“The rights of children with disabilities and children with disabilities in education. Education of children with disabilities in Russia The right of a child with a disability to education

An individual rehabilitation program for children with disabilities provides for secondary education. Based on the intellectual capabilities of the child, the program may provide for higher education. Sick children have the right to education. This is enshrined in the Constitution of the Russian Federation (Article 43). Education of disabled children is carried out in general education schools, special correctional educational institutions, at home: by distance learning or through family education. Children with disabilities are also given the right to study at music and art schools free of charge.

In order to receive special education, disabled people are provided with benefits for admission to vocational schools, technical schools, and higher educational institutions. The only but significant limitation for the education of disabled children is the state of health. According to the conclusion of the medical psychiatric and pedagogical examination, disabled children are assigned to specialized educational institutions for the education of children with the following disabilities:

• vision;
• Hearing;
• speeches;
• motor activity.

With existing intellectual development disorders, it is provided for the training of disabled children in a special boarding school according to a special methodology by specially trained teachers.

One way or another, not a single childhood invalid can be left without education, regardless of the nature of the disease.

Teaching children with disabilities at school

Secondary educational institutions do not have the right to refuse admission to children with disabilities, however, schools are not required to create special conditions for students with disabilities. Teachers do not develop special curricula, do not involve specialists in the process of teaching disabled children at school: defectologists, speech therapists, masseurs, etc. Private schools have the right to accept disabled people, but are not required to do so.

Children with disabilities who do not suffer from mental retardation, as a rule, do not have problems mastering school material. At the forefront for such students is the problem of communication with peers. Child psychology is significantly different from adult psychology; students can “organize” unbearable conditions for a disabled person, not only in terms of education, but also in life. Meanwhile, the management of a secondary general educational institution is not able to create favorable conditions for children with disabilities. The staff of a secondary school does not provide for the work of a psychologist, whose direct responsibility is to create the necessary microclimate in the team.

Similar conditions have been created in correctional schools, in which the child is sent only with the consent of the parents.

Homeschooling for disabled children

In cases where parents do not want their child to study in a correctional or general education school, it is possible to receive secondary education at home.

There are two forms of teaching for homeschooling children with disabilities:

• Family;
• Home.

Family education does not involve the participation of teachers from the general school in the educational process. Parents are engaged in the education of the child: independently or with the involvement of teachers. In this case, the family is paid monetary compensation, including the costs of education and upbringing. If, by decision of the commission, the child needs to study at a correctional school, the amount of compensation increases in accordance with existing standards. An agreement is concluded between parents and the school, which provides for an intermediate assessment of knowledge. In case of negative results, the contract is terminated and the compensation is refundable.

The home-based form of education for disabled children provides for payments for two hot meals a day, the work of attached school teachers is paid by the state. Teachers also conduct classes with the child at home and conduct certification, during which there are final exams in certain subjects.

A child, studying at home, receives a complete education, the level of which does not differ from the general one.

Distance learning for children with disabilities

There are several distance learning models for teaching disabled people from childhood:

• Center for Distance Learning. Classes are conducted by full-time teachers;
• Methodological support of teaching at the place of residence;
• Development of a training program for children with disabilities by several educational institutions.

The educational and methodological complex of distance technologies is compiled taking into account the plan of the school and the programs of subjects in individual disciplines. All information is in the public domain for both students and parents, as well as for teachers. For this purpose, sets of electronic resources have been developed.

Distance learning for disabled children provides for constant communication between the teacher and the student, regardless of the distance between them. The use of multiple means of communication contributes to academic achievement. A child with a disability has the opportunity at any time to ask a question to the teacher and get an exhaustive answer to it.

An important achievement of distance learning is the ability to connect several children with disabilities to conduct lessons online. A child with disabilities does not feel alone and learns to work in a team. Knowledge certification, according to individual training programs for disabled children, is carried out using electronic knowledge control, which practically eliminates the subjectivity of assessments. At the same time, disabled children receive skills in working with a personal computer and master new information technologies.

Attestation of knowledge in teaching children with disabilities

Control work is carried out according to the schedule approved by the head of the training center. Face-to-face interaction mode is provided with the help of special computer programs. The student sets up the camera so that the teacher can see the workplace. Such a regime completely excludes the use of prompts both verbally and in writing.

Students with a low pace of work perform control work in several stages. Teachers do not have the right to escalate the situation by exaggerating the importance of passing certification.

Entrance examinations to secondary technical and higher educational institutions for the disabled are held under special conditions. Applicants are given additional time for preparation within one and a half hours, regardless of the form of passing the exam: written or oral. Education of disabled children in higher and secondary technical educational institutions is also carried out according to individual programs, taking into account the recommendations of doctors, psychologists and social workers.

Disability is determined not by the state of health, but by the degree of restriction to labor activity. Modern technologies allow children with disabilities to receive the necessary education and become full members of society.

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In the country which is

now in a demographic

crisis, the main wealth

is not gas, not oil,

not natural resources.

The main wealth is her children.

J. Korczak

Introduction

December 3rd is the International Day of Persons with Disabilities around the world. The International Day of Persons with Disabilities is aimed at drawing attention to their problems, protecting their dignity, rights and well-being, at drawing society's attention to the benefits that it receives from the participation of persons with disabilities in political, social, economic and cultural life. The social policy of the state is aimed at supporting the disabled, which is important, since their number is growing in the country. The range of problems of families raising children with disabilities and young people with disabilities is much wider than that of healthy peers: financial situation, education, employment, family, leisure and, of course, health. Sick adolescents and young people are much harder than the older ones to endure the psychological pressure of the environment, often the indifference and hostility of others, as well as the lack of demand on the part of society. The life and work of disabled people is complex and limited by one or another defect of health. They dream of the simplest things, because in reality it is very difficult for them to rehabilitate themselves in life.

In our time, education separates people, in the modern era people are more and more differentiated depending on the level of knowledge, the ability to receive and process information, and generate new ideas. In conditions of unequal starting opportunities, which include restrictions caused by diseases, this differentiation is further exacerbated. One of the most important factors in the socialization of people with disabilities and disabled people is to ensure their socially useful employment. It is generally recognized that the presence of a profession significantly expands the opportunities for a full life of people with disabilities. Therefore, the expansion of opportunities for disabled people to receive vocational education, as well as vocational training, is of particular importance. Not everyone in society thinks that people with physical or mental disabilities want to live the same life as everyone else: first go to kindergarten, then to school, go to college, get a profession, social life skills. Disabled children want to learn (if, of course, the disease allows), develop and are ready to overcome many difficulties for this.

My choice of this topic was not accidental, I have never been indifferent to the situation of children with disabilities. Among my friends there are guys who are limited in health. Now we are at an age when we need to decide on the choice of our future profession, and recently we have begun to talk about this more and more often. I began to think about how these guys could get a job further in life if, due to health reasons, the opportunities for obtaining a profession are limited. I decided to find answers to these questions, what social guarantees and educational opportunities exist for children with disabilities.

Before starting my work, I outlined the following research plan:

Track how the current legislation regulates the protection of the rights of children with disabilities to education;

Analyze media materials on the issue under study;

Analyze possible options for education for disabled people;

Conduct a social survey among students and a survey among teachers of the Astrakhan Suvorov Military School of the Ministry of Internal Affairs of Russia;

Conduct a social survey among students and teachers of MKOU "Limanskaya secondary school No. 1", where I studied;

Find out at Astrakhan State University and Astrakhan State Technical University whether they have disabled children;

Find out at the employment center how things are with the employment of disabled people.

Main part

1.1 Research

Having got acquainted with the legislative base, I learned that the right to education is reflected in the Constitution of the Russian Federation and international legal acts recognized in the Russian Federation. The basic rights of citizens in this area are enshrined in Article 43 of the Constitution of the Russian Federation “Every citizen has the right to education”, it guarantees the general availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises. Everyone has the right, on a competitive basis, to receive higher education free of charge in a state or municipal institution or enterprise.

The main law regulating the constitutional right to education is the Law of the Russian Federation "On Education" and the Federal Law "On Higher and Postgraduate Vocational Education". Part 1 of paragraph 5 of Article 5 of the Law on Education states: “the necessary conditions are being created for obtaining, without discrimination, high-quality education by persons with disabilities, for correcting developmental disorders and social adaptation, providing early corrective assistance based on special pedagogical approaches and the most appropriate for these persons of languages, methods and ways of communication and conditions that are most conducive to obtaining education of a certain level and a certain focus, as well as the social development of these persons, including through the organization of inclusive education for people with disabilities.

Article 19 of the Federal Law No. 181-FZ “On the Social Protection of Disabled Persons in the Russian Federation” contains very important norms: “The bodies that manage education and educational organizations, together with the social protection authorities of the population and health authorities, ensure that disabled people receive public and free pre-school, primary general, basic general, secondary general education and secondary vocational education, as well as free higher education”.

On December 13, 2006, the UN General Assembly Resolution N 61/106 adopted the Convention on the Rights of Persons with Disabilities. Article 24 of the Convention is entirely devoted to education. States Parties recognize the right of persons with disabilities to education. In order to realize this right without discrimination and on the basis of equality of opportunity, participating States shall ensure inclusive education at all levels and lifelong learning, while striving to:

To the development of the personality, talents and creativity of the disabled, as well as their mental and physical abilities to the fullest extent;

To empower persons with disabilities to participate effectively in a free society.

Thus, each child, in accordance with the norms of international and Russian legislation, has the following rights in the field of education:

The right to respect for one's human dignity;

Equal rights when entering educational institutions.

If we analyze the above documents, we can conclude that international and Russian legislation contains a guarantee of the rights of every child to receive education to the maximum extent.

1.2. Real guarantees of disabled people for education

Having studied the international and Russian legislative base, I decided to find out whether all the guarantees of the rights enshrined in the laws are in reality for people with disabilities.

Having become acquainted with the materials of the media, I came to the conclusion that at present in Russia it is not easy for citizens, especially those with disabilities, to achieve the exercise of their rights in various areas, in particular in the field of education, although it is education that has been proclaimed in Russia as one of the priorities of domestic policy states. What do we see in life?

The media has only recently begun to pay insufficient attention to the problem of children with disabilities, the general society is not yet ready to accept such children. Often, healthy children are much easier to accept children with disabilities in communication than their adults. Having seen where the limit of the possibilities of a sick child is, the children play with him within these limits - they corrected their behavior.

The rights of children with disabilities to receive the maximum education are very often not realized. The education of children with disabilities depends entirely on the ability of their parents to fight for the rights of their children. Conditions of treatment, rehabilitation, conditions of an inaccessible environment force parents of disabled children to stop their education ahead of schedule.

According to the Russian Ministry of Health, there are more than 620,000 disabled children under the age of 18 in the country. Most of them cannot get a decent education. According to statistics, in the 2014/2015 academic year, less than 150,000 of them studied in general education and secondary specialized educational institutions. The rest are educated in special educational institutions or do not attend school at all. That is, a child cannot get further education, master a profession, which means that he will never be able to lead an independent life and provide for himself. The admission of disabled children to secondary vocational educational institutions in the 2014/2015 academic year is 34%. Every year the number of students enrolled decreases, for example, in the 2009/2010 academic year it was 38%, in the 2011-2012 academic year - 36%. The admission of disabled children to higher professional educational institutions in the 2014/2015 academic year is 30%. The percentage of enrollment is increasing, but slowly, for example, in the 2008/2009 academic year it was 23%, in the 2011-2012 academic year - 27%, in the 2012/2013 academic year - 29% (Appendix No. 1).

The Law “On the Social Protection of the Disabled in the Russian Federation” contains very important norms that enable disabled children to receive a full-fledged education. There are no restrictions in this law for the education of such children in regular schools, but in practice this can be very difficult to achieve. Isolation from society since childhood causes irreparable harm to the psychophysical well-being of the child.

For example, I am deeply convinced that the isolation of disabled people from society causes great harm not only to the disabled themselves, but to the whole society, the upbringing of children, morality and ethics. We do not live in the Middle Ages, when it was the norm for children to laugh at a cripple and throw stones at him. But even today, children do not know how to behave with sick peers, despise and humiliate them, because. they did not have the opportunity to get to know such children better, to understand that they are internally no different from healthy children, that one can also communicate and be friends with them.

Disabled children face real discrimination when they enter universities and secondary schools. Despite the fact that the law provides them with a number of significant benefits, most educational institutions have not created a special environment for the disabled.

I found out what benefits disabled children have upon admission in accordance with the law on education in the Russian Federation: previously, disabled children, disabled people of groups I and II, orphans had the right to be admitted to higher educational institutions without competition, subject to successful completion of entrance examinations (Clause 3, Article 16 of the Law of the Russian Federation of July 10, 1992 No. 3266-I "On Education"), and in the new law, higher education (under bachelor's or specialist's programs) is regulated by special rights when enrolling in these programs. Disabled children, disabled people of groups I and II, disabled since childhood, disabled due to a military injury or illness received during military service, who, according to the conclusion of the federal institution of medical and social expertise, are not contraindicated in studying in the relevant educational organizations, have the right only to receive within the established quota, subject to successful completion of entrance examinations and also the right to admission to the preparatory departments of federal state educational organizations of higher education - for training at the expense of budgetary appropriations. Moreover, the admission quota for obtaining (free) higher education for the indicated programs (bachelor's and specialist's) is set annually by the educational organization "in the amount of at least ten percent of the total volume of target figures for admission of citizens studying at the expense of budgetary allocations » all levels.

In recent years, positive changes have taken place in Russia in the field of vocational education for disabled people. Some positive results have been achieved. Conditions have been created for the "transition" of disabled people from the system of general education (after graduation) to the system of vocational education. The features of conducting entrance examinations for disabled people for admission to secondary specialized and higher educational institutions have been established. This provision of the law is fully implemented in the documents adopted by the Ministry of Education and Science of Russia, which regulate the procedure for admitting citizens to vocational education institutions. Disabled persons are given the right to choose the form of admission to a university or college. They, on an equal basis with everyone else, can act according to the results of the exam. According to the Ministry of Health and Social Development, it is known that no more than 36% of disabled people receive vocational training and retraining. Of the disabled who have received a profession, about 60% find work.

At MSTU im. Bauman since 1934, students with hearing impairments have been studying. The Nizhny Novgorod Technical University, for example, provides retraining of young disabled people in the field of high technologies with subsequent employment. Many of them complete their master's programs and go on to graduate school. Nizhny Novgorod Pedagogical University successfully trains wheelchair users. All this suggests that a physical handicap should not prevent education. Disabled people have a desire to learn, but so far they cannot fully realize this opportunity.

As a result of the analysis of the media, I identified the main reasons for the low coverage of vocational training for people with disabilities:

1. severe forms of disability, usually affecting the intellect;

2. problems with getting secondary education;

3. lack of motivation to get a profession.

Then I tried to find out what can help a person with special needs to get a post-secondary education? What benefits, rights and allowances make it easier to get a profession?

In fact, for people with disabilities, in particular, for people with significant problems of perception of information and movement, there are certain objective difficulties for learning, especially in full-time. From statistical materials, I learned that out of 12 million people with disabilities living in our country, only 13 thousand people study at universities. The rest cannot get higher education due to their physical characteristics and the lack of ramps for people in wheelchairs in the country's universities.

Although for students with health problems, a number of educational institutions offer individual training on a full-time basis, as well as correspondence and distance learning and external studies. I learned from the media that there are specialized vocational schools for the disabled. For example, the Moscow Boarding Institute for the Disabled with Disabilities of the Musculoskeletal System, the State Specialized Institute of Arts in Moscow, the Kursk Musical Boarding School for the Blind, and there are also institutions of primary vocational education for disabled children with intellectual development problems. In addition, various vocational courses for disabled people are available in rehabilitation centers with the possibility of subsequent employment.

A disabled person studying full-time on a budgetary basis, while receiving vocational education, is entitled to the following payments:

A student who has the status of a child with a disability, or a disabled person of group I or II, receives a basic scholarship;

A student who is a disabled person of group I or II, in addition to the usual (basic) scholarship, is entitled to a state social scholarship. In Moscow universities, such a scholarship is about 2,000 rubles and is paid separately from the basic one;

Once a calendar year, a student with a disability or a student who is registered with a dispensary for a chronic disease can receive a subsidy;

Once a semester, a student with a disability may receive financial assistance.

To receive financial assistance and subsidies, you must provide all the necessary documents to the trade union committee of the institution. The amount of these payments varies depending on the region and educational institution, and can range from 200 to 600 percent of the basic scholarship.

Analyzing media materials, I came to the conclusion that our regional newspaper Limansky Vestnik mainly raises issues of leisure activities for the disabled, issues of obtaining vocational education are not covered, newspapers of other regions raise this issue mainly where the problem is solved at a high level vocational training for children with disabilities (Appendix No. 2.

1.3. Forms of Education for Disabled Children in Russia and Foreign Countries

Turning again to Russian legislation, I learned that the training of disabled people is carried out in various forms provided for by the charter of educational institutions: full-time, part-time (evening), part-time, or a combination of these forms. The optimal form of education for some disabled people is part-time. Among these relatively common forms, the current legislation provides for other less well-known ones, in particular, external studies and distance learning.

Education in the form of an external student is regulated by the "Regulations on obtaining education in the form of an external student" (approved by Order of the Ministry of Education of the Russian Federation No. 1884 of 06/23/2000); Order of the Ministry of Education of the Russian Federation No. 2033 dated 10/14/97 "On Approval of the Regulations on External Studies in State, Municipal Higher Educational Institutions of the Russian Federation"; Guidelines for the organization of higher education in the form of external studies in general educational institutions of the Russian Federation (attachment to the letter of the Ministry of Education of the Russian Federation No. 03-51-16 in / 13-03 of 01.23.02).

Distance learning using the Internet can be seen as innovative and very promising. Legislatively, it is regulated by the Order of the Ministry of Education of the Russian Federation No. 4452 dated December 18, 2002 “On Approval of the Methodology for the Application of Distance Educational Technologies (Distance Education) in Educational Institutions of Higher, Secondary and Additional Professional Education of the Russian Federation”.

It became interesting to me what guarantees for education the disabled have in our neighboring republic of Kazakhstan. Having studied Internet resources, I learned that disabled people in Kazakhstan have the full range of socio-economic and personal rights and freedoms enshrined in the Constitution and other legislative acts of the republic.

The procedure and conditions for providing disabled people with additional payments to the minimum social assistance at the expense of the republican, local budgets and other sources, taking into account the level of price indexation; the procedure for approving and financing republican programs for the social protection of persons with disabilities; the main provisions for ensuring the upbringing, general education and professional training of disabled people, their employment and labor protection.

The Republic of Kazakhstan guarantees disabled people the necessary conditions for education and training in state educational institutions, and, if necessary, at home.

In order to create the most favorable opportunities for raising disabled children of preschool age and providing them with the necessary rehabilitation assistance, conditions are being created for the stay of disabled children in preschool organizations of a general type. For disabled children whose state of health excludes the possibility of their stay in preschool organizations of a general type, special preschool organizations are created. Secondary general and vocational education of disabled people is carried out in educational institutions of a general or special type, and, if necessary, at home. For disabled children of the first and second groups, special classes are created at special educational organizations, rehabilitation centers, homes and centers for the disabled. The employment of disabled people of the first and second groups, who graduated from higher, secondary and primary professional educational organizations, is carried out in accordance with the legislation of the Republic of Kazakhstan at the place of residence according to the specialty they acquired.

Vocational training and advanced training of persons with disabilities are provided in state educational institutions, enterprises and organizations of a specialized or general type, and, if necessary, non-governmental organizations with the assistance of the authorized body for employment issues together with the educational and social protection authorities in accordance with an individual rehabilitation program.

Then I tried to find out what is the situation with the education of disabled children in Azerbaijan. According to statistical materials, there are about 57,961 children with disabilities in this country, among them only: 7,750 children with disabilities are involved in home education, 1,105 children are involved in special education, 2,664 children are in special boarding schools, 217 children with disabilities are involved in inclusive education.

The state adopted the Law of the Republic of Azerbaijan “On Education (Special Education) of Persons with Disabilities”. The “Development Program for the Organization of Education of Children with Disabilities in Need of Special Care” has been implemented. A publishing house for children with visual impairments has been established at a special boarding school, which publishes textbooks and teaching aids using the Braille alphabet. Boarding schools and special schools are equipped with computer equipment, teaching aids, visual aids and vehicles.

1.4 Inclusive education and attitudes towards it

Since now they are talking about the possibility of inclusive education, I decided to conduct a sociological survey among Suvorov students and a survey of teachers of the school in order to study the peculiarities of attitudes towards the practices of school association of children with disabilities and ordinary children. 60 Suvorov students and 20 teachers took part in the sociological survey.

All respondents believe that they could study together with disabled children. 10% of Suvorovites answered that the disabled are equal members of society, the rest believe that efforts should be made to make this possible. All respondents have a humane attitude towards children with disabilities. Answers to question 4 "What, in your opinion, prevents the integration of children with disabilities in schools, secondary and higher educational organizations" were varied: 40% believe that the fear of discrimination in society; 30% - physical limitations (complexity of movement); 20% - intolerance and callousness of modern society towards those who are not like the others (society destroys the inner world of a person); 2% - the complexity of learning; 2% - the management of educational organizations is afraid to take responsibility for children with disabilities; 2% - lack of special conditions for their education; 2% - fear of being a victim of physical or mental violence; 2% - nothing prevents (Appendix No. 3, No. 4).

When I conducted a sociological survey, I learned from one of my comrades that he studied at the Elista gymnasium, which has all the conditions for disabled children. With the help of Internet resources, I found a number on the website of the Municipal Budgetary Educational Institution "Elistinskaya Multidisciplinary Gymnasium for Personally-Oriented Education and Education" and interviewed the school director by phone. Indeed, disabled children study in this gymnasium, an accessible environment has been created in the gymnasium: there are specially equipped places, a car that lifts stairs in special wheelchairs, specially equipped toilets and there is a ramp at the entrance to the school. Children feel more confident, comfortable surrounded by peers (Appendix No. 5).

The result of the questioning of teachers showed that 30% cannot determine their attitude to such education, which suggests that their opinion depends on external factors, primarily awareness of the positive or negative experience of inclusive education; 40% believe that they would not mind if disabled children were taught in their class; 30% pay attention that it depends on the type of disease. 60% of the respondents think that the presence in the class of a child with certain disabilities will undoubtedly be a factor for the teacher that complicates the organization of the learning process; 10% - answered that depending on what deviations in the health of the child; 10% of teachers think that difficulties in the learning process can arise with children who have mental disabilities; 10% - tend to answer, which does not affect the effectiveness of the learning process; 10% - find it difficult to answer. In response to the third question, the opinion of teachers was almost unanimous: 90% of the respondents believe that disabled children should be helped to study and work in normal conditions, and only 10% could not answer this question. The proposals of teachers in the answer to the fourth question “What could you suggest to do in order for children with disabilities to study and work in normal conditions” were different: to increase the level of tolerance towards this category of citizens (20%); more often involve them in participation in conferences, competitions (20%); Media to intensify work towards closer communication (trust) between children with disabilities and the rest of society (20%); equip educational organizations for disabled children (20%; prepare a special program in accordance with the personal characteristics of the child (18%), but there were also those who found it difficult to answer this question (2%) (Appendix No. 6, No. 7).

I also conducted a social survey among students and a survey among teachers of MBOU "Limanskaya secondary school No. 1", in which I studied. 50 schoolchildren and 15 teachers took part in the sociological survey.

The results showed: 32% of school students agree to study together with their peers who have developmental disabilities. Among the teaching staff, the proportion of positively minded is small - only 20%. At the same time, 18% of teachers are not opposed to the fact that children with various disabilities study in the classes where they work, and every third is not a supporter of such a practice. More than half of the teachers (51%) are unable to determine their attitude towards such education, which suggests that their opinion depends on external factors, primarily awareness of the positive or negative experience of inclusive education. The most capable of uniting, according to the respondents, are children with disorders of the musculoskeletal system. This is the opinion of 38% of teachers, almost half of the students. The most capable of uniting, according to the respondents, are children with disorders of the musculoskeletal system. This is the opinion of 38% of teachers, almost half of students and 70% of parents (Appendix No. 8-11).

The presence in the class of a child with certain deviations will undoubtedly be a factor for the teacher that complicates the organization of the learning process, but in principle does not affect its effectiveness. Moreover, if the necessary conditions are created for the education of this child, individual special didactic equipment (for example, special educational furniture) will be used.

According to the results of the survey, 68% of the teachers surveyed want to provide pedagogical support to a child with a disability. Every fourth teacher feels sorry for such children. Almost 8% experience psychological discomfort at the sight of a disabled child. Only 4% answered that they had not met children with disabilities. 72% of teachers say that co-education of children with and without disabilities in the same class does not affect the overall performance of the class as a whole. At the same time, 20% of the respondents noted the opposite: 10% of them believe that joint learning disrupts the overall attention of the class during lessons, 10% are afraid of conflicts in the classroom, 20% note the disproportionate distraction of the teacher to the child with a disability.

I turned to the Letter of the Ministry of Education and Science of the Russian Federation dated February 12, 2016 N VK-270/07 "On ensuring conditions for the accessibility of objects and services in the field of education for the disabled" and found out that educational organizations for the disabled should be re-equipped at school: glass door panels; outdoor stairs and ramps; ways of movement inside the building, such as a corridor (entrance hall, waiting area, gallery, balcony), stairs (inside the building), ramp (inside the building), passenger elevator (or elevator), door (doors - if there are several doors on the same movement path), escape routes (including security zones), navigation systems; also separate toilet rooms; showers / bathrooms, utility rooms (cloakrooms); special jobs have been created taking into account diseases, etc. (Appendix No. 12).

1.5. Education and employment opportunities for disabled children in Astrakhan

In order to explore the possibility of receiving post-secondary education by my disabled peers, I conducted a study and got acquainted with some of the professional institutions of higher education available in Astrakhan. I turned to the management of the school with a request to send a request for information on students with disabilities to the Astrakhan State Technical University and found out that in 2014, 5 disabled people were admitted to higher professional education programs who enrolled in preferential education, in total, 16 disabled people from of them disabled children - 9; in 2015, 4 disabled people were admitted, in total this academic year 17 of them were trained - 6 children with disabilities; in 2016, 7 disabled children were accepted, in total, 20 disabled children study this academic year. In the 2014 and 2015 academic years, there were no disabled students enrolled in secondary vocational education programs at the Astrakhan State Technical University; in 2016, 2 disabled children were enrolled. After analyzing the data obtained, we can say that the number of disabled children studying in this educational institution is growing every year, but in small numbers.

At Astrakhan State University, the situation is quite the opposite: in 2014, 33 disabled people were enrolled, in this academic year, a total of 66 disabled people studied; in 2015, 28 disabled people were enrolled, in total 67 disabled people were studying at that time; in 2016, the smallest number is observed, only 10 enrolled, this year 40 disabled people are being trained.

Then I found out what is the opportunity for disabled people who have received an education to find a job and studied in detail the Interactive portal of the employment service of the population of the Astrakhan region and found out that in accordance with clause 1 of part two of Article 24 of the Federal Law of November 24, 1995 No. 181-ФЗ “On the social protection of disabled people in the Russian Federation, employers are obligated to “create or allocate jobs for the employment of disabled people and adopt local regulations containing information about these jobs.”

The law of the Astrakhan region dated December 27, 2004 No. 70/2004-OZ “On establishing a quota for employers for hiring disabled people” establishes for employers with at least 35 employees a quota for hiring disabled people in the amount of 2 percent of the average the number of employees.

The calculation of the quota is made in accordance with the second part of Article 21 of the Federal Law of November 24, 1995 No. 181-ФЗ “On the Social Protection of Disabled Persons in the Russian Federation”: “When calculating the quota for hiring disabled people, the average number of employees does not include employees whose working conditions referred to harmful and (or) dangerous working conditions based on the results of attestation of workplaces for working conditions or the results of a special assessment of working conditions.

Article 25 of the Law of the Russian Federation of April 19, 1991 No. 1032-1 “On Employment in the Russian Federation” obliges employers to provide information to the employment service authorities on the availability of vacancies (positions), the fulfillment of the quota for hiring disabled people.

According to the order of the Government of the Astrakhan region dated 06.11.2015 N 561-P "On special measures that contribute to increasing the competitiveness of persons with disabilities in the labor market", it is necessary to submit to the employment center at the location of the employer:

Information on quotas for jobs and on the fulfillment of the quota for hiring disabled people in the prescribed form.

The employer, in accordance with the Code of the Russian Federation on Administrative Offenses, is responsible for:

Article 5.42. Violation of the rights of persons with disabilities in the field of employment and employment

Failure by an employer to fulfill the obligation to create or allocate jobs for the employment of persons with disabilities in accordance with the established quota for hiring persons with disabilities, as well as the employer's refusal to employ a person with disabilities within the established quota - shall entail the imposition of an administrative fine on officials in the amount of five thousand to ten thousand rubles.

As a result, I found out that work on the employment of people with disabilities is being carried out, of course, the percentage of employment is not high, many of them fail to get a job in accordance with their profession, but the state tries to retrain them if necessary and employ them.

Conclusion

Having become acquainted with the legal possibilities and realities in obtaining vocational training for children with disabilities, I came to a conclusion. The state is taking certain steps to resolve this issue, but there are many unresolved problems. To overcome the problems, in my opinion, it is necessary first of all to develop universally inclusive education. This requires psychological readiness for teachers, technical workers of the school, parents of children with disabilities. It is necessary to ensure the accessibility of the school building for the education of children with various forms of disability in it, despite the fact that the Order of the Ministry of Education and Science of the Russian Federation “On approval of the procedure for ensuring conditions for the accessibility of objects and services provided in the field of education for disabled people, as well as providing them with the necessary assistance at the same time” ” dated November 9, 2015 N 1309, according to which educational organizations are obliged to ensure the creation of accessibility conditions for people with disabilities, educational organizations themselves cannot do this, additional funding is needed. At this time, changes have already begun in the educational process, taking into account the special needs of children with disabilities, special training of teachers-specialists in inclusive education. In society, it is necessary to form a positive attitude towards people with disabilities in health. Such measures can contribute to the expansion of access to education for children with disabilities.

Paragraph 7 of Article 5 of the Federal Law of November 24, 1995 N 181-FZ "On the Social Protection of the Disabled in the Russian Federation" refers to the promotion of employment of the disabled, including the stimulation of the creation of special jobs for their employment, as well as determining the procedure for conducting special measures to provide disabled people with guarantees of employment.

In addition, the state needs to establish benefits for the employment of disabled people, to provide them with decent remuneration for their work. Perhaps, on the part of the state, it is necessary to legislate the expansion of opportunities for self-employment, entrepreneurship, the development of cooperatives and the organization of their own business for people with disabilities.

List of used sources and literature

The documents

The Constitution of the Russian Federation.

Convention on the Rights of the Child.

Convention on the Rights of Persons with Disabilities.

Law of the Russian Federation "On Education".

Federal Law "On Higher and Postgraduate Professional Education".

Federal Law "On Social Protection of Disabled Persons in the Russian Federation".

Literature

Alferova G.V. New approaches to correctional and developmental work with children suffering from cerebral palsy // Defectology. 2009. No. 3. S. 10.

Gilevich I.M., Tigranova L.I. If a child with hearing loss studies in a public school // Defectology. 2005. No. 3. S. 39.

Gromova O. Educational segregation // Russian journal 23.08.2008 // www.russ. ru/ist sovr/sumerki/20010823 grom.html (09/08/2008).

Golubeva L. V. Inclusive education: ideas, perspectives, experience. V.2011

Svodina V.N. Integrated education of preschool children with hearing impairment // Defectology. 2008 No. 6. S. 38.

Shcherbakova A.M. Problems of labor education and vocational training of secondary school students // Defectology. 2006. No. 4. S. 24.

Yarskaya V.N. Strategies for the modernization of Russian education // Education and youth policy in modern Russia. Materials of the All-Russian Conference. SPb. 2008. S. 155-159. 10. Status and main trends in the development of the education system in 2010 / Analytical report. M., 2010.

Innovations in Russian education. Special (correctional) education. Analytical review. Collection. M.: Management of Special Education of the Ministry of General and Vocational Education of the Russian Federation, 2009.

Application No. 1

INFORMATION ABOUT DISABLED STUDENTS OF EDUCATIONAL INSTITUTIONS

SECONDARY AND HIGHER PROFESSIONAL EDUCATION

(at the beginning of the school year, people)

____________________

1) Data are given only for state (municipal) educational institutions of secondary and higher professional education.

2) According to the Ministry of Education and Science of Russia.

http://www.gks.ru/ Federal State Statistics Service

Application No. 2

Search for media materials on the issue under study

Analysis of the current legislation regulating the protection of the rights of children with disabilities to education

Application No. 3

1 question. Do you think you could study together with children with disabilities?

2 Question. Do you think it is necessary to take action to ensure that people with disabilities become equal members of society

Application No. 4

Sociological survey of Suvorovites

3 Question. What is your attitude towards children with disabilities?

4 Question. What, in your opinion, hinders the integration of children with disabilities in schools, secondary and higher educational institutions?

Application No. 5

Interview with director

municipal budgetary

educational institution

"Elistinskaya diversified

student-centered gymnasium

training and education "

Nasunov Klim Erdnievich

Application No. 6

Questioning of teachers

1 question. Would you be against having disabled children in your class?

2 Question. Could the presence of a child with certain disabilities in the class be a factor complicating the organization of the learning process for you?

Application No. 7

Questioning of teachers

3 Question. In your opinion, should children with disabilities be helped to study and work in normal conditions?

4 Question. What would you suggest doing to make this possible?

Application No. 8

It was interviewed: 50 schoolchildren, 15 teachers.

1. Question: Do you consider it possible to teach disabled children together with ordinary students?

Results of the survey of children

Teacher Survey Results

Application No. 9

Sociological survey in the Liman secondary school No. 1

2. Question: What hinders the integration of children with disabilities in a public school? (in % of the number of respondents).

Teacher Survey Results

Results of the survey of children

Appendix No. 10

Sociological survey in the Liman secondary school No. 1

3.Question: What kind of children are most adapted to association?

Results of the survey of children

Teacher Survey Results

Application No. 11

Sociological survey in the Liman secondary school No. 1

1 question: Do you consider it possible to teach children with disabilities together with ordinary students?

2.Question: What hinders the integration of disabled children into mainstream schools?

3.Question: Which children are most adapted to the association?

Appendix No. 12

Materials from the interactive portal of the employment service of the Astrakhan region

Knowledge of the medical aspects of the professional suitability of disabled people will help create special working conditions for them in accordance with the IPR.

When quoting jobs for the employment of persons with disabilities, it is necessary to take into account professions recommended for them, taking into account existing diseases *

Municipal budgetary educational institution

"Secondary school No. 9 named after K.Kh. Nekhay" a.Vochepshiya

Report on the topic:

"Ensuring the right to education of children with disabilities and children with disabilities."

Let Zarima Kimovna,

Deputy Director for Water Resource Management MBOU

"Secondary School No. 9 named after K.Kh. Nekhai"

a. Vochepshy

2014

Ensuring the accessibility of educational organizationsis not only an urgent problem for society, but also a priority direction of state social policy.

The change in the perception of the state and society about the rights and opportunities of a disabled child has led to the formulation of the practical task of maximizing the coverage of education for all children with disabilities (HIA). Recognition of the right of any child to receive an education that meets his needs and fully uses the opportunities for development has led to the most important initiatives and guidelines for the new educational policy.

The national educational initiative "Our New School" defined one of its priorities as follows: "The new school is a school for everyone. Any school will ensure the successful socialization of children with disabilities, children with disabilities…” .

The recognition by the state of the value of the social and educational integration of children with disabilities necessitates the creation of

an adequate educational process in a general educational institution, which is given a central place in providing the so-called "inclusive" (included) education.

Inclusive education is a specially organized educational process that provides a child with disabilities with education among peers in a general education institution according to standard programs, taking into account his special educational needs. The main thing in the inclusive education of a child with disabilities is the acquisition of educational and social experience together with peers.

The main criterion for the effectiveness of inclusive education is the success of socialization, introduction to culture, development of the social experience of a child with disabilities along with the development of academic knowledge.

The federal program "Accessible Environment" is designed to implement a set of measures to create a universal barrier-free environment in ordinary educational institutions that will ensure the full integration of children with disabilities.Currently, our school is implementing a long-term target program "Accessible Environment", which provides for the creation of a full-fledged barrier-free environment for children with disabilities, ensuring their right to education and full participation in public life. In accordance with the decree of the head of the district administration, the Vochepshi school became one of the basic institutions of the republic, in connection with which, in 2012, the .

The program was developed withpurpose creating conditions for the social and pedagogical rehabilitation of children with disabilities, children with disabilities, promoting their integration into the society of healthy peers and socialization.

Program objectives:

1. Strengthening the material and technical base of the school;

2. Providing the educational process with modern equipment;

3. Ensuring unhindered access for disabled children with disorders of the musculoskeletal system.

The Accessible Environment Program orients society towards overcoming the barriers that separate ordinary people from people with disabilities. First of all, we are talking about physical barriers: the arrangement of buildings, roads, transitions, furniture, common areas require refurbishment, taking into account the specific needs of people with disabilities.

Thanks to investments of more than one million rubles, our school has created conditions for the education of disabled children.

Wide entrance doors, stairs, ramps, ramps, traffic routes inside the building, sanitary facilities have been installed.

The bathroom has been refurbished for use by wheelchair users, the doorway has been widened, handrails have been installed, plumbing fixtures have been replaced.

A stationary ramp has been installed that allows children in wheelchairs to freely enter the school, it is also worth noting that in all rooms where general access is required for all students, there was a redevelopment, so the doorways to the first-aid post, library, fire exit were expanded. A ramp was installed both from the side of the fire exit and along the evacuation routes.

But the main barriers are information and communication. Overcoming these barriers is facilitated by specialized equipment for organizing the educational process.

The educational material during the teacher's explanation is accompanied by the translation of explanatory diagrams, drawings, records, which provides each student with an individual speed of information perception. The teacher from the coordinating computer can monitor the reaction of the student, the performance of small tasks, and make adjustments to the process. Computer equipment for children with disabilities is provided with programs and devices that minimize health restrictions. Overcoming information barriers in the learning process leads to overcoming communication barriers in communication with peers.

Properly selected equipment that organizes active interaction in the learning process provides children with disabilities with access to the educational environment, as well as to the space of interaction with ordinary children. In this regard, we purchased computer and multimedia equipment. Equipped with an office for teaching children with disabilities, where auxiliary multimedia equipment is installed: interactive whiteboard (Interactive whiteboard), is a large touch screen that works as part of a system that also includes a computer and a projector. document camera, read camera, 12 laptops, with peripherals that help students with disabilities in the learning process.

With the functions of this equipment, the computer science teacher Kashuba V.V. will tell you in more detail.At the moment, the regulatory framework for organizing the education of people with disabilities has not been fully formed. Separate provisions are regulated when the features of the organization and implementation of educational activities in accordance with the relevant educational programs are established at the level of the Ministry of Education and Science of Russia. At the same time, the necessary changes in the Federal State Educational Standards have not yet been made, in connection with which many organizations have questions about how they can continue their activities.

In the educational organization MBOU "Secondary School No. 9 named after K.Kh. Nekhay", the issues of activity related to the organization of education and upbringing of children with disabilities will be regulated by the Charter and local acts of the educational institution;

In order to ensure that children with disabilities master the full range of educational programs, as well as correct the shortcomings of their physical and (or) mental development, a teacher-psychologist and a medical worker work at the school;

To ensure the effective integration of children with disabilities in an educational institution, information and educational, explanatory work is carried out on issues related to the peculiarities of the educational process for this category of children, with all participants in the educational process - students (both with and without developmental disabilities). ), their parents (legal representatives), teachers;

Inclusive education programs are being implemented in many countries around the world. The accumulated experience convincingly shows that only joint education of children with and without disabilities teaches people to treat each other with understanding and respect, educates

tolerance, and contributes to the development of the personality of the future citizen. Educational institutions are an important living space for all children and adolescents without exception. The success of each student and the amount of knowledge and practical skills that will ultimately helpbecome a full-fledged personality and take a worthy place in modern society

Each state and municipal secondary school is obliged to accept all children who have reached the age of 8 and live in the territory attached to it. (Law of the Russian Federation "On Education" of 01.01.01 N 3266-1, as amended on 25.07.2002, paragraph 1 of Article 16 and paragraph 2 of Article 19 Letter of the Ministry of Education of the Russian Federation of 01.01.01 N in / 14-06 "On Violations in the Admission of Children to the First Grades of General Educational Institutions")

COMMENT: In accordance with this rule, a general education school must accept all children, regardless of their state of health. Therefore, the school does not have the right to refuse to accept a child on the grounds that he is disabled. However, it should be remembered that a general education school is not obliged to create special conditions for teaching a disabled child in the form of introducing a special curriculum for him (for example, designed for teaching mentally retarded children), attracting defectologists, etc. Private schools are not required to accept disabled children, but have the right to do so.

Disabled children have the right to study in special (correctional) schools with the consent of their parents. They are sent to special schools by the educational authorities on the conclusion of the psychological-medical-pedagogical commission. (Law of the Russian Federation "On Education" dated 01.01.01 N 3266-1, as amended on 07.25.2002, paragraph 10 of Article 50)

Disabled children have the right to study at home with the consent of their parents, subject to the conclusion of a medical institution. (The procedure for the upbringing and education of disabled children at home and in non-gift educational institutions, as well as the amount of compensation for the costs of parents (legal representatives) for these purposes, approved by Decree of the Government of the Russian Federation of 01.01.01 N 861, paragraphs 1 and 2.)

COMMENT: According to the above two rules, children with disabilities are sent to special schools, or are educated at home only with the consent of their parents. Therefore, the choice of these forms of education is the right, not the responsibility of the parents. No one has the right to force parents to choose these forms of education.

Parents have the right to educate a disabled child at home on their own. Parents (legal representatives) who have children with disabilities and who bring them up and educate them at home on their own, are compensated by the education authorities in the amount determined by state and local standards for financing the costs of training and education in a state or municipal educational institution of the appropriate type and kind.

(Law of the Russian Federation "On Education" dated 01.01.01 N 3266-1, With as amended on 25.07.2002, paragraph 1 of Article 10; The procedure for the upbringing and education of disabled children at home and in non-state educational institutions, as well as the amount of compensation for the costs of parents (legal representatives) for these purposes, approved by Decree of the Government of the Russian Federation of July 18, 1996 N 861, paragraph 8.)

COMMENTS: In this case, we are talking about family education. It must be distinguished from homeschooling. When teaching at home, teachers from the school to which the child is attached come to his home for free and conduct classes with him, as well as carry out intermediate and final certification

his knowledge. At the same time, parents receive only compensation for the child's food (see about it below), and the work of teachers is paid by the state. In family education, parents themselves organize the learning process of their child. They can teach the child on their own or hire a teacher for this purpose. At the same time, the state pays them compensation in the amount of state and local standards for the cost of educating and raising a child in a state or municipal educational institution. It should be borne in mind that if, in accordance with the conclusion of the psychological, medical and pedagogical commission, the child is recommended to study in a special (correctional) school, then compensation for family education should be paid in the amount of the standard costs for his education in such a school. The fact is that the standards for the cost of education in special schools are higher than in ordinary ones. In family education, a tripartite agreement is concluded between parents, the local education authority and the school or special school (if the child's education is funded according to the standards of the special school). Under this agreement, local education authorities pay compensation, parents organize the child's education, and the school, in agreement with the parents, conducts an intermediate and final assessment of the child. In case of unsatisfactory attestation, the contract may be terminated and the compensation subject to return. It should be borne in mind that the procedure for family education of disabled children in the part in which it differs from the family education of ordinary children (payment of increased compensation, control over family education by special schools, etc.) is currently not regulated by normative acts .

For disabled children who are graduates of grades IX and Xl (XII), the state (final) certification is carried out in an environment that excludes the impact of negative facts on their health, and in conditions that meet the physiological characteristics and health status of children with disabilities. State (final) certification for disabled children can be carried out ahead of schedule, but not earlier than May 1 ) - for graduates of XI (XII) classes and with the district education department - for graduates of IX classes.

(Regulations on the state (final) certification of graduates of IX and XI (XII) classes of general educational institutions of the city of Moscow, approved by Order of the Moscow Committee of Education dated 01.01.01 N 155 clause 2.2)

COMMENTS: As a general rule, Grade 9 graduates take at least 4 exams (written exams in Russian language and algebra, as well as two exams chosen by the student from among the subjects studied in Grade 9). Graduates of classes take at least 5 exams (written in algebra and beginning analysis and literature, as well as three exams of the student's choice from among the subjects studied in 10 classes). Examinations in selected subjects can be taken in both written and oral form. The form of examinations in a particular subject is established by the Ministry of Education and the school. Disabled children can take all the exams set for healthy graduates, but at the same time require the replacement of the written handicap for passing the exams with an oral one. For children with disabilities, the number of exams to be taken can also be reduced to two written exams. In the event of a reduction in the number of exams, the written form of the exams taken can also be replaced with an oral one. Final examinations for children with disabilities should be

is carried out in an environment that excludes the influence of negative factors on the state of their health, and in conditions that meet the physiological characteristics and state of health of children with disabilities. This can be expressed in taking final exams in the medical office of the school separately from other students or at home, etc. Issues related to the creation of special conditions for passing final exams are resolved in relation to each disabled child individually. The established rules for passing final exams apply to state, municipal and private schools.

Disabled children studying in special schools and general education schools for sick children and children with disabilities (schools at home) are provided with free two meals a day. As an exception, compensations for food are paid to the indicated disabled children who do not eat at school (studying at home) in the amount of the cost of two free meals a day - 37 rubles per day.

(Decree of the Government of Moscow "On the results of the implementation of measures for the social protection of Muscovites in 2001 and a comprehensive program of measures for the social protection of Muscovites in 2002" dated 01.01.01 N 65-PP, paragraph 3.5; Order of the Moscow Department of Education "On catering students in general educational institutions of Moscow in the 2002/03 academic year "of 01.01.01 N 745, paragraphs!.3 and 1.4)

COMMENTS: This procedure for payment of compensation is valid for the 2002/03 academic year.

Disabled children study at children's music, art schools and art schools of the system of the Moscow Committee for Culture free of charge.

(Temporary procedure for paying for education in children's music, art schools and art schools of the system of the Moscow Committee for Culture, approved by Order of the Committee for Culture of May 6, 2002 N 205, paragraph 4)

2. The right to receive secondary and higher professional education

Disabled children and disabled people of groups I and II have the right to enter state and municipal institutions of higher and secondary vocational education out of competition, provided that they successfully pass the exams and there are no contraindications for studying in these institutions in the individual rehabilitation program for a disabled person.

(Law of the Russian Federation "On Education" of 01.01.01 N 3266-1, as amended on 07.25.2002, paragraph 3 of Article 16)

COMMENT: In accordance with this rule, a disabled person must be enrolled in an educational institution if he passed the entrance exams with a “satisfactory” grade. Thus, for the disabled, a preferential procedure for entering educational institutions has been established, since for other persons there is a competition - the one who passed the entrance exams best of all is enrolled. Private educational institutions are not required to establish such a preferential admission procedure, but are entitled to do so. The right of a disabled person to receive secondary and higher education (as opposed to receiving secondary education) may be limited, since his individual rehabilitation program may contain contraindications for his education in certain educational institutions.

Disabled people of groups I and II, who study free of charge in state and municipal universities on a full-time basis (full-time education), the amount of scholarships awarded is increased by 50 percent.

(Federal Law No. 125-FZ of January 1, 2001 “On Higher and Postgraduate Professional Education”, as amended on June 25, 2002, paragraph 3 of Article 16)

COMMENT: The meaning of this rule is that the size of any scholarships awarded to the specified category of disabled people must be increased by 50 percent compared to the size of scholarships awarded to other students on the same basis as disabled people. This rule applies; only for the disabled, in universities.

Disabled people of groups I and II and combat invalids studying free of charge in state and municipal institutions of secondary and higher professional education are entitled to receive a social stipend, which is paid regardless of academic success. (Standard provision on scholarships and other forms of material support for students of state and municipal educational institutions of higher and secondary vocational education, graduate students and doctoral students, approved by Decree of the Government of the Russian Federation of 01.01.01 N 487, paragraphs 7 and 24)

COMMENT: The most common types of scholarships paid to students are academic and social scholarships. An academic scholarship is paid to all students who pass exams with "good" and "excellent" grades. The social scholarship is paid only to certain categories of students and does not depend on the success of their studies.

(Letter of the State Committee for Higher Education of the Russian Federation dated 01.01.01 N in / 19-10 “On the collection of fees from students for accommodation in hostels and other utilities”)

COMMENTS: Currently, educational institutions have the right to independently set the amount of payment for living in dormitories belonging to them. The rule on exemption from such fees for persons with disabilities is advisory in nature, i.e. educational institutions may not comply with this requirement.

Disabled people as a result of the Chernobyl disaster have

out of competition to enter state institutions of primary, secondary and higher vocational education with the provision of a hostel in case of need for it;

to enter the preparatory departments of state universities, regardless of the availability of vacant places with the obligatory provision of a hostel in case of need for it.

scholarships for these disabled people are increased by 50 percent (Law of the Russian Federation "On the social protection of persons exposed to radiation as a result of the Chernobyl disaster" dated 01.01.01 N 3061-I, as amended on July 25, 2002, clause 18 of article 14)

COMMENTS: The peculiarities of these rules are that they apply to all disabled people as a result of the accident at the Chernobyl nuclear power plant, regardless of the disability group. But at the same time, benefits are provided only for admission to state educational institutions. Also, the scholarship for these disabled people is increased by 50 percent if they are students of institutions of not only higher, but also secondary vocational education.

Disabled soldiers have the right to enter out of competition in state institutions of secondary and higher vocational education, as well as in training courses for relevant professions.

(Federal Law of 01.01.01 N 5-FZ "On Veterans" as amended on July 25, 2002, paragraph 15 of Article 14)

COMMENTS: The features of this benefit are the same as for disabled people due to the accident at the Chernobyl nuclear power plant. It applies to all war invalids, regardless of the group of disability, and does not apply to admission to municipal and private educational institutions.

Disabled in entrance exams in The university is given additional time to prepare an oral response and perform written work, but not more than 1.5 hours.

(Letter of the Ministry of Education of the Russian Federation of 01.01.01 N 27 / 502-6 “On the conditions for the admission and training of disabled people in institutions of higher professional education”)

Disabled students admitted to the university study according to individual plans approved by the rector, as well as according to the form of education proposed by the university, including external studies. For each semester, the dean of the faculty approves an individual schedule of consultations for a disabled student, a schedule for taking tests and exams, which, in some cases, provides for the possibility for teachers to visit disabled students at home.

(Instruction of the Ministry of Social Security of the RSFSR "On the expansion of opportunities for higher education for the disabled" dated September 5, 1989 N 1/16/18)

Disabled students admitted to secondary specialized educational institutions study according to an individual schedule approved by the director and providing, if necessary and possible, for teachers to visit students at their place of residence, as well as according to the proposed form of education, including external studies.

(Instruction of the Ministry of Social Welfare of the RSFSR "On the expansion of opportunities for obtaining secondary specialized education for the disabled" dated November 3, 1989 N 1-141-U)

EDUCATION AND INDIVIDUAL REHABILITATION PROGRAM FOR THE DISABLED PERSON (IDP)

The IRP should provide for the disabled person to receive a secondary education.

IPR may provide for the disabled person to receive secondary and higher professional education. In accordance with the IPR, a disabled person is provided free of charge technical aids to facilitate his life and study within the framework of the regional basic rehabilitation program.

The IPR is obligatory for execution by public authorities, local governments and organizations of all organizational and legal forms and forms of ownership.

(Federal law "On the social protection of persons with disabilities in the Russian

Federation” dated 01.01.01 N 181-FZ, as amended

In accordance with the Law of the USSR, adopted by the Supreme Soviet of the USSR, on December 11, 1990, "On the Basic Principles of Social Protection of Disabled Persons in the USSR", a disabled person is a person who, due to limitation of life, due to the presence of physical or mental disabilities, needs social assistance and protection.

Limitation of a person's life activity is expressed in the complete or partial loss of the ability to carry out self-service, movement, orientation, communication, control over one's behavior, and also engage in labor activity.

The state, providing social protection for disabled people, is called upon to create the necessary conditions for their individual development, the realization of creative and production opportunities and abilities by taking into account the needs of disabled people in the relevant state programs, providing social assistance in the forms provided for by law in order to eliminate obstacles in the implementation of disabled people's rights to health care, work, education and training, housing and other socio-economic rights.

The state establishes guarantees for disabled people for the realization of their rights and legitimate interests, and takes special care of disabled children.

The most urgent tasks of social policy in relation to disabled people are to provide them with equal opportunities with all other citizens of the Russian Federation in exercising their rights and freedoms, eliminate restrictions in their life, create favorable conditions that allow disabled people to lead a full life, actively participate in the economic, social and political life of society, as well as to fulfill their civic duties.

Mechanism for the implementation of state policy regarding persons with disabilities

The implementation of federal programs should create conditions that meet the requirements and norms of a civilized state, under which a disabled person, like any citizen, has the opportunity to get an education, work, provide for himself financially and have access to all objects of social, industrial and economic infrastructure on equal terms.

Under these conditions, the main task of social work with people with disabilities is to unite the efforts of both state bodies and public and private initiatives, self-help groups to best meet the needs of this category of the population and self-realization of people with disabilities.

The development of social work with disabled people for their integration, society should contribute to the creation of a network of rehabilitation centers for people with disabilities, where career guidance would be carried out; vocational training, counseling on psychological, legal and organizational problems would be carried out; specific assistance would be offered in terms of security and employment.

Legal and regulatory framework for working with people with disabilities in the Russian Federation

Depending on the degree of human health disorders, with a persistent disorder of body functions, leading to a complete or significant loss of professional ability to work or significant difficulties in life, three groups of disability are distinguished. Upon the onset of disability, depending on the established group, the reason, and, if necessary, the time of onset, pensions are assigned, benefits are established, other types of social security and services are provided.

First group disability is established for persons with a complete permanent or long-term disability who need constant care (assistance or supervision), including those who can be adapted to certain types of work in specially organized individual conditions (special workshops, work at home and etc.).

Second group Disability is given in case of complete or prolonged disability to persons who do not need constant assistance, care or supervision, as well as in cases where all types of work for a long period are contraindicated due to a possible worsening of the course of the disease (for example, in severe chronic diseases, combined significant defects of the upper and lower extremities and other injuries, significant loss of vision).

Third group disability is established when it is necessary to transfer persons for health reasons to a less qualified job due to the inability to continue working in their previous profession (specialty); if, for health reasons, significant changes are required in the working conditions in their profession, leading to a reduction in the volume of production activities: with a significant restriction on the possibility of employment of persons of low qualification or who have not previously worked; with anatomical defects or deformities that significantly impede the performance of professional work.

Since the degree of disability may change as a result of treatment, as well as under the influence of favorable social factors, the terms for re-examination of disabled people are established - for disabled people of the first group it is carried out once every two years, and for disabled people of the second and third groups - once a year. Disability caused by anatomical defects or irreversible chronic diseases at any age, as well as by disabled men over 60 years of age and women over 55 years of age, is established indefinitely.

The conditions determining the right to receive a disability pension are regulated by the Federal Law "On State Pensions in the RSFSR" of November 20, 1990, as well as acts of the relevant state authorities, including public organizations and enterprises (additional payments to pensions, etc. .).

Social services for disabled people are regulated by the Federal Law "On Social Services for Elderly Citizens and Disabled People", adopted by the State Duma on July 17, 1995. The preamble of the law states that social services are one of the areas of activity for the social protection of the population, establishes economic, social and legal guarantees for citizens the elderly, the disabled, based on the need to establish the principles of philanthropy and mercy.

Social services are activities to meet the needs of persons with disabilities in social services.

Social services include a set of social services: care; catering; assistance in obtaining medical, legal, socio-psychological and natural types of assistance; vocational training, employment, leisure activities; assistance in organizing funeral services and others that are provided to disabled people at home or in social service institutions, regardless of their form of ownership.

The participation of the state, in particular, through the implementation of such programs as the Federal program "Children of Russia", will always be limited by resources. The socio-economic situation is aggravated by the budget deficit, the internal debt of the state, the ongoing decline in production and inflation.

Under these conditions, the unification of the efforts of government bodies, business structures and non-governmental organizations in the formation and implementation of social programs and social policy is of particular relevance.

A comparative study of the legislation of various countries and international law allows us to identify the following principles of social policy:

The principle of social partnership, involves the union and joint activities of government circles and political parties, the association of employers and wage laborers (trade unions, various non-governmental organizations in solving the widest range of problems in the field of social policy);

The principle of social solidarity, implemented through taxation and denoting the willingness of able-bodied citizens to support people in difficult life situations, as well as people with disabilities;

Participation principle, carried out by involving persons with disabilities and their public formations to direct participation in the formation and implementation of social policy and social programs relating to these persons and the entire civil society as a whole.

The implementation of this principle in practice will make it possible, in particular, to prevent the adoption of bills that are contrary to the interests of certain segments of the population, in support of which these laws were intended.

Speaking to the participants of an international seminar on the participation of government, business and non-governmental organizations in the formation of social policy, expert of the International Association of Disabled Organizations "Mobility International" Henk Willemsen. drew attention to the fact that the adoption of any laws or state decisions on persons with disabilities in the Netherlands is possible only with the consent and support of public associations representing their interests.

The principle of social compensation is designed to ensure legal and social protection of persons with disabilities to compensate for this limitation, which, in turn, involves the creation of an accessible living environment, the provision of certain benefits and appropriate social services;

The principle of guarantees provides for the provision of state-guaranteed social services for persons with disabilities for education, upbringing, spiritual and physical development, vocational training and rational employment, the volume, types and quality of which should ensure the necessary development of the individual and preparation for independent living;

Priority principle provides for giving preference to public initiatives in comparison with the corresponding activities of state bodies and institutions when financing activities in the field of social policy.

Thus, we are talking about one of the most fundamental principles of social policy, first of all, in European social practice - subsidiarity principle which involves legislative regulation of the interaction of state and non-state structures in the social sphere in support of the latter. Widely used in the practice of industrialized countries with a socially oriented market economy of the Western European social space, this legislatively enshrined principle obliges the state to carry out a "search" for the so-called "free carriers" in the public sector in order to involve them in the implementation of social programs and projects. Only when there are no such proposals, state institutions are created. If there are several public proposals and initiatives, state departments finance the most promising projects on the basis of competitive selection. The implementation of the subsidiarity principle allows not only more efficient use of existing material resources, but also a more flexible response to all newly emerging social demands, involving citizens themselves in solving social problems in their own interests and in the interests of the development of civil society.

The social worker and parents need to know the fundamental government and departmental documents that provide children with mental and physical disabilities, including children with disabilities, certain benefits.

Family Code of the Russian Federation

If the child has no parents, parental rights are granted to other persons - adoptive parents, guardians or trustees. In the absence of persons replacing parents, children are placed for upbringing in state children's institutions - children's homes, orphanages, boarding schools, boarding houses.

The law also imposes on parents the responsibility for the maintenance of children: parents are obliged to support their minors and disabled adult children in need of assistance. According to Article 86 of the Code, in cases of serious illness, injury, disability of the child and other circumstances, parents paying child support for minor children may be involved in additional expenses. The amount of participation in such expenses is determined by the court, taking into account the financial and marital status of the parent.

Recognition of children with disabilities

In accordance with the law of the RSFSR "On state pensions in the RSFSR" and in pursuance of the order of the Council of Ministers of the RSFSR of 11.07.1991 N 593-r, by order of the Ministry of Health of the RSFSR of 04.07.1991 N 117, medical indications were developed and approved under which the child in under the age of 16 is recognized as disabled. They are based on functional changes and pathological conditions, giving the right to establish disability for a period of 6 months to 2 years, from 2 to 5 years, until the age of 16. The procedure for issuing a medical opinion to disabled children under the age of 16, medical indications for providing auxiliary household appliances, autonomous vehicles have been determined.

In case of disagreement with the medical opinion, the parents or guardian of a disabled child have the right to appeal against this opinion in higher medical institutions or in court within one month.

Children's specialized institutions

A disabled child is placed in a specialized children's institution at the request of the parents. Young children - up to 4 years old - are admitted to specialized orphanages run by health authorities.

In the system of social protection of the population, there are two types of stationary institutions for disabled children: boarding houses for children with disorders of the musculoskeletal system and for mentally retarded children.

The number of specialized children's institutions in the public education system includes mainly institutions of a restorative and medical nature. These are boarding schools with a special regime for blind and visually impaired children, for children with severe speech disorders, with the consequences of poliomyelitis and cerebral palsy.

When a child is admitted to a specialized institution, the state assumes all the costs of his maintenance, upbringing and treatment, as well as care for him. If the child is in the family, he is assigned a social pension.

Social pensions for disabled children

According to the law of the Russian Federation "On Amendments and Additions to the Law of the RSFSR "On State Pensions in the RSFSR" (Article 3), the minimum pension is set at the level of the minimum wage.

In accordance with the Decree of the President of the Russian Federation of November 14, 1992 N 1365, from December 1, 1992, the amounts of social benefits and compensation payments to families with children, as well as scholarships established by the Decree of the President of the Russian Federation of May 21, 1992, were doubled. N 515 "On increasing the amount of social benefits and compensation payments in 1992".

Pensions for family members caring for a disabled child

The death of a child after reaching the age of eight does not deprive the mother of the right to said pension.

Benefits for persons raising children with disabilities

1) Two or more children or a disabled wife of I - II groups.

2) Single able-bodied mother with two or more children under 8 years old.

3) One or more siblings under the age of 16 who have been disabled since childhood.

According to the resolution of the Supreme Soviet of the USSR of April 10, 1990 N 1420-1 "On urgent measures to improve the situation of women, protect motherhood and childhood, strengthen the family":

A sick leave certificate for a working person caring for a child under the age of 3 or a disabled child is issued in case of illness of the mother by the attending physician for the period when she cannot take care of the child;

One of the parents (guardian or custodian) raising a disabled child is established:

A) issuance of a certificate of temporary incapacity for work for the entire period of sanatorium treatment (including travel time) for a disabled child under the age of 16 with a medical opinion on the need for individual care for the child;

B) one additional day off per month with payment in the amount of daily earnings at the expense of social insurance funds.

Decree of the Supreme Council of the Russian Federation of March 6, 1992 N 2464-1 "On streamlining the payment for the maintenance of children in preschool institutions and financial support for the system of these institutions" provides for the exemption of parents from paying for the maintenance of children in preschool institutions who, according to conclusion of medical institutions revealed deficiencies in physical or mental development, as well as children in tuberculosis institutions.

Disabled children and children, one of whose parents is disabled, are provided with places in preschool, medical and preventive and health institutions as a matter of priority (Decree of the President of the Russian Federation of October 2, 1992 N 1157 "On additional measures of state support for disabled people") .

Travel concessions

When traveling by air, this benefit is provided within the time limits established by the civil aviation authority.

Children with visual impairments, children with disabilities who do not have two limbs or with paralysis of two limbs, as well as disabled people of groups I and II of other categories of the same reasons, are granted the right to free travel on all types of urban passenger transport (with the exception of taxis), in rural districts - within the administrative district at the place of residence.

In rural areas, free road transport is provided to disabled people both at the place of permanent and temporary residence. In areas where the function of public transport for the carriage of passengers is carried out by departmental motor transport, free travel for the disabled is provided on this transport.

In accordance with Decree of the President of the Russian Federation of October 2, 1992 N 1157 "On additional measures of state support for the disabled", disabled people aged 3 to 16 years inclusive (disabled children) are provided with free travel, a free ticket, and the persons accompanying them (one from parents, guardian, caregiver) when sent to a sanatorium-resort institution, they are provided with tickets for travel to the place of treatment of a disabled person and back at a 50% discount.

Health care benefits for children with disabilities

Provision of disabled children with special technical means

Benefits for prosthetics

The provision of certain benefits to disabled people depends on the group of disability, its causes, types of prosthetic and orthopedic products, and also on whether the disabled person is fully supported by the state in social protection institutions or not.

All disabled people who are in vocational boarding schools for the disabled, in orphanages of the social protection system, receive prosthetic and orthopedic products free of charge at the expense of the funds of these institutions.

For all citizens who receive prosthetic and orthopedic products free of charge, the repair of these products is also free of charge.

Housing and household benefits

A medical report is issued to a patient at his request, and in relation to patients under 16 years of age and mentally ill, recognized by the court in the prescribed manner as incompetent, at the request of their parents, guardians or trustees.

For citizens suffering from severe forms of certain chronic diseases, the amount of additional living space may be increased. These diseases are listed in the list of diseases that entitle those suffering from them to use an extra room or extra living space. The list was approved by the circular of the NKVD and the People's Commissariat of Health of the RSFSR dated January 13-19, 1928 N 27/15 and is currently valid, since it does not contradict the Fundamentals of Housing Legislation.

Tax benefits

Formation of an accessible living environment

1) designing the development of cities and other settlements, developing projects for the construction and reconstruction of buildings and structures without taking into account the requirements for their accessibility for disabled people, developing new means of individual and public passenger transport, communications and informatics without modifications, adapted for use by certain categories of disabled people - with the date of entry into force of this decree;

2) development of cities and other settlements, construction and reconstruction of buildings and structures without ensuring the requirements for their accessibility for disabled people, as well as mass production of means of individual and public passenger transport, communications and informatics without modifications, adapted for use by certain categories of disabled people - from January 1, 1994 G.

Scientific and information support of the problems of disability and the disabled

The Government of the Russian Federation was instructed to develop a long-term state comprehensive program of scientific support and informatization of disability and disabled people for 1993-1997, including the creation of a national data bank on disability and disabled people, regional centers for information and research on disability problems, regional scientific and practical centers for the prevention of disability and the rehabilitation of the disabled.

In recent years, the legislative activity of the Russian state has continued, aimed at implementing the planned social policy in the interests of children, at implementing the Constitution of the Russian Federation in terms of protecting the family and childhood, the rights and freedoms of citizens, at ensuring compliance of national legislation with the requirements of international legal documents, primarily UN Conventions, World Declaration on the Survival, Protection and Development of Children.

In order to put into practice the principle of the priority of childhood problems in social policy, Decree of the President of the Russian Federation of August 18, 1994 N 1696 was issued, in which the Federal program "Children of Russia" was approved as a presidential,

In accordance with Decree of the President of the Russian Federation of December 10, 1993 N 2122 "On improving the system of social benefits and compensation payments to families with children, and increasing their size." Decree of the Government of the Russian Federation of February 20, 1994 N 133 approved the procedure for assigning and paying these benefits.

The need to change the legislation governing maintenance obligations led to the adoption in December 1994 of the Federal Law "On Amendments and Additions to the Marriage and Family Code of the RSFSR".

Among the laws corresponding to the UN Convention on Childhood Issues, the most important is the law "On Education", which restored the right of citizens to receive free medium (full) use. Decree N 650 of 05.06.1994 approved a new standard provision for primary vocational education and Resolution N 1008 of 31.08.1994 a model regulation on a general education institution, which also apply to categories of children with developmental problems.

In the Russian Federation, bodies dealing with the problems of the family, women and children operate at all levels. At present, the state policy in relation to children with disabilities is mainly aimed at providing various types of social assistance, while there is a need to change the public consciousness and activities of state institutions at all levels in relation to this part of the population, create conditions for their integration into society and strengthen the prerequisites for an independent life.