Director of GBOU OTsPMSS TsOUO DOGM
Moscow, 2015
Psychological and pedagogical assistance is provided to: - children/students experiencing difficulties in mastering basic educational programs, p
Article 2, paragraph 16, Article 42, paragraph 1 the federal law № 273 –Federal Law dated December 29, 2012 "On education in the Russian
Federation"
Psychological and pedagogical assistance is provided:
- children/students who have difficulty learning
basic educational programs, development and social adaptation;
- children/students with disabilities health
(an individual who has physical and/or disabilities)
psychological development, confirmed by the psychological-medical-pedagogical commission and interfering with the receipt of education
without creating special conditions);
- children/students, disabled students
Model of providing psychological and pedagogical assistance
ChildPsychological and pedagogical
consultations
educational
organizations
District centers of psychological and pedagogical, medical and
social assistance
Central Psychological-Medical-Pedagogical
Moscow City Commission
Departmental list
№
p/p
138
Name
public services
(works)
Providing psycho-pedagogical,
medical and social
assistance to students,
experiencing difficulties in
mastering basic
general education
programs, their development and
social adaptation
Consumer category
public service (work)
Children with developmental problems
learning, social adaptation;
Students experiencing
difficulties in mastering basic
general education programs,
its development and social
adaptation
Psychological and pedagogical consultation is the basis for the activities of psychological and pedagogical support at the level of educational organization
Psychological and pedagogical council –the basis for the activities of psychological and pedagogical support at the level
educational organization
implementation
regulations;
organization
risk";
monitoring the effectiveness of educational implementation
route and psychological and pedagogical support;
implementation educational routes children with disabilities and disabled children;
development and implementation of adapted educational programs;
organization of psychological education for teachers to improve
professional competencies.
psychological and pedagogical
psychological and pedagogical
escort
escort
By
one
children
"groups The composition of the psychological and pedagogical
council of educational organization
representative of the administration of the educational organization;
teacher and/or educator;
specialists from the psychological-pedagogical service
support: educational psychologist, speech therapist,
teacher-defectologist.
The procedure for providing psychological, pedagogical, medical and social assistance to students experiencing difficulties in mastering the basic
The procedure for providing psychological and pedagogical,medical and social assistance to students,
experiencing difficulties in mastering basic
general education programs, their development and
social adaptation
Child
Educational
organization
PPMS center
in the PP-consilium of educational
organizations
Undergoing examination procedure
in the PP-consilium
PPMS center
Provided
psychological and pedagogical
assistance in educational
organizations
Psychological and pedagogical assistance is provided at the PPMS center
public services (works) provided (performed) by government organizations under the jurisdiction of the Department of Education
Departmental listpublic services (works) provided (performed) by government
organizations under the jurisdiction of the Moscow Department of Education
№
p/p
Name of state
services (works)
State consumer category
services (works)
Children with disabilities
health, those in need
individual program
rehabilitation;
139
Providing special
educational conditions
students with disabilities
health opportunities
Students with disabilities
health opportunities for those in need
adapted educational
program;
Disabled people in need
individual program
rehabilitation.
Special conditions for obtaining education by students with disabilities
Educational programs and teaching methodsand education
Textbooks, teaching aids And didactic materials
Technical means of collective training
and individual use
Providing assistant (assistant) services
Carrying out correctional classes
Providing access to organizational buildings Adapted basic general education program
(preschool, primary general, basic general, secondary general)
Art. 79 FZ-273:
for the deaf, hard of hearing, late-deafened
for the blind, visually impaired
for children with severe speech impairments,
for children with musculoskeletal disorders
for children with mental retardation,
for children with mental retardation,
for children with autism spectrum disorders,
for children with complex disabilities
Central Psychological-Medical-Pedagogical Commission of Moscow
Unified algorithmproviding
services
Recommendations for
creation
special
learning conditions
and education in OO
Rendering
advisory
helping parents
(legal
representatives)
children,
PA specialists and
other organizations
Accounting monitoring
recommendations
commissions
(confirmation,
clarification,
change
educational
route)
Organizational and methodological
accompaniment
providing
psychological and pedagogical
help
Recommendations for
creation
special
conditions for passing the State Examination Test
Development and
certification
basic and
variable
software packages
psychological and pedagogical
escort
Composition of the Moscow Central Medical Pedagogical Committee
Medical subcommitteemedical commission
organizations
state system
city health
Moscow
Territorial
subcommittee of the Center for Medical Promotion
Moscow cities
Interdepartmental
mediation board
TsPMPK of the city of Moscow Conclusion of the CPMPK
Moscow
medical report on
state of health and
recommendations for organizing
educational process For
persons with disabilities
health opportunities
(subcommittee of the medical commission)
ITU certificate, individual
rehabilitation program
disabled child
Special conditions
training and education
for students with disabilities in educational organizations
The procedure for providing special educational conditionsChild
Parent
Educational organization
student with disabilities
health (including individual and
group correctional classes)
Provides special educational conditions
to a student with disabilities
health opportunities (without individual and
group correctional classes)
Agreement with the PPMS center
Specialists of the PPMS Center implement correctional development classes on the basis of the public organization
The procedure for providing special educational conditions
students with disabilities in
educational organizations in Moscow
Child not attending PO
Is undergoing an examination procedure at the Central Medical Pedagogical Center in Moscow
Parent
Provides the original report from the Moscow Center for Medical and Clinical Practice
PPMS center
Provides correctional and developmental assistance at the base
PPMS-center according to the conclusion of the Center for Medical and Clinical Practice of Moscow
Psychological and pedagogical assistance in district centers of psychological, pedagogical, medical and social assistance
Resourcecenter for
accompaniment
inclusive
education
Complex
accompaniment
educational
organizations
PHC centers
Methodical
accompaniment
specialists
educational
organizations
Providing psychological and pedagogical
assistance at the base
Center Comprehensive psychological and pedagogical support
Special
conditions
education
Psychological and pedagogical assistance
students experiencing difficulties in
mastering basic general education
programs, their development and social
adaptation
CPMPK
Moscow
PSYCHOLOGICAL AND PEDAGOGICAL CONSILIUM
educational organization
or PHC center
Name
public services
(works)
138
Providing
psychological-pedagogical,
medical and
social assistance
students,
experiencing difficulties
in mastering basic
general education
programs, their development
and social adaptation
Consumer category
public services
Quantity
pedagogical
workers
General
volume
help
Educational psychologist
Children having problems
in development, training,
social adaptation;
students,
experiencing difficulties
in mastering basic
general education
programs, their development
and social adaptation
Pedagogical
worker
1-2
18 hours
Teacher speech therapist
Volumes of correctional and developmental assistance in an educational organization or primary care center
Namepublic services
(works)
Category of public service consumers
Children with disabilities/disabled students (general
disease profile) requiring AOP with
taking into account psychophysical characteristics and
child's individual capabilities
Providing
special conditions
education
139 students with
limited
opportunities
health
Children with disabilities,
those in need of AOOP:
TNR, mental retardation, disability, autism spectrum disorder, deaf/hard of hearing/
late-deafened, visually impaired
Quantity
pedagogical
workers
Pedagogical
worker
General
volume
help
Educational psychologist
1-2
Teacher speech therapist
36 hours
Teacher-defectologist
Educational psychologist
2
Teacher speech therapist
72 hours
Teacher-defectologist
Educational psychologist
Children with disabilities,
those in need of AOOP:
ODA, SD, blind
Children with disabilities who need assistance
AOOP:
SD, ODA, UO, ASD, blind, deaf
(additional assistance in social protection)
3
Teacher speech therapist
108 hours
Teacher-defectologist
Educational psychologist
2
Teacher speech therapist
Teacher-defectologist
72 hours
Primary examination on the basis of the educational organization that the student attends
*The initial examination is carried out in September-October - forconditions of education and upbringing in the current academic year.
Repeated examination on the basis of the educational organization that the student attends
* Repeated examination is carried out in March-May - forobtaining the conclusion of the Moscow Central Medical Pedagogical Committee on the creation of special
conditions of education and upbringing in the next academic year.
Territorial subcommittee of the Moscow Center for Medical and Clinical Practice
Addresses:Nizhnyaya Krasnoselskaya street, 45/17, building 1;
1905 Goda street, no. 5;
St. 1st Dubrovskaya, 5a;
Fadeeva St., 2;
Frunzenskaya embankment, 36/2;
Orlikov lane, 8
Entry:
8 (499) 975-15-67
8 (499) 975-12-05
8 (499) 975-12-13
8 (499) 975-12-16
8 (499) 975-12-17
8 (499) 975-12-18
8 (499) 975-12-19
(Monday-Friday, 830 – 1900)
Electronic recording
http://ocpsmds.mskobr.ru/cpmpk/r
oditelyam/lektronnaya_zapis/
Website
http://ocpsmds.mskobr.ru/
Moscow City Association of Parents of Disabled Children
Mayor of Moscow
S.S. Sobyanin
Appeal
on problems in Moscow education for disabled children and children with disabilities, with proposals for their resolution and elimination
In order to effectively spend budget funds and fulfill the state’s social obligations to children with disabilities and their families, reliable statistics are needed, which will make it possible to make reasonable statistical forecasts and carry out planning, correctly identify growth points, and understand where the “weak points” are to strengthen them. .
Early help
IN last years The number of newborns with functional immaturity or developmental pathology has increased significantly. According to various estimates, up to a third of newborn children from total number have deviations from normative development, which is why early diagnosis and corrective assistance are extremely necessary. Subject to timely receipt early help to the required extent, up to 60% of children at risk (under 3 years old) can be fully rehabilitated/habilitated. Early help and early detection are still of a targeted nature. At the same time, we have a reverse vector - in education in recent years the number of services for early age, A correctional work with children of this age fell to a critical level and became paid.
The number of children with disabilities who need correctional assistance and special educational conditions during the school period is at least the same 35% of the child population.
There is a request for correctional assistance and special educational conditions for children with disabilities, but there is no satisfaction of this request from Moscow, which is reflected in the petition “Save the education system for children with disabilities in Moscow,” handed over to Olga Yuryevna Golodets, under which 15,000 signatures collected. This is also evidenced by survey data from parents of children with disabilities and disabilities, who
processed by the Moscow City Association of Parents of Disabled Children (MGARDI). On average, every third parent is not satisfied with the quality of care provided to their child.
A separate problem is the “declarative” principle of providing assistance, which means that if the parent does not “declared” the rights of the child confidently enough, the rights of the child with disabilities will be violated. Therefore, the problem of identifying children at risk is quite acute, and identification is, in our opinion, the responsibility of the state.
Forecasting, not eliminating consequences = efficient use of budget funds.
Reports from all “social” departments - the Department of Health, the Department of Education, the Department social protection- cannot be based on absolute indicators, they can only be relative, in the form of a % of the total number of people in need. The wording “is ... people, or increased by ... people compared to previous year"will never reflect the real state of affairs. The real picture, reflected in percentages, looks depressing, and efforts - insufficient, unsystematic and targeted. According to official data (http://www.dszn.ru/news/press_service/16016/), only 35,419 disabled children live in Moscow. At the same time, 20,524 disabled children are studying in the education system. There are 790+1120+600 people studying in the social security system. In total, there are 22,764 people in both systems. There is no data in the report about the remaining children - which is about 30 percent. Disabled children with behavioral disorders and mental disorders are not included in a separate category, but according to calculations based on the official statistics provided, their number is 6,480 people. The given figures are not transparent and do not allow us to understand where the conditions for learning have been created, and whether they have been created in the proper volume and quality for complex categories of children (for example, with severe and multiple developmental disorders or behavioral disorders).
There cannot and should not be a dropout of children from the database of the Department of Education, regardless of their age and place of study - in educational and other institutions related to the department of social protection or the department of education. Financial and managerial responsibility for the education of children with disabilities should lie with the Moscow Department of Education, regardless of the departmental affiliation of the institution providing educational and other services.
According to existing legislation, an interdepartmental register of disabled people is being created in Russia. This is very important step, which will allow us to understand how many children actually do not receive education at all or receive an insufficient amount of correctional and developmental assistance. There has been a Register of Disabled Persons in Moscow for several years. The DSZN and its subordinate institutions have access to the register. It is very important that other departments have access to this information and filling out the register: health, education, culture, sports, labor and employment, etc.
A disabled person or his legal representative should also have the opportunity to familiarize himself with information from the Register regarding this disabled person.
In addition to disabled children, there is also a category of children with disabilities without disabilities. Disabilities are not a medical concept, these are children with special educational needs, which are fixed by the decision of the PMPK (psychological-medical-pedagogical commission). These children also need to be taken into account and included in interdepartmental databases.
In addition, public control (monitoring) is needed, which would take into account not only quantitative, but also qualitative indicators.
DISCRIMINATION OF CHILDREN CONTINUES
Currently, the amount of funds allocated per child depends on the school’s participation in the pilot. The pilot is completed, but the funding difference remains. Children should not suffer from underfunding under any circumstances. Proposal - to raise the base rate of per capita financing for the implementation of primary general education programs to a “pilot” rate for children studying in any school - from 63,112 rubles to 85,000 per year per year elementary education, and to the corresponding numbers in the main and high school. In addition, there must be a transparent mechanism for increasing financing standards (the current per capita financing standards of 63 thousand are standards that are almost 5-10 years old and do not take into account the growth of average wages and rising prices for various goods and services).
Motivation + education.
Educational institutions are not motivated to create conditions for inclusion and preservation of correction; there is no talk of development.
We offer:
Develop basic course improving the managerial qualifications of directors as part of the organization of inclusive education and the introduction of new Federal State Educational Standards + and other motivational measures.
MCCO specialists need a special advanced training course in connection with the introduction of new Federal State Educational Standards for children with disabilities and disabilities.
As a result of the ongoing reorganizations, teachers working with children with disabilities and disabilities are deprived of benefits, additional payments, vacations are reduced, which leads to an outflow of qualified personnel and a loss in the quality of educational and correctional services provided. The previously existing 20% bonus “for difficulty” is now not regulated in percentage terms. The school (administration) stimulates the teacher at its own discretion, according to the so-called merits of the teacher. The bonus for teaching a disabled child is so insignificant that it does not provide adequate incentives for teachers teaching special children. Coefficient 2.12. removed for ineffectiveness. It is necessary to take measures to change the situation.
According to studies and surveys for teachers, the greatest difficulty in organizing the educational process is presented by the category of children with mental disorders and behavioral disorders, in particular with ASD (undesirable forms of behavior, difficulties in communication, peculiarities of sensory perception, selection of special techniques and teaching methods, etc. ). These children are least provided with special educational conditions. To equalize the rights to access to education for children with ASD, it is necessary to increase the adjustment coefficient to per capita financing to 3x. For disabled children with severe multiple developmental disorders, introduce a coefficient of 4. We also suggest contacting relevant experts from scientific and practical organizations to determine methods for calculating such coefficients.
Government work as a mechanism to support the creation of special educational conditions - questions:
In December 2014, educational institutions implementing inclusive practices received additional funding from the state work “Conducting psychological and pedagogical counseling for students, their
parents (legal representatives) and teaching staff» in the amount of 5,000,000 rubles for an educational organization. This is an excellent initiative of the Department, which can only be supported, however:
- Why is the service of psychological and pedagogical support included in the optional article “state. work"? After all, without it, children with disabilities will not be provided with an educational process, even within the framework of the Federal State Educational Standards. We propose to transform this service into a mandatory “state service”. exercise".
- The extremely important issue remains about accompanying children, parents and teachers of kindergartens and schools teaching children according to adapted educational programs (former correctional institutions).
- To maintain and improve the educational process, transparent, timely financing is necessary. Money for government work has arrived in the accounts of some educational institutions in the middle school year, which is unacceptable. The unpredictability of the time of receipt of funds does not allow for efficient spending of budget funds and planning of work, which again violates the rights of children and creates an alarming atmosphere of uncertainty in teaching staff.
The problems of financing education are clearly described by the route for allocating funds to many educational organizations:
- Schools and PPMS centers submitted documents for government work in April 2014
- Applications rejected or approved November 2014
- The money has not arrived yet (February 2015). Let us remind you that the work, in any case, began and is being carried out from the beginning of the academic year (from September 1, 2014).
Correctional assistance cannot be built without a solid financial foundation, only on a voluntary and voluntary basis. Work can be carried out efficiently only if it is financed in a timely manner.
There is also a need for a moratorium on actions to reorganize the education system during the school year, which paralyze the work of all participants in the educational process. The summer months should be allocated to fine-tune organizational processes and system changes.
PMPK - a new problem
Recent changes have resulted in the existing queue being cancelled. As a result, there was a reduction in the number of commissions, and, as a consequence, an increase in terms (up to several months of waiting), a deterioration in the quality of work - therefore, the quality of conclusions, and therefore - the educational conditions for the child.
In accordance with the Order of the Ministry of Education and Science Russian Federation(Ministry of Education and Science of Russia) dated September 20, 2013 N 1082 Moscow “On approval of the Regulations on the Psychological-Medical-Pedagogical Commission” 1 PMPK commission is relied upon per 10 thousand children. The child population (under 18 years of age) in Moscow, based on Rosstat data, is approximately 1 million 400 thousand children. Thus, today there should be at least 140 commissions in Moscow. Meanwhile, there are currently about 10 divisions of the Center for Medical and Practical Management.
The law is being violated once again - the waiting period for passing the commission cannot exceed 1 month, and now the registration is already in July. One gets the impression that the system is trying to reduce the number of requests: no child, no problem.
It can also be noted that the list of institutions recommended by the PMPC for children with disabilities does not include educational institutions under the jurisdiction of the Department of Social Protection. Constantly updated monitoring is needed, the result of which will be a complete and expanded database of educational institutions in Moscow, which admit children with various diseases.
Conclusion PMPK is needed not only to build a child’s educational route, but also to allocate the necessary funds to meet his educational needs - for classes in any educational institution (EI) and PPMS center with a specialist, except a psychologist.
In addition, it is necessary to determine the current mechanism for promptly obtaining the necessary assistance, since the PMPC system currently operating in Moscow is extremely ineffective, and children with disabilities and children with disabilities cannot afford such a long wait for the necessary highly qualified assistance. Today, the legal basis for allocating funds to help a child are two documents - the conclusion of the ITU (IPR) and the conclusion of the PMPC. Unfortunately, at the moment, IPRs for children with mental disorders and ASD are not prescribed fully enough, and the “education” section is often left completely blank. A large percentage of children with ASD do not have a documented disability at all, which means that the clarification of their educational route, recommendations and, as a result, the allocation of funds depends entirely on the decision of the PMPC.
It is necessary to hold a round table with representatives of departments, city PMPK, BMSE, parent community, doctors from the VK in order to develop a common algorithm and a common understanding of child routing and the procedure for interdepartmental interaction in the interests of children.
The role of PPMS centers
In accordance with the methodological recommendations of the Ministry of Education, we propose to strengthen and develop the system of PPMS centers in Moscow based on a three-level system of care - primary, qualified, specialized. Qualified and specialized, as well as resource and methodological support, including support for inclusion, should be provided on the basis of PPMS centers.
Methodological recommendations of the Ministry of Education of the Russian Federation provide for the creation of PPMS centers of at least 1 center per 5,000 children. Of the 65 centers that existed two years ago in Moscow, no more than 15 are now functioning, and they are also in danger of disappearing.
First of all, this is due to insufficient funding. The current standard - 2,600 rubles per year per child - does not allow for the provision of any significant assistance in PPMS centers (this is the cost of 2 sessions with a speech therapist on the market).
The volume of assistance in the PPMS center now implies restrictions on “packages” (but no regulatory documents it didn’t work out according to the “packages”, and all the funds allocated amounted to 2,600 rubles per year for 1 child). The volume of this “package” assistance was expected to range from 9 to 18 hours per year. If there is a disability status, the volume can be increased to 36, and for a disabled person - up to 72 hours per year, but this requires the conclusion of a VC (medical commission). In any case, this is not enough, it does not correspond to the principles of an individual approach to the child, however, these regulatory documents, and, consequently, there is no regular and continuous assistance to children.
Even with a minimal amount of correctional assistance - 2-3 hours a week at an hourly cost of 300 rubles - about 24,000 - 36,000 rubles are needed for a year. However, this standard is completely insufficient: it has been scientifically proven that, for example, help for a child with ASD becomes effective at 20-25 hours a week.
Offer:
To determine the volume of standard costs per student at the PPMS center, it is necessary to begin the implementation of a pilot project aimed at justifying the level of financial costs and testing the standards for providing “psychological, pedagogical, medical and social assistance to students” in accordance with Article 42 of the Federal Law 273 “On Education in Russian Federation". It is necessary to establish differential standards in accordance with the severity of the violation for service No. 138 from the departmental list of government services and works (Providing psychological, pedagogical, medical and social assistance to students experiencing difficulties in mastering basic general education programs, their development and social adaptation).
Structure of allocated funds
to provide special educational conditions
for children with disabilities and disabilities (practice):
| Amount per child/per year | Name | Allocation terms | Basis (document, body) |
|
63000 (primary school) - multiplied by 2 (with a disability and by 3 - with a visual disability and motor impairment). 85000 (primary school) multiplied by 2 (with a disability and by 3 - with a visual disability and motor impairment). |
per capita financing in educational institutions that were not included in the “pilot”. - per capita finance from educational institutions of pilot educational institutions. | by the beginning of the school year | PMPC conclusion |
| 2600 | public service in correspondence centers(138) - provision of correspondent assistance | by the beginning of the school year | determined by the Center itself |
|
(multiplied by 2 (with a disability and by 3 - with a visual disability and motor impairment). |
state service | basis - conclusion of the Center for Medical Examinations | |
|
Variable, depending on the calculation of the cost of the service |
government jobs | Unclear |
According to the application approved by the Department of Educational Institutions, after checking the calculation of the central accounting |
The criteria for their approval are not clear, the mechanism for approval or rejection is not transparent, they must be allocated by the beginning of the academic year, and for planning the work of an educational institution - approved no later than mid-summer according to an application from the educational institution approved by the Department, after checking the calculations by the central accounting department.
Provided that the school/kindergarten is not part of the complex (the number of children is less than 200), the allocated money will not be enough to organize the educational process. If this is a complex, there are no prerequisites for spending the money of the other children of the complex on improving educational conditions for children with disabilities. There are no mechanisms that secure the positions of parents and specialists representing correctional or inclusive programs within an educational institution in the Governing Councils, which would allow them to defend and develop these programs. The Governing Councils must include parents of children with disabilities and special education teachers.
Offer: to consolidate the rights of parents of children with disabilities to represent the interests of their children in the management system of educational institutions - we propose that it is mandatory to include in the management system representatives of the interests of this category with an annual report on the situation on the education of children with disabilities and disabilities in this public organization, and it is also necessary to secure the right to recognize as illegal making a decision by the CA if it violates the rights of a child with disabilities and disabilities and worsens the educational conditions for them.
Special standards:
On February 10, 2015, the Ministry of Education adopted federal standards education for children with disabilities and mental retardation. From September 1, 2016, they should be introduced into the education system everywhere. The implementation of standards is an extremely responsible procedure.
Personnel must be trained and prepared teaching materials, financing calculated. We know that experimental sites have been created in the regions to test special standards. Moscow is the only region that did not take part in the testing of special standards. This means that in a year they will not be tested and will not be prepared. methodological basis for their implementation, personnel will not be trained, and, as a result, children will again not receive quality educational services.
Suggestions: Moscow enter federal program testing special standards and developing a system of measures for the timely implementation of the Federal State Educational Standard for children with disabilities and disabilities.
Support for children with ASD.
One of the most difficult categories of children for the education system are children with autism spectrum disorders. According to WHO, today about 1.5% of children are on the autism spectrum, and the rate of increase in the number of autism per year is more than 15%. The estimated number of such children is from 14 to 30 thousand in Moscow. According to monitoring conducted in recent years, it can be argued that a significant percentage of such children drop out of the education system or are in home education. Qualified and timely psychological and pedagogical assistance in the required volume and quality is almost unavailable. The solution to these and other problems is provided for in the Plan of Priority Actions for 2015-2017 to implement the most important provisions of the National Strategy of Action for Children for 2012-2017.
Foundation for Supporting Children in Difficulty life situation The Ministry of Labor and Social Protection of the Russian Federation was instructed to develop a corresponding program, which eventually received the name “You are not alone.” It starts with a pilot project, within the framework of which an interdepartmental approach to providing comprehensive medical, social, psychological and pedagogical assistance to children with autism spectrum disorders will be developed and tested. It is planned to build a system of interrelated actions carried out by institutions of different departmental affiliations - healthcare, education, social protection. Efforts are expected to be focused on 4 key areas: early detection of autism spectrum disorders in children, provision of early assistance to children and their families, implementation of an individual educational route for each of these children, preparing them for life in society.
Moscow has all the prerequisites to become a pilot region for this program - there is experience in interdepartmental interaction, there are state centers and schools that implement advanced programs to help children with ASD and other mental disorders, higher educational establishments, who began training the necessary specialists and methodological recommendations, there is an active parent community and a number of non-profit organizations willing to support this pilot project. Including within the framework of this pilot project, demonstrating the consolidation of efforts of government agencies, parents and NGOs, we are attaching a presentation of the universal project of “resource classes”. The idea of “resource classes” started on the basis of the TsPMSSDIP GBOU VPO MGPPU (“Kashenkin Meadow” and “Arch. Vlasova”). This is the only Moscow state site where they have been systematically working with children with autism for more than 20 years, and which has both a correctional center (PPMS) and Primary School. TsPMSDIP could become a full-fledged resource and methodological center, both for Moscow and for the regions.
We ask Moscow to apply to participate in the Foundation’s pilot project and support the “resource classes” project.
Problems of home-schooling schools:
Before the large-scale reorganization campaign, children with disabilities and children with disabilities received education in home-schooling schools in several forms:
some children studied in small groups (classes of 6-8 people), some individually with a teacher (or some lessons in a group, some individually) within the school walls, some at home (mostly wheelchair users, or with diseases requiring minimal contact with others) .
In the process of reorganization, secondary educational institutions lost their status and are now divisions of educational complexes, but the main contingent of students and their needs remained the same.
Many parents deliberately do not register their children as disabled. Many explain this by the fact that the very concept of “disability” is a decrease in hope for the child’s recovery. And in the case of psychiatric disorders - due to the difficulties of passing the commission and the prospects for adult life, as well as stigmatization, which, alas, our society will struggle with for a long time. This is the right of parents and the right of children. However, financing the education of children with disabilities who do not have disabilities is no different from financing healthy children.
The Expert Council for the Moscow City Education program approved new approaches to the formation of the ranking of public organizations. For work with disabled children, the following has been introduced: points scored in the Unified State Exam, Unified State Exam and Olympiads are also multiplied by a coefficient of 2 and 3. The total score of the school is also multiplied by a coefficient - a calculation formula depending on the number of disabled children in the school.
The administration, due to a lack of finances, decides who to remove training hours from - often not in favor of disabled people (especially homeworkers), but in favor of the class - it is better for one to suffer than for several. Thus, disabled children who work at home actually do not receive full instructional hours. The following trend is emerging: it is more profitable for a school to have a “walking disabled person”—the whole class (group) brings in money and compensates for it—than a homeworker, an individual.
In addition, being part of the educational complex, former ShNO are forced to abandon small groups for children with disabilities, since these are not provided for by the Federal curriculum. Yes, individual and home-based forms of education are still preserved, but children who, for health reasons, are recommended to study in small groups (in accordance with the individual pace of mastering the program) are forced to study in full classes, which affects both the quality of the education received and the health of the children with disabilities, or are “squeezed out” into home schooling, depriving an already socialized child of a social circle.
Directors of complexes are interested in high ratings - divisions (former ShNO) are unnecessary ballast for them. To the wording “ineffective management” in relation to school administrations was added: “unprofitable enterprise” - the school itself. Incentive payments to teachers (administration salaries) depend on the school's rating. Therefore, the public organization is faced with a choice - either, in order to maintain not only its rating, but also its welfare, to inflate test results for children with disabilities, or to abandon ineffective units (SNO).
The problems of the ShNO fully demonstrate a problem that we have already repeatedly addressed. In Moscow, the norm according to which disabled children can study in small groups is systematically violated (Order No. 1015 of the Ministry of Education establishes a quota of UP TO 15 children, UP TO 5-7 children for children with severe disabilities).
However, what actually happens is demonstrated by the following table (MGARDI data, October-December 2014):
| Form of study | Number of children in group/class |
| individual | 5% |
| up to 5 | 12% |
| From 5 to 10 | 19% |
| From 10 to 15 | 20% |
| over 15 | 32% |
| doesn't study anywhere | 2% |
| no data | 11% |
Examination form
The form of passing the exams must be enshrined in the IPR, otherwise, on formal grounds, children do not have time to be provided with appropriate conditions: recent events - many difficulties in preparing documents and passing the PMPC for writing an essay (exposition) in a gentle manner in December 2014.
Points for successfully passing exams for disabled people are doubled and tripled, sometimes formally. Not all educational institutions achieved this in 2014.
Medicine and school
Problems have arisen with licensing to provide medical services in schools - in fact, the absence of a medical office and a full-time nurse in a school, especially one that provides inclusion, and the inability to provide emergency medical care on site can have serious consequences for the health of students. Outsourcing of medical services in this case did not justify itself.
MGARDI received several such requests from worried parents who were threatened that equipment for the rehabilitation of children with visual impairments would be removed from kindergarten. In December 2014, parents and teachers of a kindergarten with visual impairments in Zelenograd submitted a petition to preserve rehabilitation activities for children. Thanks to the publicity of this story and the intervention of higher officials, the problem was resolved, but the systemic problem remained - the mechanisms of interaction between institutions subordinate to the Department of Education and the Department of Health are not well-established, which leads to a decrease in the volume of assistance to children and affects the availability of rehabilitation services. In many gardens, nurses for massage and exercise therapy have disappeared, and valuable equipment is idle.
It is necessary to return the positions of health workers to schools and preschool institutions that carry out inclusion and correction. You cannot save on the health and lives of children!
Inclusion and correction within educational institutions
According to official data, in Moscow more than 300 institutions implement inclusive practices. But nothing is said about the quality of this “inclusion”
Here are some figures from a survey conducted by MGARDI in October-December 2014 (data taken from former combined kindergartens, as well as general education institutions where children with disabilities study).
Special educational conditions, according to the requirements of the PMPC, are absent or only partially created in 63 percent of such institutions (while 24 percent state that conditions have been created, for the rest there is no data).
Special (tutoring) support for those who need such conditions was created by the educational organization in 29 percent of cases, in many cases at the expense of funds raised; 63 percent were not provided with such assistance.
63 percent of children studying in such institutions do not receive special assistance or receive it in insufficient quantities.
The environment is extremely important for the inclusion of children with severe physical disabilities. Without this, there can be no real inclusion. Yes, almost all schools now have ramps, but how many of them can boast of lifts? Special equipment and aids for the visually impaired?
How parents evaluate the environment for children with disabilities can be judged from the following table:
| Environment assessments | Oporniki | Children with visual impairments |
| 2 | 9% | 6% |
| 3 | 21% | 15% |
| 4 | 22% | 24% |
| 1 - not satisfied | 17% | 15% |
| 5 - satisfied fully | 31% | 39% |
At the same time, in general developmental gardens and secondary schools Less than 20% of “support workers” are trained, about 18% of visually impaired people, that is, one must assume that such a high rating is associated with the equipment, first of all, of special institutions. Meanwhile, the demand for inclusive education is very high. About 40% of respondents stated their desire to educate their child in general education institutions (while another 18% were undecided on their preferences), subject to proper support.
Proper support primarily means tutor support (both pedagogical and social).
However, the provision of this service is extremely low - 77% of parents stated that the service they needed was not provided. Schools do not employ tutors - firstly, there is no qualification standard, which means there is no such profession. But this problem, as stated, will be resolved by the Ministry of Labor during 2015. But the main thing is that there are no trained personnel, and the financial issue arises acutely - tutors can greatly spoil the school’s “average” salary statistics. In inclusive institutions where tutors do work, they are mostly paid for by parents or charitable organizations.
The Department of Education has repeatedly voiced the idea that in order to create equal conditions for all students it is necessary to create so-called educational complexes - it seems that this would make it easier to ensure the availability of various educational programs for different categories children, as well as accumulate the necessary funds. However, in reality this is far from the case. The inclusion of compensatory and correctional units in educational complexes often gives rise to a lot of problems.
1. This is evident both from the survey results and from parents’ requests. Typical problems:
a. The management of the complex, as well as the Governing Council, in which the majority of parents are parents of ordinary children interested in free after-school care rather than correctional services, are not interested in directing money to pay for services for children with disabilities. For example, from appeals to MGARDI we know of examples where the management of the complex actually canceled agreements with primary medical care centers for the support of children with disabilities, citing the fact that they have “their own psychological service.” However, can the psychological service of a general education institution competently work with children in need of correctional services?
Another example is the virtual destruction of speech therapy assistance in special kindergartens, which parents have repeatedly complained about. The fact is that children who need the services of a speech therapist, as a rule, do not have disabilities - these are the same children with disabilities, for whose psychological and pedagogical support it is necessary to additionally apply for “government work”. Intervention by the Department in response to parental complaints can make a difference in better side. Parents note a fairly quick response to requests to the Department, and we thank the Department for such prompt actions. As a result, in a number of cases the issue in a particular institution can be “resolved.” However, “manual control” cannot solve a systemic problem, and parents have no confidence that the problem is solved once and for all, since there are no guarantees for the future.
b. Another option for the development of events is that everything remains as it is. Separate budgets of institutions are formed, but then the declared accumulation of funds and the development of horizontal connections between various institutions do not occur. This primarily concerns units for children with mental disabilities. Existing standards cannot “cover” the costs of these units and they have to “enlarge” groups and reduce the number of individual classes.
c. The addition of “special institutions” and units to complexes in some cases leads to their disbandment. Thus, in Moscow, when joining large complexes, schools for children with disabilities were actually liquidated. deviant behavior. The Rodnichok Center, which provided assistance to more than 200 families with children with disabilities in Western district(this problem was not solved). The fate of the “health schools” is unclear.
About the same thing as with PMS Centers happens with institutions additional education, attached to the complexes.
Often such institutions implemented educational programs for disabled children and children with disabilities. Often these children did not live near such a Center and went “to the teacher” and inclusive
practice. However, if the Center merged with a nearby school, then the following happens: additional education becomes paid for “external” children, in addition, “internal” children - the children of the complex - must receive additional education services in the first place. It turns out that the most vulnerable category of children - disabled children and children with disabilities - are left behind.
d. An inclusive vertical does not build on its own. For example, the addition of combined and compensatory kindergartens does not at all motivate the directors of the complexes to create special services for them in primary and secondary schools, even despite the fact that the school receives additional points in the rating for accepting a child from preschool. Typical answers to parents who want to place their child in the same complex in a basic education institution: “Well, we thought that these children would go on to special institutions” ... “We don’t know how to work with them.” (this is especially true for children with behavioral, intellectual and emotional-volitional disorders). And even home-based and individual forms of education are not offered by the institutions to which children are assigned in their area of residence.
“Health schools”, in which children also studied in smaller groups, have been practically eliminated.
e. The development of the inclusive component has not yet particularly affected the rating and the associated benefits. The mechanism for allocating a grant of 2 million for success in creating an environment for an educational organization is completely insufficient.
Readiness for dialogue
Despite all the problems described above, we want to thank the Department for the fact that almost all complaints from parents of children with disabilities about violations of the rights of specific children in specific institutions, filed after the MGARDI petition, were accepted for consideration. And in many cases it was possible to resolve the issues raised in these complaints. However, targeted “manual” control of these processes does not solve most of the problems described above, which are systemic in nature.
We also ask you to return to the practice of holding a Civil Forum on the education of disabled children and children with disabilities, which was successfully held in Moscow in 2009 - 2012.
Parents, specialists, teachers, and officials need such an open platform for discussion and development of consolidated decisions.
We ask you to consider all our proposals and help resolve them on their merits. We hope that as a result of dialogue with the Department of Education we will be able to significantly improve the situation with the education of children with disabilities in Moscow.
The procedure for interaction of the Moscow Center for Medical Education and Training with educational organizations
Donichenko O.G., Director of the State Budgetary Educational Institution OTsPMSS TsOUO DOGM
Moscow, 2015
Psychological and pedagogical assistance is provided to: - children/students experiencing difficulties in mastering basic educational programs, development and social adaptation; - children/students with disabilities (an individual who has deficiencies in physical and (or) psychological development, confirmed by a psychological, medical and pedagogical commission and preventing them from receiving education without the creation of special conditions); - children/students, disabled students
Article 2, paragraph 16, Article 42, paragraph 1 Federal Law No. 273 - Federal Law of December 29, 2012 “On education in the Russian Federation”
Model of providing psychological and pedagogical assistance to public services (works) provided (performed) government organizations, administered by the Moscow Department of Education
Departmental list
The psychological and pedagogical council is the basis for the activities of psychological and pedagogical support at the level of the educational organization- implementation of psychological and pedagogical support according to unified regulations;
- organization of psychological and pedagogical support for children at risk;
- monitoring the effectiveness of the implementation of the educational route and psychological and pedagogical support;
- implementation of educational routes for children with disabilities and disabled children;
- development and implementation of adapted educational programs;
- organization of psychological education of teachers to improve professional competencies.
Composition of the psychological and pedagogical council of the educational organization
- representative of the administration of the educational organization;
- teacher and/or educator;
- Psychological and pedagogical support service specialists: educational psychologist, speech therapist teacher, speech pathologist teacher.
Educational organization
Psychological and pedagogical assistance is provided at the PPMS center
Psychological and pedagogical assistance is provided in an educational organization
Goes through the examination procedure at the PP-consilium of the educational organization
Undergoing an examination procedure at the PP consultation of the PPMS center
PPMS center
State services (works) provided (performed) by state organizations under the jurisdiction of the Moscow Department of Education
Departmental list
Special conditions for obtaining education by students with disabilities
- Educational programs and methods of training and education
- Textbooks, teaching aids and teaching materials
- Technical training aids for collective and individual use
- Providing assistant (assistant) services
- Conducting corrective classes
- Providing access to organizational buildings
Adapted basic general education program (preschool, primary general, basic general, secondary general) Art. 79 FZ-273:
- for the deaf, hard of hearing, late-deafened
- for the blind, visually impaired
- for children with severe speech impairments,
- for children with musculoskeletal disorders
- for children with mental retardation,
- for children with mental retardation,
- for children with autism spectrum disorders,
- for children with complex disabilities
Educational organization
Provides special educational conditions for students with disabilities (without individual and group correctional classes)
Provides special educational conditions for students with disabilities (including individual and group correctional classes)
Specialists of the PPMS Center implement correctional and developmental classes on the basis of the public organization
Parent
Agreement with the PPMS center
The procedure for providing special educational conditions to students with disabilities in educational organizations in Moscow
Child not attending PO
Is undergoing an examination procedure at the Central Medical Pedagogical Center in Moscow
Parent
Provides the original report from the Moscow Center for Medical and Clinical Practice
Provides correctional and developmental assistance on the basis of the PPMS center in accordance with the conclusion of the Moscow Center for Medical and Clinical Practice
PPMS center
Psychological and pedagogical assistance in district centers of psychological, pedagogical, medical and social assistance
Comprehensive psychological and pedagogical support
Psychological and pedagogical assistance to students experiencing difficulties in mastering basic general education programs, their development and social adaptation
PSYCHOLOGICAL AND PEDAGOGICAL CONSILIUM of an educational organization or primary care center
TsPMPC Moscow
Volumes of correctional and developmental assistance in an educational organization or primary care center|
Name of public service (work) |
Number of teaching staff |
Teaching worker |
Total amount of assistance |
||
|
Providing special educational conditions for students with disabilities |
Children studying with disabilities/disabilities (general disease profile) who need AOP, taking into account the psychophysical characteristics and individual capabilities of the child |
Educational psychologist |
|||
|
Teacher speech therapist |
|||||
|
Teacher-defectologist |
|||||
|
Children with disabilities, those in need of AOOP: TNR, mental retardation, disability, autism spectrum disorder, deaf/hard of hearing/late-deafened, visually impaired |
Educational psychologist |
||||
|
Teacher speech therapist |
|||||
|
Teacher-defectologist |
|||||
|
Children with disabilities, those in need of AOOP: ODA, SD, blind |
Educational psychologist |
||||
|
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