Test for final certification(test) on the course "Inclusive Education"
1. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
inclusion B) interaction,
individualization.
2. Choose the correct answer: Inclusion is:
A) the form of cooperation;
B) a special case of integration;
B) style of behavior.
3. Choose the correct answer: There are two types of integration:
internal and external,
B) passive and creative,
educational and social.
4. Choose the correct answer: Inclusion, that is, “inclusive education”, which includes
child with disabilities in one educational environment with normally developing peers are:
A) group integration,
B) educational integration,
B) communication.
5. Choose the correct answer: Social inclusion must be ensured:
A) to all children without exception with developmental disabilities,
B) only for children with developmental disorders at primary school age,
B) children studying only in special institutions.
6. Choose the correct answer: For the first time, the theoretical justification for integrated learning was a
works of a domestic scientist:
A.N., Leontieva, B) S.L. Rubinshtein,
L.S. Vygotsky.
7. Choose the correct answer: The first country in the field of implementation in teaching practice Inte (inclusive) education has become:
Great Britain, B) Russia,
France.
8. Choose the correct answer: In the 70s. 20th century in the countries of and Eastern Europe, the first prece, closures of correctional institutions are observed, due to:
A) the absence of children with disabilities,
B) transfer of children with disabilities to kindergartens and general schools,
B) teaching children with disabilities at home.
9. Choose the correct answer: In Russia, the first experimental experience of co-education of children with developmental disorders appears in:
60s XX century., B) 90s. XX.,
70s XX century..
10. Choose the correct answer: In Russia, in the first experimental experience of co-education of children with normal and impaired development, children took part before school age in violation:
visual analyzer,
B) intellect
auditory analyzer.
11. Choose the correct answer: In the context of “inclusive education”, a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing therefore:
A) inclusion cannot be massive,
B) inclusion should be massive,
12. Choose the correct answer: In accordance with the principles domestic concept integrated (learning, it can be argued that inclusive education is most appropriate for:
children with disorders of the musculoskeletal system,
B) children with intellectual disabilities,
children with disabilities, with whom correctional and pedagogical work was started early.
13. Choose the correct answer: Which of the following principles does not apply to the principles of domestic (inclusive) education:
A) integration through early correction;
B) integration through mandatory correctional assistance to each integrated child;
B) integration through reasonable selection of children for integrated learning;
D) diagnostic information should be presented visually, in the form of graphs, figures.
13. Choose the correct answer: building between educational institutions of different levels, types and interactions, which ensures the choice and predictability of the individual educational route of the child with handicapped health, a complementary system of psychological and pedagogical support for the education of a child and his family is being built, called:
inclusive educational vertical,
B) inclusive educational horizontal,
inclusive educational parallel.
G)
14. Choose the correct answer: At the second stage of the inclusive vertical, the upbringing and socialization of a child with disabilities is carried out within the framework of:
general education high school,
B) preschool institutions,
families.
15. Choose the correct answer: The final level of the inclusive vertical is the stage:
A) vocational guidance for graduates of schools with disabilities in the field of the emergence of professional interests and elections,
B) support with complex psychological and pedagogical diagnostics and correctional assistance for adaptation in an environment of healthy peers,
B) early integration of children with developmental disabilities in preschool institutions.
16. Choose the correct answer: Creating a system of polysubjective interaction involves the creation of:
A) inclusive horizontal,
B) inclusive vertical.
17. Choose the correct answer: The period becomes the initial level of the inclusive vertical:
A) youth
B) early childhood
B) primary school age.
18. Choose the correct answer: The continuous vertical of inclusive education is implemented under the following conditions: a child who enters an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up. Choose a condition name:
complexity continuity,
B) walking distance
unity, goals.
19. Choose the correct answer: Determine what condition the continuous vertical of inclusive education is about: all inclusive institutions must be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each stage of the educational vertical will be recorded in his individual map (“development map”).
A) succession,
B) professional competence,
B) walking distance.
20. Choose the correct answer: The approach that assumes that students with disabilities communicate with their peers on holidays, in various leisure programs, is called:
expanding access to education;
B) integration;
mainstreaming;
21. Choose the correct answer: According to the concept of SFES, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation! present and future.
A) the component of "life competence",
B) "academic" component.
22. Choose the correct answer: educational areas:
8
B) 4
23. Choose the correct answer: Determine which of the educational areas of the SFES we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interacting with close and distant social environment:
A) natural science
B) art

Preview:

St. Petersburg

METHODOLOGICAL PROJECT

INCLUSIVE EDUCATION

Thematic selection

methodologist of the department of technology

Shchekaturova V.I.

St. Petersburg

year 2012

annotation

State budget educational

institution additional education children

Palace of Creativity for Children and Youth of the Kolpinsky District

St. Petersburg

METHODOLOGICAL PROJECT

"new pedagogical education"

Direction: Health saving

Inclusion

Methodical development

methodologist of the department of technology

Shchekaturova V.I.

St. Petersburg

year 2012

INCLUSION

Such a diagram-drawing will help to get an idea about the types of education and the meaning of inclusive education.

EDUCATION:

"NORMAL" (standard/special) –INTEGRATED– INCLUSIVE

From the book "Inclusive Education: Law, Principles, Practice", M, 2009.

Students learn and use what they have learned in different ways. Nonetheless,the goal of education is to achieve a certain social status for all students and assert their social significance.Inclusion is an attempt to give self-confidence to students with disabilities, thereby motivating them to go to school together with other children: friends and neighbors. Children with special educational needs need not only special treatment and support, but also development of their abilities and success in school.

The term "inclusion" translated from of English language means "included". Inclusive education enables all students (including people with disabilities) to fully participate in the life of the team in kindergarten, at school, in an institution of additional education for children, at an institute.

Inclusion does not mean simply gathering all the children together, but on the contrary, it helps to ensure that each student feels accepted, so that his abilities and needs are taken into account and evaluated.

The essence of inclusion is that the system of education and upbringing adapts to the child, and not the child to the system.Inclusive education is the recognition of the characteristics of the development of the child and his ability to learn, which is carried out in a way that is most suitable for each child.

At the heart of the practice of inclusive education is the idea of ​​accepting the individuality of each individual student and, therefore, education should be organized in such a way as to meet the special needs of each child.

In the schools of the future, every child should be provided with psychological support, attention, and the necessary conditions that will help him achieve the best results in his studies. The new general education program involves the creation of conditions and the introduction of changes necessary for its successful development by children with special needs. Today, children with special needs do not have to study in special institutions, on the contrary, they can get a better education and better adapt to life in an ordinary kindergarten, school, institution of additional education for children, institute.

It will allow healthy children to develop tolerance and responsibility.

Inclusive education, one way or another, focuses on the personalization of the learning process.

In the process of inclusive education need:

1. apply experimental, activity-stimulating teaching methods;
2. apply active methods learning, including discussions, communication;
3. pay more attention to mastering the key concepts of a particular subject;
4. apply methods of gradual assimilation of new material;
5. spend more time reading fiction;
6. make students understand that they are responsible for completing assignments;
7. give students greater freedom of choice;
8. to introduce the principles of democratic relations in the school;
9. pay more attention to the emotional needs and changing behavior of each student;
10. use unifying activities that contribute to team building;
11. proceed from the individual needs of students, using individualized activities, but do not divide the team into groups, for example, based on the abilities of students;
12. provide specialized assistance to students with special needs who study with other children;
13. involve teachers, parents, administration and other interested organizations and the public in cooperation;
14. rely on the teacher's assessment of student progress, including assessment of learning progress.

EER and EER NP could help introduce the highlighted points into the process of inclusive education (See Application of ESM and ESM of NP in inclusive education - informational and methodological material in this thematic collection).

As experience shows, parents of special children are looking not only for professional speech therapists, defectologists, psychologists and other specialists who can provide qualified assistance to their child. They are looking for ordinary children for their children. human conditions: a company of peers, an eventful children's everyday life. For themselves, parents are looking for attention, patience, respect, communication with other parents. After all, the structure of developmental disorders in children is often such that no matter how much specialists work on the correction, the diagnosis will not disappear. But the attitude to the diagnosis, the very life of the family can change. The opportunity for families to live ordinary lives is the greatest achievement of an inclusive community.

An educational institution with inclusive groups solves the following tasks:

1. creation of a unified psychologically comfortable educational environment for children with different starting opportunities;
2. ensuring diagnosing the effectiveness of the processes of correction, adaptation and socialization of children with developmental disabilities at the stage of preschool education;
3. organization of a system of effective psychological and pedagogical support for the process of inclusive education through the interaction of diagnostic and advisory, correctional and developmental, medical and preventive, social and labor areas of activity;
4. overcoming the negative features of the emotional and personal sphere through the inclusion of children in successful activities;
5. gradual increase in the child's motivation based on his personal interest and through a conscious attitude towards positive activities;
6. protection and strengthening of the physical and neuropsychic health of children;
7. change in public consciousness in relation to children with special needs.

The highlighted points, to one degree or another, can be implemented in the system of additional education.

Here is how Nikitina Marina Dmitrievna, head of the socio-pedagogical department of the Municipal Budgetary educational institution additional education for children "Center for Children's Creativity" Zelenodolsky municipal district, Republic of Tatarstan (Internet conference), but we are talking about preschoolers ...

“... When enrolling children in groups where ordinary children study, we also include 1-2 children with disabilities (general underdevelopment of speech, dysfunction of the musculoskeletal system, disorders of the emotional-volitional sphere, intellectual impairment, delay mental development). Admission of a child to inclusive groups occurs after an initial consultation with the parent. Consultation processdirected by a psychologistproviding initial psychological support.As a result of the consultationan individual development program is developed, directions for further education, types of assistance, necessary correctional and developmental modules are determined.With each of the childrenindividual lessons psychologist, speech therapist, defectologist.The main goal of the work of these specialists is to prepare children with different starting opportunities, in accordance with their age or level of skills and competencies. By the level of inclusion of the child in the educational process conditionally designate the types of inclusion: point, partial, full.The CDT services are a preparatory stage for the admission of a child to an inclusive group. This type of inclusion can be called"Point Inclusion"when a child is included in a group of peers only on holidays, for a short time in games.

"Partial Inclusion"involves the inclusion of the child in the mode of half a day or part of the week, for example, when the child is in a peer group, participates in classes in fine arts, physical education, music together with other children, but part educational material learns in the course of individual work.

Option "total inclusion"- a visit by a child with disabilities to an age group in a full school day on their own or with an accompaniment. The child is engaged in all classes together with peers. At the same time, tasks of various levels of complexity, additional games and exercises are selected.

The development of the problem of inclusive education shows that the main direction in the activities of inclusive groups is the focus on the "inclusion" of children with disabilities in a team of usually developing peers and adults as "equal partners". In this case, the pedagogical search is aimed at finding those types of communication or creativity that will be interesting and accessible to each of the group members. The teacher creates conditions in which the child can develop independently in interaction with other children. In the classroom, games and exercises are selected taking into account individual training programs. In this model, developmental and remedial approaches to learning can be harmoniously combined. Work experience shows that children who attended inclusive groups are capable of further successful inclusion in society...”.

Based on the above conditional classification of inclusion,“Partial inclusion” is the kind of inclusion that is typical and used in the work of the engineering department.

Margaret King-Sears, Associate Professor at Johns Hopkins University (USA) offers a model for the transition to an inclusive (inclusive) education process and shares experience in this area. True, this is described in relation to the school, but considering this issue from the position of “partial inclusion”, which we spoke about above, adapting it to the possibilities of additional education for children, we can consider it as some guideline in our activities.

Model of transition to an inclusive education process

Inclusive education is a form of education in which students with special needs:

1. attend the same schools as their siblings and neighbors
2. are in classes with children of the same age,
3. have individual learning goals that meet their needs and abilities
4. provided with the necessary support.

A successful inclusion, like a building, must be built on an appropriate foundation, which, according to the author, can be strong only if there are four components:

1. a group of like-minded people,
2. information about the transformation process,
3. training
4. and ongoing support.

Let's take a quick look at these components.

A team of like-minded people. Educators can come together as a team of like-minded people based on shared values ​​and the belief that students with developmental disabilities and students who develop typically should spend more time together in school, both during class and during play. Fears most often concern ordinary schoolchildren: whether inclusion will slow down their progress. This issue has been carefully studied. The results of some studies show that the academic performance of ordinary schoolchildren does not suffer under conditions of inclusion. Other studies reveal a significant increase in academic performance.

Availability of information about the transformation process.Planned transformations usually take place in three stages:

1. perception of an idea or initiation of a process,
2. implementation of all necessary changes,
3. embodiment of the idea.

Participants in the transformation process need to be provided with information and training at an early stage.They all need to feel active actors change and decision-making process. In addition, it is important for employees to know that the director is committed to the idea of ​​transformation and intends to support them while they learn and master new methods.

Training and ongoing support.Personnel development is one of the critical points. It is recommended, for example, when switching to an inclusive form of training, to allocate for staff development, especially at the first stage, an amount equal to that required to include one new employee in the staff. It is also recommended that the teaching staff decide for itself what will be more efficient - to hire a new employee who will try to meet the needs of the rest of the staff, or to use this money in some other way. As far as staff training is concerned, its importance is very high. However, to carry out full course training before the staff has tried in practice what inclusion is is not worth it. A certain part of the course should be postponed for as long as it takes for teachers to, when faced with specific difficulties, more accurately determine what needs to be learned.

Working in an inclusive space places very high demands on the personality of a teacher:

1. You have to be aware of what's going on
2. Be very responsible
3. You need to have knowledge from related specialties,
4. Always be ready to discuss problems
5. Possess the skills to resolve conflicts that inevitably arise, because the participants in the process are too different,
6. Be patient, flexible, adaptive, proactive and creative,
7. In their educational programs, teachers differentiate different levels of requirements for mastering the content of educational material: basic and minimally necessary (reduced). This makes it possible to individualize work with children with special needs.
8. In cases where children do not acquire the minimum required level of knowledge, the teacher independently determines an individual training program.
9. The teacher chooses an interesting, accessible, personal and practice-oriented content of tasks, using various manuals, technical means to achieve goals.

We can conclude: When creating an inclusive educational space, it is important and necessary to adhere to the following principles:

1. individual approach
2. variable development environment.
3. variable methodological base of training and education.
4. modular organization of educational programs.
5. child's independent activity.
6. evaluate the child's own progress, compare the child's knowledge and skills not with respect to some average norm, but evaluate his own efforts;
7. family-oriented support.

Not less important

1. work to improve the material and technical base of the institution to create conditions for inclusive education of children with disabilities;
2. conduct work on special (correctional) training and advanced training of teachers of educational institutions;
3. maybe enter remote form education for children with disabilities who study individually at home.

State budget educational

Institution of additional education for children

Palace of Creativity for Children and Youth of the Kolpinsky District

St. Petersburg

METHODOLOGICAL PROJECT

"new pedagogical education"

Direction: Health saving

Teachers, but also useful for teachers of additional education ...

Information and methodological material

methodologist of the department of technology

Shchekaturova V.I.

St. Petersburg

year 2012

school accommodations and modifications "fafilies and advocateshid partners for education

translation by E. Skachkova

Some students with disabilities need to change the way they present information or modify curriculum for more successful development general education program. The law does not define the terms "change in the way information is presented" and "modification", but there is some agreement on what should be understood by these definitions. In the context of this article, “changing the way information is presented” means providing students with disabilities with special conditions compared to their classmates, in particular, changing the deadlines, the form of completing the assignment, its organization, and the way the results are presented.

Changes in the ways of presenting information and modification do not affect the results obtained during testing. For example, a blind student takes a Braille test. Some students need to remain alone in a class isolated from external sounds for the duration of the task.

Modification can be defined as a change in an item or test that changes the standard procedure for its administration, or a change in the requirements for the level of knowledge of a student with a disability. An example of a modification is the partial fulfillment by a student of a general education program.

Necessary changes in the way information is presented and modifications must be included in the student's individual educational plan. These changes should be applied in a way that reflects the individual needs of students with special needs, and it is also important to get students' opinions about what they need.

The following are some considerations for adjustments in … educational programs, possible changes in the classroom, classroom and assignments, and possible behavioral expectations that need to be taken into account when teaching children with special educational needs.

Training program:

1. abbreviated tasks aimed at mastering key concepts;
2. abbreviated tests aimed at practicing the spelling of the most functional words;
3. alternative substitutions for written assignments (sculpting, drawing, panorama, etc.);
4. clear explanation of tasks, often repeated;
5. focusing on the task (for example, "When you read this chapter, you will be able to name three causes of the Civil War");
6. providing an alternative to bulk writing assignments(for example, write some small messages; present an oral presentation on a designated topic).

Class work

1. the existence of individual rules for students;
2. assessment of class organization in accordance with the needs of students;
3. maintaining silence during intense activities;
4. the absence of distracting objects in the classroom (for example, mobile phones);
5. provision of a personal computer to perform written work;
6. proximity of students to the teacher;
7. use of the cabin for individual work;
8. the presence in the class of additional materials (pencils, books;
9. using an alternative to crosswords;
10. maintaining sufficient space between desks.

Training and assignments

1. use of instructions both orally and in writing;
2. step-by-step explanation of tasks;
3. sequential execution of tasks;
4. repeating instructions to students to complete the task;
5. provision of audio-visual teaching aids;
6. demonstration of an already completed task (for example, a solved mathematical problem;
7. closeness to students while explaining the assignment.

Change of activities

1. preparing students for a change in activity;
2. providing additional time to complete the task;
3. providing extra time for homework;
4. providing mobility assistance.

Written assignments

1. the use of worksheets with exercises that require minimal completion;
2. using exercises with missing words/sentences;
3. providing a student with a disability with a copy of other students' notes or teacher's notes;
4. addition of printed materials with videos and filmstrips;
5. providing students with printed copies of assignments written on the board;
6. permission to use a voice recorder to record student responses;

Assessment of knowledge

1. the use of an individual rating scale in accordance with the success and effort expended;
2. daily assessment for the purpose of deriving a quarter mark;
3. assessment of the work in the lesson of a student who does not cope well with test tasks;
4. focusing on good grades;
5. permission to redo the task with which he failed;
6. evaluation of redone works;
7. use of the student achievement assessment system.

Tests

1. oral explanation of tasks;
2. training in working with test tasks (for example, the allocation of time to complete each section of the test);
3. providing students with a list of words with definitions;
4. unlimited time to complete the test;
5. conducting tests in a room without external stimuli (for example, in a library);
6. reading test materials to students and allowing oral responses;
7. differentiation of tests into sections on similar problems;
8. use of multiple choice tests, correct/incorrect answer;
9. allowing students to choose and complete an individual project as an alternative to a test;
10. student achievement reports instead of grades;
11. assessment of spelling separately from the content of the work;
12. provision of printed educational materials;
13. permission to take the test at home or using textbooks;
14. providing possible answers for tasks with missing words;
15. writing the first letter of the missing word.

Maths

1. permission to use a calculator;
2. grouping similar problems;
3. placement of a small number of tasks on one sheet with exercises (for example, from 4 to 6 tasks per page);
4. the use of a small number of tasks to obtain an assessment;
5. the use of large sheets of paper to indicate the problem in writing;
6. providing a table with mathematical subjects for reference information;
7. providing each student with a visual number series;
8. step-by-step presentation of problem tasks;
9. use of visual aids (pictures, graphs).

Additional Information

1. marking tasks in textbooks;
2. providing feedback on each task;
3. using a ruler while reading to facilitate it;
4. providing an overview of long-term assignments so that students know what is required of them when completing this assignment;
5. Orientation of time-consuming tasks for phased implementation, with daily checking and frequent assessment;
6. the opportunity to present the completed task in a small group before speaking to the whole class;
7. simultaneous distribution of sheets with exercises;
8. sequential execution of the task, starting with the easiest part of it;
9. projecting images;
10. use of auxiliary questions when performing the test;
11. practice of writing tasks in a notebook;
12. the use of arrows (in the exercise sheets, on the board) to indicate connections between phenomena.

Behavior

1. organization of the school day;
2. assigning students to pairs to complete projects so that one student can set an example for another;
3. designation of school rules that students must follow;
4. the use of non-verbal means of communication, reminiscent of these rules;
5. using rewards for students who follow the rules (for example, praising a forgetful student for bringing pencils to class);
6. minimize penalties for non-compliance with the rules; focus more on the positive than the negative;
7. drawing up individual plans for behavioral intervention, positively oriented and taking into account the skills and abilities of the student;
8. giving students the right to leave the classroom and retire to a so-called "safe place" when circumstances so require;
9. development of a code system (word) that will make the student understand that his behavior is unacceptable on this moment;
10. ignoring minor behavioral disorders.
11. development of intervention measures in case of unacceptable behavior that is unintentional;
12. knowledge of changes in behavior that warn of the need for medication or indicate that a student with a disability is overtired.

State budget educational

Institution of additional education for children

Palace of Creativity for Children and Youth of the Kolpinsky District

St. Petersburg

METHODOLOGICAL PROJECT

"new pedagogical education"

Direction: Health saving

INCLUSION. COMMUNICATION -

10 general rules of etiquette

Information and methodological material

methodologist of the department of technology

Shchekaturova V.I.

St. Petersburg

year 2012

These rules are used by US public service workers.
They are compiled by K. Meyer, US National Accessibility Center.

1. When you talk to a person with a disability, speak directly to him, and not to an escort or sign language interpreter who is present during the conversation.
2. When you are introduced to a disabled person, it is natural to shake his hand - even those who have difficulty moving their arm or who use a prosthesis may well shake hands - right or left, which is quite acceptable.
3. When you meet a person who has poor or no vision, be sure to name yourself and those people who came with you. If you have a general conversation in a group, do not forget to explain to whom you are currently addressing and identify yourself.
4. If you offer help, wait for it to be accepted and then ask what and how to do. If you do not understand, do not be shy - ask again.
5. Treat disabled adults like adults. You can only call people by name or “na you” if you know each other well.
6. Leaning or hanging on someone's wheelchair is the same as leaning on or hanging on its owner. A wheelchair is part of the untouchable space of the person who uses it.
7. When talking to someone who is having difficulty communicating, listen carefully. Be patient, wait for him to finish the sentence himself. Do not correct or negotiate for him. Never pretend you understand when you really don't.
8. When you are talking to a person using a wheelchair or crutches, position yourself so that your eyes and his eyes are at the same level. It will be easier for you to talk, and your interlocutor will not need to throw back his head.
9. To get the attention of a person who is hard of hearing, wave or pat them on the shoulder. Look him straight in the eyes and speak clearly, although be aware that not all people who are hard of hearing can read lips. When talking with those who can read lips, position yourself so that the light falls on you and you can be clearly seen, try not to interfere with anything (food, cigarettes, hands).
10. Don't be embarrassed if you accidentally said "See you" or "Did you hear about this...?" someone who can't really see or hear.

People with mobility difficulties

Don't Think Having to Use a Wheelchair Is a Tragedy. This is a way of more free (if there are no barriers) movement. There are people who have not lost the ability to walk and can move around with the help of crutches, canes, etc., but use a wheelchair to save energy and move faster. If your offer of help is accepted, ask what needs to be done and follow the instructions carefully.

If you are allowed to push the stroller, roll it slowly at first. The stroller picks up speed quickly and an unexpected jolt can cause you to lose balance.

Always personally check the availability of places where events are planned. Ask in advance what problems or barriers might arise and how they can be addressed.

If there are architectural barriers, warn about them so that the person has the opportunity to make decisions in advance. If your office, store, or bank has a ramp, keep it open and don't forget to clear snow and break ice on it in winter.

If you are preparing a meeting that includes people with mobility difficulties, make sure that where there are barriers (steps, doors, thresholds, etc.) there are people ready to help. Make sure that the person using the stroller can reach the things they need.

If possible, position yourself so that your faces are at the same level. Avoid a position in which your interlocutor needs to throw back his head.

People with poor eyesight and the blind

Visual impairment has many degrees. Completely blind people are only about 10%, the rest of the people have residual vision, they can distinguish between light and shadow, sometimes the color and shape of an object. Some have poor peripheral vision, while others have poor direct vision with good peripheral vision. All this can be clarified and taken into account when communicating.

Always find out in what form the person wants to receive information: Braille, large print (16-18), floppy disk, audio cassette. If you do not have the opportunity to translate the information into the desired format, give it in the form in which it is - it's still better than nothing.

If this is an important letter or document, you do not need to give it to touch for persuasiveness. At the same time, do not replace reading with retelling. When a blind person has to sign a document, be sure to read it. Disability does not release a person from the liability stipulated by the document.

When offering your assistance with moving, guide the person, walk as you normally would. No need to grab a blind person by the hand - it helps him to maintain balance.

Don't be offended if your help is rejected.

Briefly describe where you are. For example: "In the center of the hall, about six steps away from you, there is a table." Or: "To the left of the door, as you enter, there is a coffee table." Warn of obstacles: steps, puddles, pits, low ceilings, pipes, etc. Pay attention to the presence of breakable objects.

Use, if appropriate, phrases that characterize sound, smell, distance. Be aware, however, that not everyone likes it. Share what you see. "

Treat guide dogs differently than regular pets. Do not command or play with your guide dog.

Do not take away or squeeze the person's cane.

Always speak directly to the person, even if he cannot see you, and not to his sighted companion.

Always identify yourself and introduce others as well as the rest of the audience. If you want to shake hands, say so.

When you invite a blind person to sit down, do not sit him down, but point his hand to the back of the chair or armrest. If you introduce him to an unfamiliar object, do not run his hand over the surface, but give him the opportunity to freely touch the object. If you are asked to help pick up an object, you should not pull the hand of a blind person to the object and take this object with his hand.

At the table: If you offer a blind person a new dish (or several snacks on one plate), you can explain to him what is where, using the principle of the clock face. For example: "for 12 - a piece of cheese, for 3 - salad, for 6 - bread."

When you communicate with a group of blind people, do not forget to name the person you are addressing each time.

Do not force your interlocutor to broadcast into the void: if you are moving, warn him.

It is perfectly normal to use the expression "look". For a blind person, this means “seeing with hands”, touching.

Avoid vague definitions, descriptions and instructions that are usually accompanied by gestures, expressions like: "the glass is somewhere on the table, it's close to you ...". Try to be precise: "The glass is in the middle of the table", "The chair is to your right."

Try to convey in words what is often expressed by facial expressions and gestures - do not forget that the usual gesture "there ..." a blind person will not understand.

If you notice that a blind person has lost his way, do not control his movement from a distance, come up and help him get on the right path.

When descending or ascending stairs, lead the blind person perpendicular to them. When moving, do not make jerky, sudden movements. When accompanying a blind person, do not lay your hands back - this is inconvenient.

Hearing impaired people

Very few people are completely deaf. The degree of audibility varies - often people hear individual frequencies, many perceive a certain timbre. Weak hearing is a big problem to communicate but find ways effective communication can.

Starting a conversation, get the attention of your interlocutor. If his hearing allows, call him by name, if not - lightly put your hand on his shoulder or clap - but not abruptly.

If you need to get the attention of a group of people who are hard of hearing, turn the lights on and off, pausing. However, a fast blinking light will be associated with danger.

There are several types and degrees of deafness. Accordingly, there are many ways to communicate with people who are hard of hearing. If you don't know which one to prefer, ask.

When talking to a person who has poor hearing, look at him. Do not darken your face or block it with your hands, hair, or other objects. Your interlocutor should be able to follow the expression on your face.

Some people can hear, but perceive individual sounds incorrectly. In this case, speak a little more loudly and clearly, choosing an appropriate level.

In another case, it will only be necessary to lower the pitch of the voice, since the person has lost the ability to perceive high frequencies.

Speak clearly and evenly. There is no need to overemphasize anything. Shouting, especially in the ear, is also not necessary.

If you are asked to repeat something, try rephrasing your sentence. Use gestures.

Make sure you are understood. Do not hesitate to ask if the interlocutor understands you.

If you do not understand, ask him to repeat or write down what he wanted to say. But avoid even a hint of condescension.

If you provide information that includes a number, technical or other complex term, address, write it down, fax it, or e-mail or in any other way, but in such a way that it is accurately understood.

If there are difficulties with verbal communication, ask if it would be easier to correspond. Don't say, "Okay, it doesn't matter..." Messages should be kept simple.

Don't forget about the environment that surrounds you. In large or crowded rooms, it is difficult to communicate with people who are hard of hearing. Bright sun or shade can also be barriers.

Don't change the subject without warning. Use transitional phrases like, "Okay, now we need to discuss..."

Very often deaf people use sign language. If you communicate through an interpreter, do not forget that you need to contact the interlocutor directly, and not the interpreter.

Not all people who are hard of hearing can read lips. It is best for you to ask about this at the first meeting. If your interlocutor has this skill, you need to follow a few important rules. Remember:

1. out of ten words, only three are well read;
2. you need to look into the face of the interlocutor and speak clearly and slowly, use simple phrases and avoid irrelevant words. Do not try to pronounce the words too clearly - this changes the articulation and creates additional difficulties.
3. you need to use facial expressions, gestures, body movements if you want to emphasize or clarify the meaning of what was said.

Interpreter: the need for his participation depends on the situation and the people involved in the communication. The participation of an interpreter allows:

1. Improve the quality of communication and avoid misunderstanding; -
2. Avoid misunderstandings and dissatisfaction when talking;
3. To save time;
4. Participants in the conversation express their thoughts more freely and richly.

A few tips for working with a translator:

1. The job of an interpreter is to facilitate communication. Talk directly to the deaf person, not to their interpreter. Do not say: "Ask him ..", "Tell her ...".
2. Following your professional ethics, the interpreter must translate everything, including those not related to your conversation, such as comments and extraneous telephone conversations, and it is not advisable for you to ask the interpreter not to do this.

People with speech problems

Difficulties in speech can be very different - a weak voice, difficult speech, aphasia, in which a person finds it difficult to pronounce individual words. The main thing is to be patient when talking with a person who has such problems.

Don't ignore the person who has difficulty speaking.

Don't try to speed up the conversation. Be prepared for the fact that a conversation with such an interlocutor will take you longer. Do not interrupt or correct the other person. If you are in a hurry, it is better to apologize and agree on another, more free time.

Look into the face of the interlocutor, maintain eye contact.

Do not think that speech difficulties are an indicator of a person's low level of intelligence.

Try to ask questions that require short answers or a nod. Don't pretend if you don't understand what you've been told. Repeat what you understood, and the reaction of the interlocutor will help you.

Feel free to ask again what you don't understand. If you still fail to understand, ask to pronounce the word at a slower pace, perhaps spelling.

Do not forget that a person with a speech impediment also needs to speak out. Don't interrupt or suppress him. Don't rush the speaker.

Don't think that a person who has difficulty speaking cannot understand you.

If you have problems in communication, ask if your interlocutor wants to use another method - write, print. Suggest other ways of communication - you can use notes, a computer, a "voice machine".

people with developmental delay

People with developmental delays take longer to learn new skills and take in new information than the average person. However, all this is rather conditional and depends on many factors, in particular, upbringing, local traditions. Very often, "mentally retarded" people are mistakenly called people who have speech and hearing impairments and cannot perceive information like others.

Use accessible language, be precise and to the point. If you need to explain a complex thing, "break" it into parts.

Avoid verbal cliches and figurative expressions if you are not sure that your interlocutor is familiar with them. Avoid sarcasm and allusions.

When talking about tasks or a project, tell everything “step by step”. Give your interlocutor the opportunity to play each step after the explanation. If necessary, use illustrations or photographs. Be prepared to repeat several times. Don't give up if you don't get it the first time.

Assume that an adult with developmental delay has an experience like any adult. Treat him like an adult and discuss with them what you usually talk about with other people - last news weather, weekend plans, etc.

Remember that people with developmental delays are capable and can sign documents, contracts, vote, agree to medical care etc.

Some people with developmental delays tend to please the interlocutor and say what they think they want to hear from them. Therefore, in order to achieve reliable information, ask questions on the topic of interest to you several times, paraphrasing them several times.

People with learning problems

This form of disability is hidden. People with such problems have difficulty remembering and retrieving information from memory, but not with the thought process itself. Quite often, such people have a very high level of intelligence. Memory disorders are quite common and very diverse. They are associated with functional limitations of hearing, speech, academic abilities, attention, organization, coordination, perception and integration of information, flexibility of thinking, etc. Accordingly, people show various signs associated with memory impairment:

1. Problems with the perception of the text (dyslexia);
2. Inability to do manual labor
3. Inability to perceive information by ear (or visually);
4. Rectilinear, not flexible perception.

When you understand that a person does not perceive information in some form, offer another one (if a person cannot read, explain to him in words, if he does not perceive by ear, write it down, etc.). If you are at a loss, ask. Be honest with your interlocutor.

People with psychiatric problems

Mental disorders are not the same as developmental delay. People with mental problems may experience emotional distress or confusion that makes their lives difficult. They may have their own special, changeable view of the world.

It should not be thought that people with mental disorders necessarily need additional help and special treatment.

Treat people with mental disabilities as individuals. Don't jump to conclusions based on your experiences with other people with the same disability. It should not be assumed that people with mental disorders are more prone to violence than others. It is a myth. If you are friendly, they will feel at ease.

It is not true that people with mental disorders always take or should take medication.

It is not true that people with mental disabilities cannot sign documents or consent to treatment. They are generally recognized as competent.

It is not true that people with mental disabilities have comprehension problems or are lower in intelligence than most people.

It is not true that people with mental disorders are not able to work. They can perform many duties that require certain skills and abilities.

Do not think that people with mental disorders do not know what is good for them and what is bad.

If a person with a mental disorder is upset or begins to feel stressed, ask them calmly what you can do to help them. It may be necessary to contact someone close to him.

Do not speak harshly with a person who has a mental disorder.

People with hyperkinesis (spasticity)

Hyperkinesis - involuntary movements of the body or limbs, which are usually characteristic of people with cerebral palsy (CP) and can also occur in people with spinal cord injury.

If you see a person with hyperkinesis, you should not explicitly pay attention to his movements.

When talking, do not be distracted by the involuntary movements of your interlocutor, because you can unwittingly miss something important.

Offer help discreetly, without attracting everyone's attention.

Before you sit down at a table with a person who cannot control his hands, ask what kind of serving is convenient for him. He may need a straw, a deep or, conversely, a shallow plate, a low or high cup, and so on.

If in a store a person who cannot control his hands asks you to take out his wallet and pay or put purchases in his bag, do not be afraid to comply with this request. There is no need to pay for it though. The same is true if you are asked to dial a phone number - it is absolutely not necessary to insert your telephone card into the device.

At the entrance to the bus (trolleybus, tram), before offering your help, ask if you need it - for some, the help of outsiders only hinders.

Do not be afraid to contradict a person with hyperkinesia, being afraid to excite him. The attitude of “just don’t worry”, “okay”, will lead to a waste of time and nerves. Calmly state your arguments, even if you see that your interlocutor is nervous.

People of small stature

There are about 200 reasons that lead to human growth disorders. Very often people of small stature are underestimated, perceiving them as children.

Make sure the person can reach necessary items and use equipment such as a telephone, etc.

When talking to a person of small stature, try to position yourself so that your faces are at the same level - you can sit on a chair, squat, bend over.

HIV infected people

People with AIDS have a compromised immune system, making it harder for their bodies to fight off infections.

Don't be afraid to get AIDS from touch. Therefore, you may well give a hand to an HIV-infected person.

An HIV-positive person can very easily pick up any infection, so if you feel that you are getting sick, do not put him at risk. Therefore, you must be sure to warn about it.

If you treat an HIV-positive person without prejudice, let him know that you accept and appreciate him.

Bibliography:

1. S. Kerne "Integration of people with special needs into society" Report presented at the First Moscow International Conference on Down Syndrome and Assistance to People with Mental Disabilities 1995, Moscow
2. Sh. Ramon "Social exclusion and social inclusion", Comp. Sh. Ramon and V. Schmidt. Moscow graduate School social and economic sciences. Reader for the course Social exclusion in education. - M., 2003
3. T. Booth "The politics of inclusion and exclusion in England: In whose hands is control concentrated?" Comp. Sh. Ramon and V. Schmidt. Moscow Higher School of Social and Economic Sciences. Reader for the course Social exclusion in education. - M., 2003

   Test for final certification (test) for the course "Inclusive Education"

   1. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:

   inclusion B) interaction,

   individualization.

   2. Choose the correct answer: Inclusion is:

   A) the form of cooperation;

   B) a special case of integration;

   B) style of behavior.

   3. Choose the correct answer: There are two types of integration:

   internal and external,

   B) passive and creative,

   educational and social.

   4. Choose the correct answer: Inclusion, that is, “inclusive education”, which includes

   a child with disabilities in the same educational environment with normally developing peers is:

   A) group integration,

   B) educational integration,

   B) communication.

   5. Choose the correct answer: Social inclusion must be ensured:

   A) to all children without exception with developmental disabilities,

   B) only for children with developmental disorders at primary school age,

   B) children studying only in special institutions.

   6. Choose the correct answer: For the first time, the theoretical justification for integrated learning was a

   works of a domestic scientist:

   A.N., Leontieva, B) S.L. Rubinshtein,

   L.S. Vygotsky.

   7. Choose the correct answer: The first country in the field of introducing Inte (inclusive) education into pedagogical practice was:

   Great Britain, B) Russia,

   8. Choose the correct answer: In the 70s. 20th century in the countries of and Eastern Europe, the first prece, closures of correctional institutions are observed, due to:

   A) the absence of children with disabilities,

   B) transfer of children with disabilities to kindergartens and general schools,

   B) teaching children with disabilities at home.

   9. Choose the correct answer: In Russia, the first experimental experience of co-education of children with developmental disorders appears in:

   60s XX century., B) 90s. XX.,

   70s XX century..

   10. Choose the correct answer: In Russia, in the first experimental experience of joint education for children with normal and impaired development, preschool children with a violation took part:

   visual analyzer,

   B) intellect

   auditory analyzer.

   11. Choose the correct answer: In the context of “inclusive education”, a child with disabilities is faced with the need to master the state. educational standard on a par with normally developing therefore:

   A) inclusion cannot be massive,

   B) inclusion should be massive,

   12. Choose the correct answer: In accordance with the principles of the domestic concept of integrated (learning, it can be argued that inclusive education is most appropriate for:

   children with disorders of the musculoskeletal system,

   B) children with intellectual disabilities,

   children with disabilities, with whom correctional and pedagogical work was started early.

   13. Choose the correct answer: Which of the following principles does not apply to the principles of domestic (inclusive) education:

   A) integration through early correction;

   B) integration through mandatory correctional assistance to each integrated child;

   B) integration through reasonable selection of children for integrated learning;

   D) diagnostic information should be presented visually, in the form of graphs, figures.

   13. Choose the correct answer: building between educational institutions of different levels, types and in interaction, which ensures the choice and predictability of an individual educational route for a child with disabilities, builds a complementary system of psychological and pedagogical
   accompanying the education of the child and his family is called:

   inclusive educational vertical,

   B) inclusive educational horizontal,

   inclusive educational parallel.

   14. Choose the correct answer: At the second stage of the inclusive vertical, the upbringing and socialization of the child
   disabilities are carried out within the framework of:

   general secondary school,

   B) preschool institutions,

   15. Choose the correct answer: The final level of the inclusive vertical is the stage:

   A) vocational guidance for graduates of schools with disabilities in the field of the emergence of professional interests and elections,

   B) support with complex psychological and pedagogical diagnostics and correctional assistance for adaptation in an environment of healthy peers,

   B) early integration of children with developmental disabilities in preschool institutions.

   16. Choose the correct answer: Creating a system of polysubjective interaction involves the creation of:

   A) inclusive horizontal,

   B) inclusive vertical.

   17. Choose the correct answer: The period becomes the initial level of the inclusive vertical:

   A) youth

   B) early childhood

   B) primary school age.

   18. Choose the correct answer: The continuous vertical of inclusive education is implemented under the following conditions: a child who enters an integrative environment at an early age should not be deprived of the society of ordinary peers at any stage of his growing up. Choose a condition name:

   complexity continuity,

   B) walking distance

   unity, goals.

   19. Choose the correct answer: Determine what condition the continuous vertical of inclusive education is about: all inclusive institutions must be open to cooperation and exchange of experience, both within their vertical and across species diversity; information about the development of the child at each level of educational
   verticals will be fixed in his individual map (“development map”).

   A) succession,

   B) professional competence,

   B) walking distance.

   20. Choose the correct answer: The approach that assumes that students with disabilities communicate with their peers on holidays, in various leisure programs, is called:

   expanding access to education;

   B) integration;

   mainstreaming;

   21. Choose the correct answer: According to the concept of SFES, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation! present and future.

   A) the component of "life competence",

   B) "academic" component.

   22. Choose the correct answer: Educational areas are allocated in the SFES:

   23. Choose the correct answer: Determine which of the educational areas of the SFES we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interacting with close and distant social environment:

   A) natural science

   Test on the topic: The history of the development of inclusive education for children with disabilities in foreign countries and Russia

   Form start

   Question 1

   For the first time the principles of inclusive education at the international level were fixed:

   Choose one answer.

   	a. in the Salamanca Declaration
   	b. in the Jomtien Convention
   	c. in the Convention on the Rights of Persons with Disabilities

   Question 2

   In which country of the world did they first start teaching children with disabilities?

   Choose one answer.

   	a. France
   	b. Spain
   	c. Germany

   Question 3

   In which country did the concept of "normalization" (integration) first appear?

   Choose one answer.

   	b. in Italy
   	c. in Norway

   Question 4

   The task that is set for the territorial agency of special education

   Choose one answer.

   	a. formation of a set of resources necessary for teaching a child
   	b. ensuring the accessibility of buildings and premises of an educational institution
   	c. identifying the educational needs of the child

   Question 5

   In which country is the teacher primary school should be a defectologist?

   Choose one answer.

   	a. in Azerbaijan
   	b. in Italy
   	c. in Belarus

   Question 6

   According to Russian legislation, “Inclusive education is -

   Choose one answer.

   	a. ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities
   	b. providing a child with disabilities with the rights and real opportunities to participate in all types and forms social life, including education, on an equal footing and together with other members of society in conditions that compensate for deviations in development
   	c. special educational programs and teaching methods, textbooks, study guides, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), means of communication

   Question 7

   In which country did the introduction of the voucher system stimulate the promotion of inclusive education in private schools?

   Choose one answer.

   	a. in England
   	b. in Russia
   	c. in America

   Question 8

   What are the names of children for whose education it is necessary to create special conditions in Russian legislation?

   Choose one answer.

   	a. children with developmental disabilities
   	b. children with disabilities