lighting, insolation, a set of zones intended for educational and economic activities. For children using a stroller for mobility, access to an educational institution by car must be provided, congresses from sidewalks are organized, and parking places are equipped.
- Educational institution building. The construction must comply with architectural standards, have the proper height, the necessary complex of premises for educational activities, placed in accordance with the standards and having the necessary area, lighting. The building should include work, play areas, zones of individual lessons, rest, sleep. The structure of zones and premises should provide the opportunity to organize not only lesson, but also extracurricular activities. In all rooms, including bathrooms for children with NODA, there should be no problems with movement. For this, special elevators, ramps, handrails, wide doorways, lifts are installed. Classroom space should be accessible to every child, including using devices.
- Libraries. A complex of work areas, a reading room, the required number of seats, and a media library are provided for in these rooms.
- The premises for food, cooking and food storage. In an educational institution, children should receive high-quality hot meals.
- Premises intended for musical studies, fine arts, choreography, modeling, technical creativity, a foreign language, natural science research.
- Assembly Hall.
- Premises for medical staff.
The educational institution should have all the necessary supplies, stationery.
The territory adjacent to the building should be adapted for walking and practicing in the fresh air.
Cabinets
Classrooms should have work, play areas and spaces for individual lessons. Their structure should provide the opportunity to organize leisure, extracurricular and classroom activities.
The educational institution provides for the offices of specialists:
- The teacher-psychologist.
- Speech therapist teachers.
- Defectologist.
The building should be organized premises for medical and preventive, recreational work, diagnosis of disabilities .
Time mode
It is established in accordance with the Federal State Educational Standards for children with special needs, Federal Law "On Education", SanPiN, orders of the Ministry of Education and Science. The time regime is fixed in the local documents of the educational organization.
The length of the school day for a particular child is determined taking into account his specific educational needs, willingness to be without parents among peers.
When establishing the daily routine, increased fatigue of children should be taken into account. The leadership of the educational institution distributes the load during the development of the main program and the correction program, the time of independent study, rest, physical activity. Education and training are carried out both in the classroom and during extracurricular activities throughout the school day. Children are trained on the first shift.
Structure of the day
The temporary regime for training is set in accordance with the plan of work with children with disabilities or an individual program. In the first half of the school day, both classroom and extracurricular activities can be organized, including correctional and developmental events with a defectologist, speech therapist, and psychologist.
In the second half of the school day, extracurricular activities may be carried out. It can be related both to the implementation of the correctional program and to plans for additional education of children.
During the lesson, physical exercises (gymnastics) aimed at relieving muscle tension are necessarily provided. For children with visual impairments, the exercises include eye exercises, preventive measures to prevent visual overwork and activation of the visual system.
Organization of a study place
It is carried out in accordance with the requirements for health conservation. The desk number should be matched to the height of the child. This is necessary to maintain the correct posture during class.
The workplace must have proper lighting. When choosing a school desk, you should consider which child’s hand is leading - right or left. In the latter case, it is more advisable to install the table near the window so that the light falls on the right.
School books and other materials should be placed at such a distance that the child can reach them by hand without assistance, it is mandatory to use a book stand.
The child, being at the training place, must have open access to the information present on the board, information stands, etc.
If necessary (in the presence of severe motor disorders, severe lesions of the upper limbs that impede the formation of writing skills), the student’s place can be equipped with special devices. Personal computers adapted for children with disabilities can be installed on the desk.
AOOP OO
All key provisions of the federal standard should be reflected in the adapted program . The educational institution has the exclusive right to develop and approve it. The educational institution independently decides on the need for an examination of the program. The structure of AOOP NOO includes:
- Explanatory note.
- Planned indicators of mastering the program by students.
- A system for evaluating the achievement of planned results.
- Syllabus.
- Programs of corrective measures and individual educational disciplines.
- The plan of the spiritual and moral development of children.
- The program for the formation of UUD.
- Extracurricular activities plan.
- The program for the formation of a safe, healthy lifestyle, environmental culture.
- The system of conditions for the implementation of the adapted program.
These sections may be contained in AOOP sequentially or combined into blocks:
- Target. It includes an explanatory note, planned indicators for the development of the program, a system of evaluation criteria.
- Meaningful. It includes a description of the types of adapted programs for children with disabilities of different types.
- Organizational. This block contains the curriculum, the program of extracurricular activities, a set of conditions for the implementation of the adapted program.
AOOP educational institution may include additional sections that take into account the capabilities and characteristics of the institution and the region in which it is located. For example, it can be:
- Passport program.
- A detailed description of the circle of students according to various criteria that are relevant in the subsequent organization of the educational process. As parameters can be, for example, concomitant diseases requiring medical support.
- Basic concepts.
Development Features
When compiling an adapted program, it should be borne in mind that it acts as a local regulatory act, which describes the content of education and the methodology for implementing standards. In AOOP, the provisions of the Federal State Educational Standard are specified in relation to the specifics of the educational institution, the composition of students, pedagogical opportunities, etc. In the educational organization, several adapted programs can be used.
The order and conditions of development are determined in a separate regulatory act of the institution. It indicates:
- Rules and frequency of compiling AOOP or making adjustments to the current program.
- Composition, authority, responsibility of participants.
- Rules for discussing the project.
- Approval and enforcement procedure.
AOOP implementation
It is carried out taking into account the specific educational needs of individual students or groups of students with disabilities in accordance with the curriculum, including individual ones, which ensure the development of individualized program content.
AOOP implementation can be carried out both in conjunction with other children, and in special classes or groups of children. To ensure the development of the program, a network form can be used.
The structure of AOOP includes an obligatory part and a part formed by participants in the pedagogical process. Their ratio is established depending on the type of adapted program.
Syllabus
It is formed to ensure the implementation and implementation of the requirements of GEF. The curriculum determines the total and maximum load volumes, the structure and composition of compulsory subject and correctional and developmental activities according to the years of study. AEP may have one or more plans. An educational institution independently determines the form of organization of the pedagogical process, the alternation of extracurricular and classroom activities in the framework of the program.
The curriculum provides for the possibility of training in the state language of the Russian Federation, in the languages of the peoples of the country. They also determine the number of classes allocated to their study by years of study. Subject areas are included in the curriculum depending on the type of AOOP. The number of classes for four academic years should not exceed 3039 hours, for five - 3821, for six - 4603 hours.
As an integral element of the curriculum acts "correctional-developing field." It is implemented through the content of correctional courses developed for the institution. The adapted program is being introduced during the organization of class and extracurricular activities.
In the part of the curriculum formed by the participants in the pedagogical process, hours for extracurricular work must be present. Their number is set within 10 hours / week. This number is evenly divided into the implementation of areas of, in fact, extracurricular activities and correctional and developmental measures.
Special rights of participants in the pedagogical process
They are provided for organizing and keeping records of the individual needs and characteristics of each child with disabilities studying at an educational institution. The special rights of children and their parents included in the curriculum should be realized in its preparation, as well as in the identification and fixing of educational needs in various forms.
In particular, a local document may provide for:
- An individual training plan in the framework of the general educational program implemented in this educational institution.
- The ability to select individual subjects, directions, types, courses of educational activities, etc.
Features of adaptation of children with disabilities
The Law "On Education" establishes that the conditions are being formed in Russia that are necessary for receiving a quality education by citizens with health problems without any discrimination, for correcting violations of social development and adaptation, and providing corrective assistance based on special pedagogical methods and approaches, the most appropriate languages for such persons, methods of communication.
These tasks are implemented using various tools, including through inclusive education. This activity involves ensuring equal access for all students to the pedagogical process, taking into account the diversity of their individual needs and capabilities.
Inclusion can be seen as an attempt to give confidence to children with disabilities, to create motivation for them to go to an educational institution with other students - neighbors, friends. Students with specific educational needs and limited health needs special support. It is necessary to create conditions for them to develop their abilities and achieve success in the educational process.
Inclusive education is a process of deep integration. It enables children with disabilities to participate in the life of the staff of an educational institution (kindergarten, school, university). Integration involves activities aimed at promoting the equality of students regardless of their problems. Inclusion allows you to improve the way children communicate, the interaction of parents and teachers, teachers and students.
However, it is worth noting that currently inclusive education is complicated by a number of unresolved issues. First of all, this concerns the adaptability of educational institutions to the reception of children with disabilities. Not all educational institutions provide devices to facilitate the movement of students. To ensure a normal pedagogical process, it is necessary to adjust curricula and expand the staff. Not every educational institution goes for it.
Inclusive education is well established in the DOE. Recently, however, there has been a trend towards a gradual transition to co-education of healthy children and children with disabilities in secondary schools and universities.