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Sociocultural adaptation of children with disabilities. Socio-pedagogical conditions of socio-cultural integration of children with disabilities in educational institutions Socio-cultural integration of children with disabilities

Pedagogical Sciences /6. Social pedagogy

Candidate of Pedagogical Sciences, Associate ProfessorTsyrenov V.Ts.

Federal State Budgetary Educational Institution of Higher Professional Education “Buryat State University”, Ulan-Ude, Russia

Inclusive educational space as

condition of socio-cultural integration of persons with

disabilities

The trend towards an increase in the number of children with developmental disabilities in our countryhinders their access to socio-cultural and educational resources.The limited existing forms of education and upbringing that meet the needs and abilities of children in this category, the numerous problems of their adaptation and socio-cultural integration into society (as a result of flawed secondary socialization) allow us to conclude that the social and educational policy in relation to children with disabilities is imperfect. Until now, in the educational policy of the Russian state, the orientation towards the education of disabled children in specialized educational institutions has been dominant.

The new state policy during the formation of civil society in Russia, the trend of democratization and humanization of education led to a paradigm shift in pedagogical science. The recognition of the uniqueness and self-worth of the human personality, the reorientation of the educational process towards the child himself necessitated the development of new pedagogical strategies.

Modern activity personality-oriented approach to education , the ideas of humanization, the search for ways to develop the child as a kind of individuality determined the vector of development of education for people with disabilities.

At present, in Russian pedagogy, the ideas of creating a favorable, natural environment for the development of each child are reflected in the study of the possibilities of improving the traditional system of education and upbringing of children with developmental disabilities, as well as in the design of a special educational space for a child with disabilities.

However, the measures taken within the framework of state federal programs to improve living conditions, improve the quality of education, and professional training of people with disabilities do not solve the whole range of social, economic, psychological and pedagogical problems of this category of the population. Wherein one can observe a paradoxical, but in general, quite typical situation for the transformational period, which is characterized by the presence of legal acts declaring the rights of a special child to development, education, socio-cultural integration and, at the same time, the practical absence of mechanisms for their implementation. In this regard, it is necessary, first of all, to determine the modern principles and conceptual approaches to socio-cultural integration, to develop models of institutional means that correspond to the optimal solution of the scientific and pedagogical problem.

Analysis of research shows that in pedagogical science, approaches to the education of children with disabilities are being developed. Domestic scientists (V.V. Voronkova, T.S. Zykova, O.I. Kukushkina, V.I. Lubovsky, M.N. Perova, V.G. Petrova, T.V. Rozanova and others) indicated that that in order to provide equal opportunities for children with developmental problems, it is necessary to create special conditions: use special teaching methods, apply technical means, ensure less class occupancy, organize an adequate living environment, carry out the necessary medical and preventive treatment measures, provide social services, develop the material and technical base .

Supporters of the segregation model of education for children with disabilities considered the process of formation and development of special education in Russia as a complex process with a long history of development, constantly changing in the cultural and historical perspective (A.G. Basova, A.I. Dyachkov, Kh.S. Zamsky, V. Z. Kantor, N. N. Malofeev, G. V. Nikulina, G. N. Penin, F. A. Rau, F. F. Rau, V. A. Feoktistova, etc.).

Currently, as part of the modernization of the Russian education system, strengthening the humanization of socio-cultural relations, increasing attention to the individual development of the individual, many scientists are coming to understand the need to institutionalize integrated models of education as models of education that are most consistent with the principles of a democratic state. Integrated education is considered as one of the most important institutions for the inclusion of children with different levels of mental and physical development in society both abroad (T. Booth, D. Dart, D. Lucas, K. Major, M. Oliver, M. Paylombeiro, K. Salisbury, A. Ward, S. Hegarty, W. Hollowwood), and in Russia (JI. Akatov, A. Gamayunova, E. Goncharova, E. Mironova, N. Nazarova, M. Nikitina, P. Novikov, G. Penin, V. Svodina, T. Sergeeva, A. Stanevsky, JI. Tigranova, S. Shevchenko, N. Shmatko).

One of the most promising forms of integrated education, adopted as a basis in the developed countries of the West, is the inclusive education of disabled children in a public school together with healthy peers, which gives the best results in preparing children for later life and their inclusion in society.

The development of inclusive education in Russia is the call of the times and the position of a socially oriented state, which, as a member of the UN, has assumed obligations to adopt and implement standards generally accepted in world practice for treating children with disabilities. The success of the implementation of these obligations depends not only on the state, but also on the position of society in relation to persons with disabilities in general and to their education, in particular. The idea of joint education and upbringing of disabled and healthy children meets with objections with references to the lack of conditions for their implementation: material, organizational, financial, the mentality of the population and pedagogical workers.

This circumstance necessitates the search for innovative ways of organizing education, which, first of all, should be aimed at the socio-cultural integration of children with disabilities. One of the ways to solve this problem is to design and develop an inclusive educational space with the goal of their successful socio-cultural integration.

It seems to us that the most important condition for the socio-cultural integration of children with disabilities is the design and implementation of an inclusive educational space, by which we mean a dynamic system of mutual influences and interactions of subjects of socio-pedagogical reality, who are carriers of a certain cultural and subcultural experience, which have a spontaneous or purposeful influence on formation, existence, development of a person with disabilities as a person; educational influences that ensure the optimal process of their inculturation.

Then the inclusive educational space will function optimally with the possibility of interaction of all subjects of socio-pedagogical reality included in its structure, united by a common goal and objectives of achieving a certain level of socio-cultural integration of children with disabilities. However, when designing and developing a model of an inclusive educational space, it is necessary to take into account the level of development of the regional education system and the specifics of its sociocultural environment.

As conditions for the effective solution of the goals and objectives of the socio-cultural integration of persons with disabilities, we will consider the unification of subjects of socio-pedagogical reality in the projected space, the introduction of a system for training and retraining specialists and pedagogical education of parents, the development of adaptive programs and curricula, monitoring systems.

The introduction of the model of an inclusive educational space will significantly increase the level of socio-cultural adaptation and socio-cultural integration of persons with disabilities.

Literature:

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2. Vygotsky L.S. Problems of defectology / L.S. Vygotsky. - M., 1995. - 524 p.

3. Galperin, P.Ya. Methods of teaching and mental development of the child / P.Ya. Galperin. - M.: Publishing House of Moscow State University, 1985. - 45 p.

4. Davydov V.V. Psychological problems of schoolchildren's educational activity. - M.: Pedagogy, 1977. - 340 p.

5. Leontiev A.N. Problems of the development of the psyche. - M.: Publishing House of Moscow University, 1972. - 575 p.

6. Malofeev H.H. Formation and development of the state system of special education in Russia: Dis. ... Dr. ped. Sciences / H.H. Malofeev. - M., 1996. - 81 p.

7. Yarskaya-Smirnova, E.R. Inclusive education of children with disabilities / E.R. Yarskaya-Smirnova, I.I. Loshakova // Sociological research. - 2003. - No. 5. - S. 100 - 113.

In modern Russian pedagogy, the ideas of creating a favorable, natural environment for the development of each child are reflected in the study of the possibilities of improving the traditional system of education and upbringing of children with developmental disabilities, as well as in the design of a special educational space for a child with disabilities . This circumstance necessitates the search for innovative ways of organizing education, which, first of all, should be aimed at the socio-cultural integration of children with disabilities. One of the ways to solve this problem is to model an inclusive educational space for the purpose of their successful socio-cultural integration. The article analyzes the main results of the ascertaining stage of empirical research within the framework of designing an inclusive educational space, which revealed some regularities in the results of the education of children with disabilities and their dependence on the nature and content of the social and educational environment of the institution, the attitude of society towards such persons. and the level of interaction between institutions of various departments in solving this problem.

sociocultural integration

sociocultural adaptation

inclusive educational space

children with disabilities

1. Afasizhev T. N. Humanization of education / T. I. Afasizhev, A. K. Tkhakushinov // Sociological research. - 1995. - No. 5. - P. 110-112.

2. Included learning - integration - rehabilitation: materials of the international. scientific-practical. conf. / ed. I. V. Pervovoy. - St. Petersburg, 2001. - 83 p.

3. Ilyina Yu. A. Study of relationships with peers among preschoolers with moderate mental retardation in an integrative environment / Yu. A. Ilyina // Defectology. - 2007. - No. 4. - S. 18-26.

4. Kumarina G. F. Pedagogical diagnostics of the prerequisites for adaptive disorders in children at the stage of school start / G. F. Kumarina // Correctional and developing education. - 2009. - No. 2. - S. 19-36.

5. Tsyrenov V. Ts. Socio-pedagogical adaptation of children with disabilities in educational activities: on the example of a home-based school: dis. … cand. ped. Sciences / V. Ts. Tsyrenov. – Ulan-Ude, 2006.

A distinctive feature of an inclusive educational space is that the child is in a kind of activity field that harmonizes with the surrounding space and at the same time has a certain autonomy. Thus, an inclusive educational space, on the one hand, depends on the individual, and on the other hand, as a psychological and pedagogical phenomenon, it has invariant characteristics that depend on the society.

Following the logic of our study, we conducted a stating experiment, the purpose of which was to identify the level of socio-cultural integration of such children, to analyze the prerequisites for building an inclusive educational space for the purpose of their socio-cultural integration.

The ascertaining stage of the experimental work was organized in the period from 2010 to 2011. on the basis of special (correctional) educational institutions; school of social adaptation of disabled children No. 60; distance learning center; a center for children's and youth creativity, a republican center for psychological, medical and pedagogical support.

In the ascertaining part of the study, 264 children with disabilities participated, of which 96 children studied at the SKOU (36.4% of the total number of students surveyed), 132 children studied at the school for social adaptation and children with disabilities (50% of the total number of subjects), in the conditions of a general education school - 36 people (13.6% of the total number of subjects); 43 teachers; 160 parents; 226 people - representatives of society (69 people of the working population, 47 pensioners, 78 students, 32 teachers of educational institutions).

In the course of the work, we have identified areas of research.

1. Studying the opportunities and needs of the subjects of education.

2. Studying the attitude of society towards people with disabilities.

The procedure for psychological and pedagogical examination of children included: analysis of the effectiveness of correctional, educational and upbringing processes; observation; expert assessment; determination of the level of socio-cultural integration of children with disabilities. The evaluation criteria for socio-cultural integration were the psychological and pedagogical indicators developed by us at the stage of the theoretical study of the problem.

To highlight these criteria, we formed a battery of research methods, including 10 methods.

Initially, we identified the characteristics of the relationship of children with disabilities with their parents and loved ones (method "Ladder"). The study showed that the frequency of communication in children from special schools is more observed with brothers and sisters (25.9%), with mothers (20.7%), with fathers (18.7%). For children from home school: with mothers (47.3%), fathers (22.4%), friends (14.6%). For children studying in a general education school: with parents (58.2%), with friends (32.3%).

Friends (30.1%), mothers (18.3%), grandparents (16.7%) value such children more. Children with disabilities feel comfortable when communicating and cooperating with mothers (42.5%), friends (34.2%), fathers and other persons (14.1%).

In order to identify the nature of the interaction of subjects of education in the team, a survey was conducted. The results of the survey are summarized in Table 1.

Table 1

Preferences of students in interaction with the subjects of education

	teachers	Parents	Other persons
Which adult should be invited on a camping trip?
Who is an example for you?

School of Social Adaptation of Disabled Children
Comprehensive school

To the next question “Where can you most fully express your personality (Where are you interested, where are you appreciated, understood)?” we received the following responses:

Students of SKOU mainly realize themselves in the classroom (36.7%), in academic work and in the company of friends (31.4%);

Students of school No. 60 - in academic work (38.3%), in the family (27.5%), in the company of friends (21.7%);

Students of general educational institutions - in the company of friends (29.2%), in the family (23.7%), in educational work (16.1%).

Question: "In what cases do school teachers participate on an equal footing with students?" According to SKOU students, these are: cleaning, circles, sections (62.1%); holidays, festivals (48.9%); sports competitions (40.6%); children from school No. 60: hiking (56.2%), cleaning (27.4%), holidays and festivals (46%); children of secondary schools, these are: cleaning (23.5%), hiking (12.3%), sports competitions (6.9%).

The question "Who can you be honest with?" students consider SKOU as follows: with their parents (36.3%), with schoolmates, classmates (32.9%), with school teachers (23.4%); students of school No. 60 - with school teachers (23.2%), with parents (48.6%), with schoolmates, classmates (24.3%); students of a general education school - with their parents (11.6%), with children from the company (7.3%); with a school teacher (7.9%).

“In what areas of life do school students have real rights?” Answering this question, SKOU students have real rights in the process of organizing leisure (48.3%), in encouraging (16.7%), in organizing educational work (8.6%). Pupils of school No. 60 realize their real rights in the organization of leisure (24.4%), nowhere (13.6%), in encouragement (15.5%), and students of a general education school - in improving the educational process (10.3%) , do not know (12.7%), the organization of educational work (14.8%).

If a teacher unfairly offended a student, then children from SKOU usually turn to the class teacher (24.1%), while 120.2% will remain silent, and only 17.1% will try to prove their case. As for children from the school of social adaptation of children with disabilities, in this case 27.2% do not know how to behave, 13.8% will prove their case and 13.8% will remain silent. In such situations, students of a general education school may respond with rudeness or insolence (15.4%), 18% will remain silent, and only 6.3% will try to calmly prove their own innocence.

“The relationship between students and teachers in our school can be called...” good, according to 467% of the students of the NKOU, 89% of the school number 60 and only 14.3% of the students of the general education school.

Next, we found out who school students can turn to in difficult times. Children from SKOU - to the teacher (43%), to the educator (61%), to the family (16.7%). School No. 60 students in such situations usually turn to family (41.3%), friends (23.4%), teacher (26.9%). The response of secondary school students is interesting. In such cases, they appeal to the family much more often (65.2%), to friends (13.2%), to the teacher (43.2%).

The next stage of diagnostics at the ascertaining stage of the study was aimed at identifying the characteristics of the interaction of children with disabilities with society. For this purpose, we used a survey. Below is an analysis of the answers of children with developmental disabilities to the questions.

Question: “What attitude towards yourself do you most often feel from those around you?” (it was necessary to choose one of the answer options: yes, no, I don’t know).

53.2% of SKOU students, 50% of students of general education institutions and 45% of disabled children studying at home school feel indifferent to themselves. These data confirm the truth of the system of relations existing in society towards such citizens as a whole.

Question: Do you have difficulty communicating with other people?

Children studying in SKOU answered that they experience problems in communicating with strangers (26.9%), with teachers (23.1%), with parents and caregivers (7.69%). They have no problems in communicating with their parents (76.92%), educators (73.1%), teachers (61.5%).

Children from the school for the social adaptation of children with disabilities: are with strangers (78%), with their parents (26%); with teachers, friends (23%). There are no problems in communicating with teachers, friends (77%), parents (74%), strangers (22%).

Pupils of a general education school indicated problems with friends (41.2%), with strangers (37%), and with parents (21%). They noted the absence of problems with teachers (90%), parents (78.3%).

Question: Would you like to study with healthy students? Pupils of SKOU expressed their desire to study in the same school with healthy children (23.1%); do not want to study in the same class - 76.9%, in the same school - 57.7%, 23.1% of students found it difficult to answer this question. Children from school No. 60 want to study in the same school, but in different classes with healthy children (63.7%), in the same class (28.1%). (36.3%) children in the same class (71.9%) expressed their unwillingness to study in the same school with healthy children. Pupils of a general education school expressed their desire to study in the same school (25%) and in the same class (22.5%) with normally developing students. We received the following negative answers: they do not want to study together with healthy children in the same school (75%) and in the same class (72.5%).

Question: What worries you the most? SKOU students demonstrated a high level of anxiety: they are concerned about their future life (83.1%), their future work (76.9%). Only a small percentage of students do not worry about their future work (23.1%), about their future life (16.9%). There were no “I don't know” answers.

The next step of the study was to study the characteristics of the psychological atmosphere in a team in an educational institution. In the process of studying it in the studied educational institutions, we noted the state of the psychological atmosphere in a special (correctional) general educational institution. For example, children from a special school of type VIII, when assessing polar qualities, most highly noted: satisfaction (8.2%), enthusiasm (7.9%), warmth of relationships (8.5%), cooperation and mutual support ( 7.6%.

Students of the school of social adaptation of disabled children identified such prevailing qualities as friendliness (9.4%), consent (7.8%), cooperation (8.4%), effectiveness (5.8%), entertaining (7.1%) %).

According to the children from the general education school, the state of the psychological atmosphere in the team can be characterized as enthusiasm (9.3%), satisfaction (7.5%), cooperation (7.4%), entertainment (7.3%), efficiency (6.9%).

To understand the essence of the problem, it was significant for us to determine the characteristics of the value-oriented unity of the subjects of the educational process. The definition of the value-oriented unity of the subjects of the educational process is as follows.

Characteristics of expert assessment by teachers of social adaptation of children with disabilities. The data of the ascertaining experiment made it possible to distinguish three main groups of children depending on the level of their social adaptation (high, medium, low).

Let us present the distribution of groups of children with disabilities by levels of social adaptation in Table 2.

table 2

Levels of social adaptation of children with disabilities

		School No. 60 (%)

The preparation of children with disabilities for life takes place in certain socio-cultural conditions. In this regard, it is of great importance to familiarize the individual with culture, its values and norms, which ensures that a person fulfills social roles. Therefore, in the educational space of the school, much attention is paid to the additional education of children.

Imagine the percentage of visits to clubs and sections of children with disabilities in various educational institutions. We see initially low rates of involvement in the system of additional education of children with disabilities studying in the SCOU (12.8%) and the school for the social adaptation of children with disabilities (42%), while in the context of a general education school, the coverage of such children with additional education is 53%.

These indicators characterized the focus of the educational process to a greater extent on educational activities. At this stage, productive interaction between students and teachers was formed at a low level, classes in various circles and sections were not welcomed both in the institution itself, especially outside them. Institutions were characterized by closeness, lack of understanding of the importance of establishing productive interaction with institutions and organizations, and fear of society.

Characteristics of socio-cultural adaptation and socio-cultural integration of children with disabilities.

A generalized analysis of the study of sociocultural adaptation and sociocultural integration of children with disabilities made it possible to present its generalized characteristics (see Table 3).

Table 3

Characteristics of the initial level of socio-cultural integration of children with disabilities

		School No. 60

To identify differences between groups of students from the NKOU, the school for the social adaptation of disabled children and the secondary school in terms of their level of sociocultural adaptation and sociocultural integration, we used the homogeneity criterion c2, which was calculated by the formula

where is the volume of each of the EG levels, is the volume of each of the CG levels.

Table 4

Comparative characteristics of the levels of socio-cultural integration of children with disabilities Homogeneity criterion c2

Reliability (p)

So, the level of socio-cultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic deviations in development, the degree of their manifestation; to the external factor - socialization, the level of socio-cultural integration.

Children studying in SKOU, for the most part, have a low level of socio-cultural integration. It is due to the specifics of the socio-cultural environment of a special (correctional) educational institution, which is characterized by the limited social contacts of students with the outside world. In the school of social adaptation of children with disabilities, the socio-educational and cultural space developed by school teachers ensures the presence of a significant number of students with an average level of socio-cultural integration, although more than a quarter of children experience difficulties in socio-cultural integration. They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for socio-cultural integration and rejection by society. As for students in general education institutions, the number of students with a high level of socio-cultural integration obviously dominates. Undoubtedly, this circumstance is an indicator of the effectiveness of the education of children with disabilities in a mass school.

So, the analysis of the data of the ascertaining experiment showed that in the characteristics of the contingent of children with disabilities, both general and specific signs are observed and distinguished.

The level of socio-cultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic deviations in development, the degree of their manifestation, external factors include socialization, the level of sociocultural integration.

Children studying in the SKOU and the school for the social adaptation of children with disabilities experience pronounced difficulties in socio-cultural integration. They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for socio-cultural integration and rejection by society.

A study of families of children with disabilities demonstrated in a number of cases a low level of their educational potential, isolation from the surrounding society (46.7%).

The attitude of society towards persons with disabilities shows us in most cases indifference (53-82%), sometimes complete rejection and aggression (20-43%); in rare cases - empathy, interest, support (2-6%) in different age and social groups.

Out of 56 teachers of general educational institutions and institutions of additional education (89%) believe that children with disabilities need medical care, help from government services, special organizations, completely excluding the possibility of their own participation in the education process of this category of people. They see the reasons for their own indifference in the fact that they are not familiar with the specifics of working with such children; did not encounter them, although sometimes such children are found in general educational institutions (95%).

So, the results of the ascertaining experiment showed that educational institutions teaching children of this group and the surrounding society do not interact enough with each other, although they function in the same time and educational space. The modern system of special education is not able to fully provide opportunities and create optimal conditions for the full socio-cultural integration of children with disabilities into society, into public life.

Reviewers:

Dugarova T. Ts., Dr. of Psychology. Sciences, Associate Professor, Head. Department of Developmental and Pedagogical Psychology, Buryat State University, Ulan-Ude.

Vaganova V.I., Doctor of Ped. Sciences, Professor, Vice-Rector of the Republican Institute of Personnel Management and Education, Ulan-Ude.

Bibliographic link

Tsyrenov V.Ts. CHARACTERISTICS OF THE LEVEL OF SOCIO-CULTURAL INTEGRATION OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES // Modern problems of science and education. - 2013. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=8975 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

"SOCIALIZATION AND INCULTURATION OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES IN GENERAL EDUCATIONAL ORGANIZATIONS OF DIFFERENT TYPES AND TYPES..."

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Secondly, mutual respect for all participants in the educational process, tolerance, mutual assistance, the opportunity to learn from each other, the ability to help ourselves and other people is an important condition for the successful implementation of an inclusive educational space.

Forms of correctional and developmental work can be organized on the basis of the inclusion of correctional assistance to the child directly in the structure of lesson lessons or its inclusion in the mode of extracurricular activities. Types of assistance: stimulating, in which the teacher stimulates the child's activity either by instilling in him confidence in his abilities, or indicating the presence of errors in the work; the guide consists in prompting the child the first steps in solving the educational problem and planning subsequent actions;

teaching, in which the teacher provides direct assistance in solving the educational problem.

With this approach, the evaluative activity of the teacher does not imply an assessment of the results of the child's educational work, but an assessment of the quality of the work itself. The basis for evaluating the process, and subsequently the results of children's learning, is the criterion of relative success, i.e. comparison of today's achievements of the child with those that characterized him yesterday.

Thirdly, cooperation in the learning process is the main principle of building inclusive education, in which each member of the school community and parents bear one or another responsibility for the success of a common cause. The main mechanism for implementing this principle is the interaction of school specialists, institutions of additional education and parents, which provides systematic support for children with disabilities by specialists of various profiles in the educational process. Such interaction includes:

Comprehensiveness in identifying and solving the problems of a child with disabilities, providing him with qualified assistance by specialists of various profiles;

Multidimensional analysis of the personality and cognitive development of the child;

Drawing up comprehensive individual educational programs for the general development and correction of certain aspects of the educational, cognitive, speech, emotional-volitional and personal spheres of the child.

Consolidation of the efforts of various specialists in the field of pedagogy, psychology, medicine, parents will provide a system of comprehensive psychological, medical and pedagogical support and effectively solve the problems of a child with disabilities. At school, this organized interaction of specialists should be carried out by a psychological and medical-pedagogical council, which provides comprehensive assistance to a child with disabilities and his parents, as well as an educational institution in resolving issues related to adaptation, education, upbringing, development, and socialization of children with disabilities . An individual educational program is approved at a meeting of the school's psychological, medical and pedagogical council, and its implementation is mandatory for all participants in the educational process, including parents.

The fourth condition is scientific and methodological support for school teachers, which is carried out in the following educational forms:

a) As part of training in advanced training courses, it is necessary to consider the specifics of educational and correctional work with children with disabilities; fundamentals of correctional pedagogy and special psychology; questions of the features of the psychophysical development of children with disabilities; methods and technologies for organizing the educational and rehabilitation process for such children. In this form of increasing the competence of teachers, it is important to use an activity approach; during the courses, students must develop specific didactic materials, teaching aids, etc.

b) Courses based on internship innovative educational sites.

c) Training seminars for educators and leaders, both on the basis of the school and visiting educational institutions in order to master the techniques and methods of working with children with disabilities.

For example, workshops that explored the approaches used in inclusive schools in teaching school subjects such as:

Joint work on the assimilation of educational material.

Teaching strategies for mastering the material.

Differentiation of educational material.

Development of the ability to self-determination.

Designing a modified individual educational program.

Clear, structured presentation of material.

Evaluation of the assimilation of educational material.

Training in the application of acquired skills in real conditions.

Cooperation.

Prevention of unwanted behavior.

Peer support.

d) Joint development of methodological recommendations on the organization of correctional and developmental work with children with disabilities. In accordance with the needs of teachers, the development of the following guidelines: "Formation in an educational institution of a tolerant attitude towards children with special needs", "Peculiarities of work of teachers with children with disabilities", "Organization of integrated education for children with disabilities", "Specific work teacher with children with mental retardation", "The specifics of the teacher's work with children with writing disorders".

Instructive meetings with teachers of inclusive classes, at which teachers will get acquainted with the regulatory documents: “On the organization of work with students with visual impairments in a general education institution” (letter of the Ministry of Education of the Russian Federation dated June 4, 2003 No. 27 / 2897-6 ), “On the organization of work with students with a complex defect” (letter of the Ministry of Education of the Russian Federation dated April 3, 2003 N 27 / 2722-6), “On the creation of conditions for the education of children with disabilities and children with disabilities” ( letter of the Ministry of Education of the Russian Federation No. AF-150/06 dated April 18, 2008). At such meetings, it is possible to consider the issues of organizing psychological and pedagogical support for children with disabilities: the timing of the diagnosis by a teacher-psychologist, a speech therapist, the design of a diary of dynamic observation by a subject teacher, the development of individual educational programs for schoolchildren.

f) Individual and group consultations on topics: techniques and methods of constructive interaction with the child, how to form a positive attitude towards school, age psychological characteristics.

g) Problem-creative groups in certain educational areas, for example: “Interactive whiteboard as a resource for improving the effectiveness of education”, “Development of critical thinking through reading and writing”.

h) Psychological and pedagogical workshop "Inclusive approaches in education", within which the following sessions were held: "Organization of the educational process in the classroom where children with disabilities study", "Using a correctional and developmental component in the classroom when teaching children with disabilities ".

The fifth condition - changing the attitude of the public towards persons with disabilities included the following areas:

b) Conducting thematic classes for primary school students:

stereotypes towards people with disabilities; approaches to understanding the problems of disability (traditional, social); barrier-free environment for disabled people (psychological and physical obstacles); joint education of children with disabilities and children without disabilities; language and etiquette in dealing with people with disabilities; holding class hours on the topic "Famous people with disabilities."

c) Organization of competitions of social projects on the formation of a tolerant attitude towards children with special needs, social volunteer campaigns to collect resources for inclusive education of children with disabilities.

d) Conducting lectures for parents on the topic "What is inclusive education?", "Your child went to school" . Within the framework of the lecture hall, the concept of inclusive education, two models for the problem of disability are considered: medical and social.

e) Organization of thematic group and individual consultations with parents: adaptation to learning at school (readiness of children and parents for learning at school); personal characteristics of the child that affect learning (age-related psychological characteristics); "Talk to me" (practical recommendations for communicating with a child with disabilities).

f) Organization of specialized inclusive shifts in summer children's educational and health centers.

g) Carrying out activities of a cultural and leisure nature with the involvement of persons with disabilities as active participants.

The sixth condition is the development of programs for self-improvement and self-development of people with disabilities. To this end, various programs can be proposed for implementation, such as “Help Yourself”, “Know Yourself”, etc.

The seventh condition is purposeful work with a family that brings up a child with disabilities. The family is the primary social institution of education. The atmosphere that has developed in the family, the understanding of the specifics of raising a child with disabilities, the established system of relationships in the family predetermines the success of future socio-cultural integration.

Thus, the set of pedagogical conditions presented above will ensure the success of the implementation of the model of an inclusive educational space.

Conclusions on the third chapter

1. Possessing logical integrity, systematicity and organization, pedagogical concepts, due to incomplete meaningful representation, allow ambiguity in practical use, which often leads to uncontrollable pedagogical processes and reduces the effectiveness of their implementation as a whole.

All this causes an urgent need to highlight the main components of the pedagogical concept, which are essential for its identification as a scientific theory. In our view, the structure of a “developed” theory should include fundamental concepts and quantities, a system of laws that determine the relationship between them, a set of principles, fundamental constants, idealized objects, as well as procedural components (measurement procedures, predictions, a general interpretation of the main content of the theory ).

Such a structure, productive for formal theories that allow axiomatic construction, turns out to be poorly adaptable to the field of pedagogical science. Taking into account the specifics of the pedagogical concept as a system of scientific knowledge and as a form of presentation of research results should include the following sections: general provisions; conceptual and categorical apparatus; theoretical and methodological foundations; core; meaningful and semantic content; pedagogical conditions for the effective functioning and development of the phenomenon under study; verification.

2. General provisions of the pedagogical concept, first of all, focuses on understanding its purpose, and therefore, in terms of content, gives a general idea of the purpose of the developed concept, its legal and methodological basis, sources of construction, place in the theory of pedagogy and the system of interdisciplinary knowledge, as well as the possibilities and the limits of its effective use.

Based on the functional purpose and content of the pedagogical concept, its goal is the theoretical and methodological substantiation of the essence of an inclusive educational space aimed at creating conditions for the socio-cultural integration of people with disabilities.

In addition, general provisions initiate a description of the legal and methodological foundations. To the legal foundations of the developed pedagogical concept, we include regulations in the field of general education and education of people with disabilities, the content of which reflects the need to improve and study certain aspects of the phenomenon under study.

The methodological basis of the pedagogical concept includes a description and description of research methods, interpretation of the leading ideas and principles that form the basis of its content.

3. The conceptual and categorical apparatus determines the language of its constituent theory and is designed to accurately reflect the ontological side of scientific knowledge in the area of the key problem. In our study, we single out the following as key concepts: a person with developmental disabilities, inclusion, educational environment, educational space, inclusive educational space, sociocultural adaptation, sociocultural integration.

4. An inclusive educational space in this study is understood as a dynamic system of mutual influences and interactions of subjects of socio-pedagogical reality, who are carriers of a certain cultural and subcultural experience, which have a spontaneous or purposeful influence on the formation, existence, development of a person with disabilities as a person; educational influences that ensure the optimal process of their inculturation.

5. The system-forming factor of the inclusive educational space is its integrity, productive interaction, socio-cultural integration.

Sociocultural integration is a process that optimizes the life of a person in the unity of preservation and change, traditions and innovations, socialization and inculturation, internalization and self-realization. In this process, a person not only adapts to existing structures, but also creates new psychological, social and cultural phenomena that act as mediators between a person and society, eventually replenishing the innovative bank of culture and society.

6. As a theoretical and methodological basis for the study of the designated problem, a set of relevant methodological approaches is used, since, firstly, they are intended to study qualitatively different objects in a certain aspect common to them (structural, functional, informational, etc.), and , secondly, they are characterized by the peculiarities of concrete scientific and philosophical knowledge, due to which they are the connecting link of special scientific areas with philosophy.

In this study, we have defined general scientific approaches as methodological approaches: systemic, synergistic, activity, informational, axiological, informational, activity.

In addition, approaches of the specific scientific level of methodology were used as a methodological basis in the work: personality-oriented, differentiated, axiological, integrative, participatory, culturological.

7. The core of the pedagogical concept includes the laws and principles of the pedagogical phenomenon under study, which make it possible to explain its essence and provide the possibility of a theoretical and logical conclusion of all the provisions of the pedagogical concept.

The leading laws on which the concept of an inclusive educational space is based are: interdisciplinary interaction that determines the construction of an inclusive educational space of such sciences as: philosophy, cultural studies, sociology, computer science, pedagogy, psychology, medicine, etc.; interdependence of socio-cultural integration of people with disabilities and their education system and state policy; interdependence of the processes of adaptation, integration and rehabilitation of persons from an inclusive educational space; interrelation and interdependence of the result of socio-cultural integration of persons with disabilities to their capabilities, conditions.

The revealed patterns are the basis for formulating a system of principles for building an inclusive educational space. The concept of an inclusive educational space for people with disabilities is based on two groups of principles: organizational principles that justify the basic requirements for building a system at different levels, and principles that determine the requirements for the content and process of education of people with disabilities as a correctional educational . The first group of principles includes: complexity, multilevelness, equal opportunities, accessibility, diversity, openness, integrity, continuity, productive interaction, integration of educational structures. The second group of principles includes: basic education, additional education, humanization, activity orientation; holistic, systematic and dynamic study of the child; unity of diagnostics and correction; self-worth of the individual; self-development of the personality;

professional and personal development of teachers; interaction of institutions and organizations with the family.

8. Content and semantic content is reflected in the model of an inclusive educational space for children with disabilities. When modeling an inclusive educational space, we proceeded from the general trends in the development of education and society as a whole, the theoretical foundations we identified and the formulated conceptual provisions.

In the conceptual model of an inclusive educational space that we justified, the author's approach to its construction is revealed, the content of education for people with disabilities is presented, taking into account the structure of the defect and the level of mastery of program requirements (implementation of an individually differentiated approach), the corresponding programs for advanced training and retraining of specialists, describes introduction of an experimental model of an inclusive educational space, taking into account a student-centered approach, the principles and directions of work are revealed, the conditions for implementing the model are described; models of educating, developing and socializing spaces are presented that contribute to the construction and enrichment of the content of an inclusive educational space for people with disabilities.

The specific content of the main elements of the model that make up the vertical structure of the space is determined: external factors, internal factors, goals, conceptual foundations, functions, levels of socio-cultural integration, conditions, result, additional components and components characteristic of the space under study are included.

9. Successful implementation of the model of an inclusive educational space for the purpose of socio-cultural integration of persons with disabilities will be ensured by specially created pedagogical conditions:

the need to develop an adaptive educational environment, organizing a system of psychological, medical and pedagogical support for a child with disabilities, changing organizational forms and methods of teaching children with disabilities, scientific and methodological support for school teachers, changing public attitudes towards people with disabilities, developing programs self-improvement and self-development of people with disabilities, purposeful work with the family that brings up a child with disabilities.

– – –

4.1. Characteristics of the level of socio-cultural integration of children with disabilities A distinctive feature of an inclusive educational space is that the child is in a kind of activity field that harmonizes with the surrounding space and at the same time has a certain autonomy. Thus, an inclusive educational space, on the one hand, depends on the individual, and on the other hand, as a psychological and pedagogical phenomenon, it has invariant characteristics that depend on society.

In the process of implementing the model of an inclusive educational space, we have identified the main ways to implement the idea of socio-cultural integration: conducting comprehensive diagnostic measures for examining children with disabilities; work with parents aimed at preventing developmental deviations, socio-cultural integration of the child; integration of children with disabilities into the surrounding society; implementation of differentiated multi-level education for children with disabilities, which included: the creation of experimental programs for the education and upbringing of children with complex developmental disabilities; creation of a system of classes and lessons with an individually differentiated focus; introduction of educational and social work programs that ensure the socio-cultural integration of children; work with the family, aimed at realizing its co-existential essence and its educational potential; organization of a system of training, advanced training and retraining of teachers of special, general educational institutions and institutions of additional education, aimed at orienting teachers to the socio-cultural integration of children with disabilities.

Following the logic of our study, we conducted a stating experiment, the purpose of which was to identify the level of socio-cultural integration of such children; analysis of the prerequisites for building an inclusive educational space for the purpose of socio-cultural integration into society.

The ascertaining stage of the experimental work was organized in the period from 2008 to 2009. on the basis of special (correctional) general education institutions in Ulan-Ude (state educational institution "Special (correctional) general education school" of the VIII type; SEI "Special (correctional) general education school" of the I-II type); school of social adaptation of disabled children No. 60;

a center for children's and youth creativity, a republican center for psychological, medical and pedagogical support.

264 children with disabilities participated in the ascertaining part of the study, of which 96 children studied in the SCOU (36.4% of the total number of those surveyed), in the school of social adaptation and children with disabilities - 132 people (50% of the total number of children). surveyed), in a general education school - 36 people (13.6% of the total number of surveyed); 43 teachers; 160 parents; 226 people - representatives of society (69 people of the working population, 47 pensioners, 78 students, 32 teachers of educational institutions).

Subjects of socio-pedagogical reality (children, teachers, parents, working population, pensioners, students) took part in the study. In the course of the work, we identified areas of research:

1. Studying the possibilities and needs of subjects of education:

Children with disabilities in special (correctional) educational institutions;

Teachers of special (correctional) educational institutions;

Parents with children with disabilities in physical and intellectual development.

2. Studying the attitude of society towards people with disabilities.

In the course of the ascertaining experiment, the following were carried out: the study of children with disabilities; identifying the competencies of parents, studying the features of the educational space in institutions, the level of professional competence of teachers and other employees.

The procedure for the psychological and pedagogical examination of children included: analysis of the effectiveness of correctional, educational and upbringing processes; observation; expert assessment; determination of the level of socio-cultural integration of children with disabilities. Evaluation criteria for socio-cultural integration were psychological and pedagogical indicators. Let us present the evaluation criteria for the levels of socio-cultural integration in Table 4.1.

Table 4.1 - Characteristics of the evaluation criteria for the levels of socio-cultural integration of children with disabilities Evaluation criteria for the socio-cultural integration of children with disabilities Levels of health opportunities Experience pronounced difficulties in socio-cultural integration due to low demand for it and rejection by society.

Low participate in any activities, have little knowledge of the life of the surrounding society, do not know its components. The child's desire for socio-cultural integration is observed.

However, there are certain difficulties in the socio-cultural Middle integration due to the prevailing negative stereotypes on the part of society.

There is a certain participation in events, knowledge of the life of the surrounding society and its components in accordance with age. A characteristically expressed desire of the child for socio-cultural integration and the desire on the part of society to accept such a child.

High Active participation in events, knowledge of the life of the surrounding society is noted. To identify these criteria, we used the following 10 methods.

Methods 1-4 (determining the nature of interaction between teachers and students; determining the nature of relationships with the society of children with disabilities; studying the psychological atmosphere in the team; determining the nature of the relationship between children and parents) were aimed at studying the productivity of the interaction of the studied contingent of children with the immediate social environment (parents, peer group, teachers).

Methods 5-6 (determining the value-oriented unity of the subjects of the educational process; assessing the communicative activity of children with disabilities) involved the study of communicative activity, features of behavior patterns, and the formation of moral and ethical qualities.

Methods 7-9 (assessment of the psychological adaptability of children with disabilities; assessment of their social adaptability; assessment of forms of maladjusted behavior) were used to study the psychological and social adaptability of the studied group of children.

Method 10 (assessment of the socio-cultural integration of children with disabilities) assumed a generalized analysis of the results of all the above methods.

Also, in order to study children with disabilities, we used the methods of participant observation and peer review, analysis of documentation, anamnestic information, activity products, questionnaires, interviews and surveys.

with mothers (47.3%), fathers (22.4%), friends (14.6%). For children studying in a general education school: with parents (58.2%), with friends (32.3%).

In order to identify the nature of the interaction of subjects of education in the team, a survey was conducted. The results of the survey are summarized in Table 4.2.

– – –

To the next question “Where can you most fully express your personality (Where are you interested, where are you appreciated, understood)?” we received the following responses:

Students of SKOU mainly realize themselves in the classes of the circle (36.7%), in educational work and in the campaign of friends (31.4%);

Students of school No. 60 - in academic work (38.3%), in the family (27.5%), in the company of friends (21.7%);

students of general educational institutions - in the company of friends in the family (23.7%), in educational work (16.1%).

The question “In what matters do school teachers participate on an equal footing with students?”. According to SKOU students, these are: cleaning, circles, sections (62.1%); holidays, festivals (48.9%); sports competitions (40.6%); children from school No. 60: hiking (56.2%), cleaning (27.4%), holidays and festivals (46%); children of general education schools are: cleaning (23.5%), hiking (12.3%), sports competitions (6.9%).

The question "Who can you be honest with?" SKOU students think as follows: with their parents (36.3%), with schoolmates, classmates (32.9%), with school teachers (23.4%); students of school No. 60 - with school teachers (23.2%), with parents (48.6%), with schoolmates, classmates (24.3%); students of a general education school - with their parents (11.6%), with children from the company (7.3%); with a school teacher (7.9%).

“In what areas of life do school students have real rights?”

Answering this question, SKOU students have real rights in the process of organizing leisure (48.3%), in encouraging (16.7%), in organizing educational work (8.6%). Pupils of school No. 60 exercise their real rights in the organization of leisure (24.4%), nowhere (13.6%), in encouragement (15.5%), and students of a general education school - in improving the educational process (10.3%) , do not know (12.7%), the organization of educational work (14.8%).

If a teacher has offended a student unfairly, then children from SKOU usually turn to the class teacher (24.1%), while 120.2% will remain silent, and only 17.1% will try to prove their case. As for children from the school of social adaptation of children with disabilities, in this case 27.2% do not know how to behave, 13.8% will prove their case and 13.8% will remain silent. Pupils of a general education school in such situations can respond with rudeness or impudence (15.4%), 18% will remain silent, and only 6.3% will try to calmly prove their own innocence.

The first phrase given was "I want to go to school when...". SKOU students answered as follows: always (54%), when they praise (25%), when I wake up (18%); children of school No. 60 answered that they always (43.1%) when they are praised (32.1%); children from a general education school noted that they always (26.5%), when they wake up (5.3%), at the end of holidays (4.1%).

The second one was reversed compared to the first phrase, “I don’t feel like going to school when…”. Pupils of SKOU answered: when they did not learn their lessons (29.1%), when they scold (28%), when there are few children (17.8%); children of the school for the social adaptation of disabled children answered: when they scold (31.5%), did not learn their lessons (21.2%), on weekends (3.4%); children from a general education school - when they scold (37.1%), when they did not learn their lessons (23.5%).

“The relations between pupils and teachers in our school can be called…” 467% of SKOU students, 89% in school No. 60, and only 14.3% of secondary school students consider good.

In addition, another question was asked: “What systems of relationships in school should be improved?”. SCOU students answered this question as follows: it is worth improving such relations as parents-student (12.5%), teachers-parents (14.2%), student-student (7.4%); children of the school of social adaptation of children with disabilities consider: student - students (23.9%), parents - students (15.2%), teachers - parents (12.1%); and students of a general education school believe: teachers - parents (6.7%), teacher - student (69.7%), parents - students (3.9%).

Pupils of school No. 60 in such situations usually turn to their family (41.3%), friends (23.4%), teacher (26.9%). The response of secondary school students is interesting. In such cases, they appeal to the family much more often (65.2%), to friends (13.2%), to the teacher (43.2%).

53,20% 50% 60,00% 45% 50,00% 40,00% 28,90% 27% 21,50% 30,00% 20,00% 10,00%

– – –

Question: Do you have difficulty communicating with other people?

Children studying in SKOU answered that they experience problems in communicating with strangers (26.9%), with teachers (23.1%), with parents and caregivers (7.69%). There are no problems in communicating with their parents (76.92%), educators (73.1%), teachers (61.5%).

The question “What attitude towards yourself do you most often feel from others?” (it was necessary to choose one of the answer options: yes, no, I don’t know).

Children from the school for the social adaptation of children with disabilities: visit strangers (78%), parents (26%); with teachers, friends (23%). There are no problems in communicating with teachers, friends (77%), parents (74%), strangers (22%);

Pupils of a general education school indicated problems with friends (41.2%), with strangers (37%), and with parents (21%). They noted the absence of problems with teachers (90%), parents (78.3%).

Another interesting question was asked: “Do you often quarrel (come into conflict)?”. Children from SKOU quarrel with strangers (23.1%), with educators (11.5%), with teachers (23.1%), but do not enter into conflict relations with parents and friends (84.6%), with educators (76.9%), with teachers (73%). Pupils of school No. 60 quarrel with their parents (24.4%), with educators (15.1%), with teachers and friends (11.1%). They try not to conflict with strangers (94.4%), with teachers and friends (88.9%), with caregivers (84.9%). As for children from a general education school, they quarrel with teachers (18.9%), with strangers and teachers (17.5%), and with parents (13.3%). There was a lack of conflict with friends (87.4%), with parents (86.7%), with teachers and strangers (82.5%).

The question "Would you like to study with healthy students?" Pupils of SKOU expressed their desire to study in the same school with healthy children (23.1%); do not want to study in the same class - 76.9%, in the same school - 57.7%, 23.1% of students found it difficult to answer this question. Children from school No. 60 want to study in the same school, but in different classes with healthy children (63.7%) in the same class (28.1%). 36.3% of children in the same class (71.9%) expressed their unwillingness to study in the same school with healthy children. Pupils of a general education school expressed their desire to study in the same school (25%) and in the same class (22.5%) with normally developing students. We received the following negative answers: they do not want to study together with healthy children in the same school (75%) and in the same class (72.5%).

The question "What worries you the most?" The answers of the pupils of the general education school are as follows: they think about their future life (47%), about their future work (52.3%). 38% of children do not think about their future life, 34.1% of children do not think about their future work. 15.7% of children see no reason to worry about their future work, 13.3% of children about their future life.

Pupils of school No. 60 expressed concern about their future life and work (36%). 53% of the children surveyed try not to think about it. They do not worry about their future life (14.8%), about their future work (9.7%).

Pupils of the SKOU school demonstrated a high level of anxiety:

they are concerned about their future life (83.1%), their future work (76.9%). Only a small percentage of students do not worry about their future work (23.1%), about their future life (16.9%). There were no "I don't know" answers.

The next step of the study was to study the characteristics of the psychological atmosphere in a team in an educational institution. In the process of studying it in the studied educational institutions, we noted the state of the psychological atmosphere in a special (correctional) general educational institution. For example, children from a special school of the VIII type, when assessing polar qualities, most highly noted: satisfaction (8.2%), enthusiasm (7.9%), warmth of relationships (8.5%), cooperation and mutual support (7.6% ).

The most important for the joint performance of work in children with disabilities studying in SKOU are such qualities as: discipline (88%); industriousness (72%); responsiveness (58%);

attentiveness (45%), fairness (34%).

For children from the school of social adaptation of disabled children, these qualities are: industriousness (41.4%); mindfulness (33%); discipline (31.8%); ability to work with a book (26%); responsibility (24%).

The following qualities were singled out among students of a general education school: diligence (78%), discipline (64.3%), fairness (47.4%).

Children with disabilities who have a high level of social adaptation are disciplined, diligent, hardworking, participate with interest in household and collective affairs, often consult with their parents, try to be independent, active, and proactive in completing tasks. The first group is characterized by the ability to correctly set a goal, the desire to do without outside help, awareness of social significance and responsibility, and the presence of one's own opinion. In relation to creative activity and its results, they have the ability to clearly plan and control their work, to bring the work they have begun to the end, overcoming difficulties and inconveniences. These children have an inherent need for self-education; awareness of their shortcomings and work to overcome them.

In the group of children with disabilities with an average level of social adaptation, these qualities are less stable.

Representatives of the second group do not always know how to correctly set a goal and do not realize the means to achieve it, the desire to do without outside help is not partially realized, such children cope with the assigned creative work with the help of tasks by analogy, introduce only individual elements of creativity into it, but almost never do it on their own. trying to find a solution. Diligence is manifested in them out of necessity, often they participate in events only because others participate in them. They do not study to the full extent of their abilities, sometimes they violate discipline and try to evade household duties. They require systematic supervision by teachers and parents. They do little self-education.

Their self-control and sense of responsibility are poorly developed. They can quit the task at the first difficulty, the pace of their work is low, they constantly need a hint, detailed instructions, guardianship. These children often violate discipline, study without much desire.

The third group included children with disabilities with a low level of social adaptation, where the basic skills necessary for independent creative activity are insufficient or absent. Most often, they need efforts to achieve their goal.

Independence and initiative in their work are rare. Basically, these are passive performers of specific assignments and tasks that do not require much effort and independence.

Let's present the distribution of groups of children with disabilities by levels of social adaptation in Table 4.3.

– – –

Preparation of children with disabilities for life takes place in certain socio-cultural conditions. In this regard, it is of great importance to familiarize the individual with culture, its values and norms, which ensures that a person fulfills social roles. Therefore, in the educational space of the school, much attention is paid to the additional education of children.

Let's imagine the percentage of visits to circles and sections of children with disabilities in various educational institutions in diagram 4.2.

53,00% 60,00% 42% 50,00% 40,00% 30,00% 12,80% 20,00% 10,00%

– – –

Figure 4.2 - Supplementary education for children with disabilities In the conditions of a general education school, the coverage of such children with additional education is 53%.

These indicators characterized the focus of the educational process to a greater extent on educational activities. At this stage, productive interaction between students and teachers was formed at a low level, classes in various circles and sections were not welcomed both in the institution itself, and even more so outside of them. Institutions were characterized by closeness, lack of understanding of the importance of establishing productive interaction with institutions and organizations, fear of society.

– – –

To identify differences between groups of students from the NKOU, the school for social adaptation of disabled children and the general education school in terms of their level of sociocultural adaptation and sociocultural integration, homogeneity criterion 2 was used, which was calculated by the formula

– – –

As a result of statistical analysis, we revealed statistically significant differences between students from different educational institutions in terms of a high level of sociocultural integration: there are more students at a social adaptation school with a high level of sociocultural integration than in a special (correctional) educational institution (p 0.01).

Statistically significant differences were found between students of the school of social adaptation of children with disabilities and the general education school in terms of the level of sociocultural adaptation and sociocultural integration.

Pupils of SKOU and schools of social adaptation of children with disabilities differ from each other in all levels of their socio-cultural integration. The difference was found in terms of socio-cultural integration” (p 0.01).

Significant differences between students from SKOU and general education schools can be traced across all low and middle levels: the indicator of sociocultural integration is higher for students from general education schools than for children from SKOU (at the low level (p 0.01).

They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for socio-cultural integration and rejection by society.

Children studying in the SKOU and the school for social adaptation of children with disabilities experience pronounced difficulties in socio-cultural integration.

They are not sufficiently adapted and integrated into the surrounding society because of their own low need for socio-cultural integration and rejection by society.

A study of SKOU teachers showed insufficient activity of teachers who, due to a number of circumstances: insufficient education (only 13% of specialists have a higher education in defectology), qualifications (the highest category was assigned to 24% of specialists, the first category - 37%), material problems (in correctional institutions work mainly teachers with long work experience - 45%, many specialists of retirement age - 21%, young specialists rarely stay in schools due to low salaries and heavy workloads), the system of productive interaction at different levels does not function well. All these indicators impede the socio-cultural integration of children with disabilities.

The study of families of children with disabilities demonstrated in a number of cases a low level of their educational potential, isolation from the surrounding society (46.7%).

The attitude of society towards people with disabilities shows us in most cases indifference (53-82%), sometimes complete rejection and aggression (20-43%); in rare cases - empathy, interest, support (2-6%) in different age and social groups.

Out of 56 teachers of general educational institutions and institutions of additional education (89%) believe that children with disabilities need medical care, help from government services, special organizations, completely, excluding the possibility of their own participation in the education process of this category of people. They see the reasons for their own indifference in the fact that they are not familiar with the specifics of working with such children; did not encounter them, although sometimes such children are found in general educational institutions (95%).

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Filippova Elena Borisovna

Primary school teacher

MBOU Undino-Poselskaya secondary school

Baleisky district

The role of the socio-cultural complex in socialization children with disabilities

One of the urgent socio-economic and demographic problems of modern Russian society is the inclusion of children with disabilities in society. The urgency of this problem is explained by many circumstances that have developed in modern Russia.

In modern Russian society, there is not only a steady reduction in the number of able-bodied population, but also a tendency for the deterioration of its qualitative composition against the background of an increase in the disability of children and youth.

The main problem of a child with disabilities is the disruption of his connection with the world, limited mobility, poor contacts with peers and adults, limited communication with nature, the inaccessibility of a number of cultural values, and sometimes elementary education. Solving the problem of social upbringing and education of children with disabilities is relevant today due to the objective difficulties of social functioning and the child's entry into society.

Socialization is the process and result of the inclusion of an individual in social relations. It has been proven that a child with disabilities experiences difficulties in penetrating the meaning of human relationships, because he cannot learn them in the ways that a normally developing child uses.

The problems of communication of a child with cerebral palsy, the difficulty of adaptation in a group of peers is becoming increasingly important. Given the features of the motivational, emotional and cognitive systems of children with cerebral palsy, it is highly likely that they will be expected to have insufficient effective communication with others. The success of communication in this case is important not so much in itself, but as a basis for the adaptation of children with a special pace of development to the school and wider social environment. In the socialization of children with various types of disabilities, including those with cerebral palsy, the social environment plays an important role, and in the village the sociocultural complex.

Sociocultural educational complex - an educational organization that is an integration of a general education school and institutions of additional education, implementing programs of preschool and general education, programs of additional education and having an extensive network of extracurricular activities in the system of additional education (musical, artistic, sports, etc.), as well as a material base that allows use modern technologies in the process of education and upbringing. Sociocultural complexhas a practical, real focus on creating comfortable conditions for the child at school, on solving his problems; reliance on the interests of the community, the widespread use of the potential of the rural educational environment in the education and upbringing of children with disabilities; the focus of the school on the provision of educational services along with healthy children to children with disabilities. Without solving the social problems that unsettle the child and prevent him from learning normally, it is impossible to solve educational problems. Therefore, the school in the countryside is the center of social and pedagogical assistance to families and children with disabilities.The socio-cultural complex within which the children of our village are socialized, including children with disabilities, includes a school, medical institutions, the Dar center, the Childhood school center, the Rural House of Culture, the Regional Center for Education for Disabled Children, the Trans-Baikal Public organization "All-Russian Society of the Disabled", Baleisky inter-settlement cultural and leisure center. Thanks to the skillful coordination of the actions of all structures, their joint activities, the socialization of children with disabilities is proceeding favorably and successfully.

In 2011, a disabled child with a diagnosis of cerebral palsy entered our school in grade 1. The main task for our team was to create appropriate conditions for the realization of the right of children with disabilities to education and creative development, enshrined in the Constitution of the Russian Federation and the Law of the Russian Federation "On Education", along with healthy children.

The teaching staff immediately faced a number of questions on the organization of training. According to the medical report, the child was recommended to study at home in the amount of 8 hours a week. Having organized the work of the school psychological and pedagogical council, having coordinated all issues with the parents and taking into account that the child's intellect was completely preserved, we tried to jointly determine the most favorable educational route for him. In addition to 8 hours of homeschooling,

Nikita, along with his mother, came to the lessons of the world around him, art, and even other subjects. He really liked communication with his peers and every time he looked forward to the next trip to the lessons. And although there were a lot of problems with the motor skills of the hands, he successfully completed the 1st grade.

In the second grade, it was decided to continue integrated education - 8 hours at home and attending additional lessons if desired. Nikita began to come to the lessons of English, and computer science, the world around him and art. In addition, starting from the second grade, Nikita began to attend circles and extracurricular activities. In the 3rd grade, in addition to basic education, the family was also offered distance learning. The class teacher coordinated the schedule and topics of additional classes with the distance learning teacher. The list of circles visited by Nikita has also expanded: this is the “Pochemuchka” club based on the Rural House of Culture, and the circle “Learning to work in the Film Studio program”, attended a chess circle.

In the 4th grade, distance learning was canceled, but education at home and at school continued. In addition, Nikita and his family took and continue to take an active part in almost all mass events, competitions, olympiads and quizzes, both at the school level, as well as at the regional, regional and even All-Russian level. To track the results of personal growth, we draw up a portfolio, where there are a lot of certificates and diplomas. Now Nikita is studying in the 5th grade. And by the decision of the family and the child himself, except for the individual 12 hours of homeschooling, Nikita attends almost all lessons: 3 hours of English, 2 hours of biology, 1 hour of geography, 2 hours of history, 1 hour of social science, 1 hour obzh, 1 hour informatics, class hours and all extracurricular activities. Nikita is an active participant in both school and district events. He takes part in chess tournaments, reading competitions, various competitions, olympiads held through the Center for Disabled Children, the Cultural and Leisure Center and many others.

Thus, it can be noted that the sociocultural complex plays an important role not only in the upbringing of children, but also in the socialization of children, including children with disabilities. The implementation of all components of the project allows creating the most favorable conditions for the inclusion of children with disabilities in society, active participation in the socio-cultural complex contributes to successful socialization.

Used Books:

1. Baenskaya E.R. Help in raising children with special emotional development: 2nd ed. M., 2009

2. Burmistrova E.V. Family with a special child.: Psychological social assistance // Bulletin of practical psychology of education.

3. . Nikitina V.A. Beginnings of social pedagogy: textbook.-M.: Flint: Moscow Psychological and Social Institute, 1998.S.54

4. Simonova, N.V. Psychological foundations for teaching children with cerebral palsy: Methodological recommendations - M .: GBOU Pedagogical Academy, 2012

5. Shipitsina, L.M., Mamaychuk, I.I. Infantile cerebral palsy-SPb.: Ed. "Didactics Plus", 2001

The problem of socio-cultural integration of children with disabilities is quite relevant today.

Scientists, practitioners, specialists (physicians, psychologists, teachers, social educators and social workers) are looking for ways and forms of integration of children with disabilities into society, opportunities for their adaptation in large and small societies. The family remains one of the main means of socio-cultural integration of children with disabilities, capable of stimulating the process of socialization and integration of the child. A child with disabilities, deprived of the possibility of normal communication, experiencing physical and moral suffering, finds support and support in the system of positive family communication.

"Socio-cultural integration of the individual" is a process and at the same time a system of including an individual in various social groups and relationships through the organization of joint activities (primarily gaming, educational, labor).

The success of integration is largely determined by the time of its onset: the earlier a child is diagnosed with one or another sensory, physical, intellectual or mental disorder, the more productive will be the efforts of specialists and parents in overcoming barriers between the child and the surrounding microsociety. Therefore, the problem of early diagnosis remains one of the central problems, the solution of which depends on the implementation of the idea of integrated education for people with disabilities.

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The problem of socio-cultural integration of children with disabilities

The problem of socio-cultural integration of children with disabilities is quite relevant today.

The main problem in children with disabilities is most often loneliness, low self-esteem and lack of social self-confidence, depression, feeling rejected due to their shortcomings, psychological and physical dependence, as well as a painful inability to discuss their difficulties.Very acute are the problems in establishing and developing relationships with the opposite sex. Overestimation and underestimation of one's own strengths, abilities, position in society are more common among abnormal people than among normal ones.

The domestic concept of integrated learning is based on three main principles of integration: through early correction; through mandatory correctional assistance to each child; through reasonable selection of children for integrated learning.

The existing models of integration are determined taking into account the level of development of each child, which doses out the “share of integration” that is accessible and useful to him.

Partial integration is shown to children who, for one reason or another, are not able to master the educational standard, so they join the group for part of the day. The implementation of the partial inclusion model implies a combination of two organizational forms of education - in conditions of educational integration with normally developing peers and training in specially organized classes or small groups (in the space of a mass school). Similarly, with the full inclusion model, within the described model, all students with special educational needs receive the necessary additional psychological and pedagogical assistance.

Temporary integration involves the union of all pupils of a group with disabilities with typically developing children at least twice a month for various educational activities.

An essential condition for the full inclusion of students with disabilities is the presence of two teachers in the general education class - general and special education systems. The duty of an additional teacher includes not only direct assistance to a student with special educational needs, accompanying his educational activities, but also joint work with the main teacher to modify pedagogical methods and means in accordance with the principle of individualization of the learning process.

Each form of integration carries a certain burden. When teaching a “special” child in the same class or group with other children, he completely obeys the pace of work of the children's team, fulfills the general program and lives by the rules of this team.

Effective forms of social integration are sections, various circles, festivals, competitions; organization of excursions, hikes, concerts, etc., where children with disabilities can realize their abilities among their peers and win their sympathy and respect.

Integration is a process that has certain limitations in terms of the possibility and effectiveness of its implementation. Such restrictions are the conditions of integration - external and internal.

The external ones are:

early detection of violations and carrying out corrective work;
the desire of parents to educate the child together with healthy children, their desire and willingness to help the child in the process of his education;
the ability to provide an integrated child with qualified assistance;
creation of conditions for the implementation of variable models of integrated learning.

Internal conditions include:

the level of psychophysical and speech development corresponding to the age norm or close to it;
the possibility of mastering the general educational standard in the terms provided for typically developing children;
psychological readiness for integrated learning.

Let us analyze the problems associated with the possibility of implementing external integration conditions.

The first condition - early detection of deviations - requires the creation and legalization of an early assistance system that functions within the framework of an interdisciplinary team approach to the work of specialists. This system must necessarily include a complex of medical, social, psychological, pedagogical and defectological specialists.

The second condition is associated with insufficient awareness, as well as the readiness of the motivational, cognitive and practical plans of parents of children with disabilities, for whom access to information about the possibilities of integrated education, the conditions and forms of its implementation is not always open.

The third condition is connected both with the lack of specialists and with the unwillingness and unwillingness of teachers of mass educational institutions to work with special children. At the same time, speaking of integration processes, one cannot but take into account the importance of special knowledge about a special child for teachers of mass educational institutions. It is necessary to expand the content of the courses "special pedagogy" and "special psychology", the introduction of elective courses and electives.

The fifth external condition is the creation of variable models of integrated learning, which involves the development of programs, technologies, organizational forms and conditions that ensure the effective implementation of the integration of a child with disabilities into the space of general education.

Recognizing the importance and significance of integration as an innovative process in the education system, we consider it important to note the negative trends that are associated with the impossibility of integrating all children into a wide socio-cultural space.

First of all, it is "the level of psychophysical and speech development, close to the age norm." Obviously, it is impossible to unite all children with disabilities. Another insurmountable obstacle to integration is the tempo characteristics of the educational process. Obviously, time is not always the main criterion for a child's success. Even the most "normal" child may have a different learning rate than other typically developing peers.

Speaking about the “psychological readiness for integration” of the pupil himself, we understand that we mean both motivational and personal and, possibly, some kind of special readiness. The presence of such serious psychological neoplasms suggests that some categories of children will again be excluded from the integrated education system: with severe motor impairments, behavioral and emotional-volitional features, complex developmental disorders, etc.

Obviously, integration as a process in the education system for special children has its positive aspects. At the same time, it is clear that the limitations of this phenomenon again make the system of assistance focused on special categories of children.

These restrictions can be removed by the processes of inclusion, which are quite widely represented in the West and are beginning to appear in Russia. We list the transformations that an educational institution must undergo, choosing the path of inclusive education for all:

changes in the consciousness of society, primarily teachers, related to the need and possibility of inclusive education for all children;
changing the architecture of educational institutions, adaptable to special needs;
reduction in group sizes;
improving and enriching the equipment of groups with equipment and various benefits;
creating a team of specialists in each institution to help general education teachers adapt methods to the characteristics of the child;
implementation of individual learning plans that allow children to master the general program at their own pace.

Summing up, it should be noted that inclusion is more than integration. This is inclusion not only in education, but also in the life of everyone without exception, this is taking into account the strengths and weaknesses of everyone, this is the recognition of differences, this is the enrichment of ideas about differences as a natural phenomenon of the world and society, this is the opportunity to receive effective education through constant support and change in educational space.

Speaking about the choice of approach to the education of children with disabilities, it is impossible not to understand that the existing functioning network of specialized institutions is of indisputable value due to the targeted and unique nature of assistance. At the same time, it cannot be the only, non-alternative form of education for a child with disabilities. Therefore, today it is appropriate to talk about the mutually enriching development and functioning of all types of education for people with disabilities:

traditional, implemented in the network of compensating and combined preschool educational institutions;

integrated;
inclusive.

It seems that it is most correct to keep in mind the possibility of choosing from three possible options. The implementation of different approaches to education is a powerful incentive for its development and modernization.

Discussions about the forms and boundaries of the integration of children with disabilities into the mainstream school, the search for the most effective models of integration indicate the multidimensionality and complexity of the problem. The priority of social integration - constant stay in a team of normally developing peers (in the absence of conditions to meet special educational needs) - can be a factor hindering the successful learning and favorable development of children with disabilities.

In order to successfully implement the worldview positions of modern pedagogy, education in an educational institution should be considered in the unity of its educational and social characteristics.

In accordance with the theoretical foundations of inclusive education, the evaluation of the effectiveness of the work of an educational institution includes information about the progress of students, as well as data on interpersonal relationships of children with different levels of psychophysical development. The productive advancement of students in accordance with their individual educational trajectory indicates sufficient didactic support for the educational process; constant and long-term contacts with other children indicate the integration of a student with disabilities into the team. Thus, the described models of inclusion can be assessed as successfully realizing the tasks of inclusive education.

Bibliographic list

Andreevskikh S. G. School for all // Proceedings of the International scientific and practical conference "Problems of modern school and ways to solve them: inclusive education" / ed. Anufrieva S. I., Akhmetova L. V. Tomsk, 2008.
Bunch G. Inclusive education. How to succeed? Basic strategic approaches to work in an integrative class / Per. from English. N. Grozny and M. Shikhireva. M.: "Prometheus", 2005. 88 p.
Ekzhanova E. A., Reznikova E. V. Fundamentals of integrated learning. M.: Drofa, 2008. 286 p.
Volosovets T.V. Conceptual approaches to the creation of a system of vocational education for disabled people in the Russian Federation [Text]: /T.V. Volosovets. - M.: 2003.
Gazman O.S. Pedagogical support of children in education as an innovative problem [Text]: O.S. Gazman // New values of education. - M, - 1999. - No. 3. - S. 60.
Gerasimenko O.A., Dimenstein R.P.. Socio-pedagogical integration. Development of the concept [Text]: / Socio-pedagogical integration in Russia / Ed. A.A. Tsyganok - M .: Terevinf, - 2005. - C 7.
Dimenshtein R.P., Kantor P.Yu., Larikova I.V. "Special" child in Russia. How to realize his rights to education and rehabilitation [Text]: R.P. Dimenstein, P.Yu. Kantor, I.V. Larikov. / Socio-pedagogical integration in Russia / Ed. A.A. Tsyganok. - M.: Terevinf, 2006. - S. 71.
Zaitsev D.V. Integrated education as a form of realization of the right to education by children with disabilities [Text]: D.V. Zaitsev. // Education and human rights. - Voronezh: VSU, - 2002. - S. 65-71.

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