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THE REQUIREMENTS FOR INCLUSIVE EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS OF RUSSIA
Danilova Ekaterina Andreevna, Federal State Educational Institution of Higher Professional Education Syktyvkar
State University, Syktyvkar
W
E-mail: Kati30_82@mail.ru
Аннотация. Статья фокусируется на проблеме инклюзивного
образования в высших учебных заведениях России. Приведенные статьи Федерального Закона Российской Федерации № 273 от 1 сентября 2013 года доказывают тот факт, что инклюзивное образование - это абсолютное право каждого студента с инвалидностью. В статье также представлены требования, которые необходимо соблюдать для создания эффективного инклюзивного образования в высших учебных заведениях.
Ключевые слова: инклюзивное образование, студент с инвалидностью, адаптивные средства, специальные образовательные программы, ресурсный центр.
Abstract. The article focuses on the problem of inclusive education in higher educational institutions in Russia. The articles from the Federal Law of the Russian Federation #273 dated September, 1, 2013 prove that inclusive education is the right of every student with disability. Necessary requirements that must be observed in creating effective inclusive education in higher educational institutions are enumerated in the presented article.
Keywords: inclusive education, student with disability, adaptive means, special educational programs, resource center.
According to the Federal law of the Russian Federation #273 dated September, 1, 2013 each person has a right to education. In Article #5 it is said that necessary conditions must be provided for quality education without discrimination of people with disabilities, to correct developmental disorders and social adaptation. The provision of early remedial assistance should be on the basis of special pedagogical approaches and the most suitable for these individuals language, methods and means of communication and conditions, to the maximum extent which would produce a certain level of education and orientation, as well as social development of those
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persons, including the organization of inclusive education of people with disabilities.
Article #79 underlines the necessity of adapted educational programs in accordance with the individual rehabilitation program under special conditions. Under special conditions for learners with disabilities in the Federal Law the following moments are meant:
- learning environment;
- education and development of students, including the use of special educational programs and methods of training and education;
- special textbooks in different formats, manuals and teaching materials (large print, audio, in Braille);
- special technical means of training (video magnifier, JAWS program, Braille display, Braille printer);
- the provision of assistant services (resource center, sign language interpreters, tutors who know the Braille, orientation and mobility specialists), providing students necessary technical assistance;
- conducting group and individual rehabilitative training;
- accessible environment of the building engaged in educational activities о (furniture, ramps, elevators, accessible WC, signs in Braille, visual aids, etc.);
- qualified teachers having passed special courses on teaching disabled students;
- and other conditions, without which the fulfillment of educational programs to train students with disabilities is impossible or difficult.
Therefore now there’s a huge problem before the teachers’ society of adaptation of the basic educational programs for the students with disabilities in schools and higher educational institutions. The main problem is that teachers don’t know how to teach disabled students. Teaching disabled students is just a separate science demanding special knowledge and skills. In the article we’ll try to provide some tips of how to make the program accessible for different categories of students with disabilities.
First of all, it is important to know that there are different categories of disabled people. People with disabilities are the persons having lacks in physical and (or) mental development:
- deaf;
- hard of hearing;
- blind;
- visually impaired;
- people with mental disability;
- with severe speech disorders;
- infringement of the musculoskeletal system;
- others, including children with disabilities.
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According to the Federal Law vocational training and professional education of students with disabilities are carried out on the basis of adapted educational programs.
Paragraph 10 of Article 79 underlines the fact that professional educational organizations and educational institutions of higher education, as well as organizations engaged in educational activities on major vocational training programs should have special conditions for education of learners with disabilities.
During education students with disabilities must be provided free special textbooks and teaching aids, other educational literature, as well as sign language interpreters and tutors who know the Braille. For people with disabilities provision of social support is a consumable commitment of the Russian Federation.
The Russian Federation and the state authorities of the Russian Federation provide training for teachers, holding special pedagogical approaches and methods of training and education of students with disabilities, and promote the involvement of employees in organizations engaged in educational activities.
The teacher should change the main educational program on the assumption of the category of a disabled student. All the material should be available in different & formats: for a blind or visually impaired student it must be, first of all, in electronic о version, in audio, in large print, or in Braille. Deaf students must be provided with print versions and visual aids. At the classes the given material and exercises should be accessible for the disabled students. Also the assessment system must be thoroughly thought over.
Individualized education program is a written statement for a student with a disability that is developed, reviewed, and revised in accordance with the law of Education, the student’s diagnosis, learning abilities, and development. The program must include:
- a statement of the student’s present levels of academic achievement and functional performance, including how the student’s disability affects the involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled students);
- a statement of measurable annual goals, including academic and functional goals designed to meet the student’s needs that result from the disability to enable him/ her to be involved in and make progress in the general education curriculum; and meet each of the student’s other educational needs that result from the disability;
- for students with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;
- a description of how the student’s progress toward meeting the annual goals will be measured;
- a statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided
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to the student, and a statement of the program modifications or supports for university personnel that will be provided to enable the student to advance appropriately toward attaining the annual goals; to be involved in and make progress in the general education curriculum, and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other students with disabilities and nondisabled children in different activities;
- an explanation of the extent, if any, to which the student will not participate with nondisabled children in the regular class;
- a statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the student;
- the projected date for the beginning of the services and modifications, the anticipated frequency, location, and duration of those services and modifications.
The ideal variant is a resource center in the institution, which is like a mediator between the teachers and disabled students. The resource center staff’s main goal is to make education possible for the disabled students, to remove all the difficulties, and provide necessary educational and technical aid.
Service for students with disabilities serves by creating and fostering an о accessible learning environment. It aims to empower students with diverse needs by enhancing their self-awareness, self-determination and self-advocacy. The resource center should promote awareness of the needs of students with disabilities and encourage other students without disabilities to respect and care for each individual. The resource center specialists work closely with University staff, students, and families to create a safe environment for students to succeed academically and personally.
Confidentiality is extremely important in all matters pertaining to students with disabilities. Information regarding a student’s disability is only shared with other university personnel if there is a legitimate reason to do so and with the student’s written permission.
Hopefully, following the above mentioned requirement and rules the inclusive education can really become not just a beautiful phrase and dream but a true reality, helping thousands of disabled students become educated people and equal members of our society.
Литература:
1. [Электронный ресурс]. - Режим доступа: http://www.luc.edu/sswd/register.shtml
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документы/2974
3. [Электронный ресурс]. - Режим доступа: http://www.parentcenterhub.org/
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repository/keyterms-specialed/#iep
4. [Электронный ресурс]. - Режим доступа: http://www.unesco.org/new/en/
education/themes/strengthening-education-systems/inclusive-education/people-with-
disabilities/
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