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Business game “Inclusive education. Business game “Inclusive education” Test tasks for teachers on inclusive education

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St. Petersburg

METHODOLOGICAL PROJECT

INCLUSIVE EDUCATION

Thematic selection

methodologist of the technical department

Shchekaturova V.I.

Saint Petersburg

2012

Annotation

Name of teaching material	Inclusive education
Form of teaching material	Thematic selection
	Annotation Inclusion - methodological development RECOMMENDATIONS for teachers, but PDL will also be useful... - INCLUSION. COMMUNICATION - 10 general rules of etiquette - informational and methodological material References
	Intended for teaching assistants, methodologists, and other teaching staff. Introduces the features of inclusive education, the requirements for a teacher in such education, provides information for communicating with people with disabilities, and provides email addresses for a more complete independent acquaintance with inclusion.
Methodology for applying methodological material	Teachers can use materials from the thematic selection when preparing and conducting classes of any type.
Effectiveness of application of methodological material	These materials will help organize the lesson in accordance with modern requirements - the introduction of inclusive education, taking into account the individual personal characteristics of students.

State budget educational

Institution of additional education for children

Palace of Creativity for Children and Youth of Kolpinsky District

St. Petersburg

METHODOLOGICAL PROJECT

"new pedagogical education"

Direction: Health saving

Inclusion

Methodological development

methodologist of the technical department

Shchekaturova V.I.

Saint Petersburg

2012

INCLUSION

The following diagram will help you get an idea of the types of education and the meaning of inclusive education.

EDUCATION:

"REGULAR" (standard\special) –INTEGRATED– INCLUSIVE

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

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

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

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

The essence of inclusion is that the system of education and upbringing adapts to the child, and not the child to the system.Inclusive education is the recognition of a child's developmental characteristics and ability to learn, which is taught in a way that is most appropriate for each child.

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

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

This will allow healthy children to develop tolerance and responsibility.

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

In the process of inclusive education need to:

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

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

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

An educational institution with inclusive groups solves the following tasks:

creating a unified psychologically comfortable educational environment for children with different starting capabilities;
ensuring diagnosing the effectiveness of the processes of correction, adaptation and socialization of children with developmental disabilities at the stage of preschool education;
organizing a system of effective psychological and pedagogical support for the process of inclusive education through the interaction of diagnostic and advisory, correctional and developmental, treatment and preventive, social and labor areas of activity;
overcoming negative characteristics of the emotional and personal sphere through the inclusion of children in successful activities;
gradual increase in the child’s motivation based on his personal interest and through a conscious attitude towards positive activities;
protection and strengthening of the physical and mental health of children;
change in public consciousness in relation to children with special needs.

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

This is how Nikitina Marina Dmitrievna, head of the social and pedagogical department of the Municipal Budgetary Educational Institution for Additional Education of Children “Center for Children's Creativity” of the Zelenodolsk Municipal District, Republic of Tatarstan, describes the experience (Internet conference), but we are talking about preschoolers...

“...When recruiting children into groups where ordinary children study, we also include 1-2 children with disabilities (general speech underdevelopment, dysfunction of the musculoskeletal system, disorders of the emotional-volitional sphere, intellectual impairment, mental retardation). Admission of a child to inclusive groups occurs after an initial consultation with the parent. Consultation processdirected by an educational psychologist,providing initial psychological support.Based on the results of the consultationan individual development program is developed, directions for further training, types of assistance, and necessary correctional and developmental modules are determined.Each of the children isindividual lessons with psychologist, speech therapist, defectologist.The main goal of the work of these specialists is to prepare children with different starting capabilities, in accordance with age or level of development of skills and competencies. According to the level of child inclusion in the educational process conditionally indicate types of inclusion: spot, partial, complete.CDT services are the preparatory stage of admitting a child to an inclusive group. This type of inclusion can be called"spot inclusion"when a child is included in a group of peers only on holidays, briefly in games.

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

Option "full inclusion"- attendance by a child with disabilities of the age group in a full school day, independently or with accompaniment. The child attends all classes together with peers. In this case, tasks of varying difficulty levels, additional games and exercises are selected.

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

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

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

Model of transition to an inclusive education process

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

attend the same schools as their brothers, sisters and neighbors,
are in classes with children of the same age as them,
have individual learning goals that correspond to their needs and capabilities
are provided with the necessary support.

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

a team of like-minded people,
information about the transformation process,
preparation
and ongoing support.

Let's look briefly at these components.

A team of like-minded people. Educators can come together as a community based on shared values and the belief that students with developmental disabilities and typically developing students need to spend more time together in school, both in class and during play. Concerns most often concern ordinary schoolchildren: whether inclusion will hinder their progress. This issue has been carefully studied. The results of some studies show that the academic performance of ordinary schoolchildren under inclusion conditions does not suffer. Other studies find significant gains in academic achievement.

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

perception of an idea or initiation of a process,
implementing all necessary changes,
embodiment of an idea.

Participants in the transformation process need to be provided with information and training at the initial stage.They all need to feel like active agents in the change and decision-making process. It is also important for employees to know that the director is committed to the transformation and intends to support them as they learn and master new methods.

Preparation and ongoing support.Personnel development is one of the critical issues. It is recommended, for example, when switching to an inclusive form of training, to allocate for personnel development, especially at the first stage, an amount equal to that required to add one new employee to the staff. It is also recommended that the teaching staff decide for themselves what will be more effective - to hire a new employee who will try to meet the needs of the rest of the staff, or to use this money in some other way. As for staff training, its importance is very great. However, it is not worth conducting a full training course before staff have tried in practice what inclusion is. A certain part of the course should be rescheduled for as long as teachers need, so that, when faced with specific difficulties, they can more accurately determine what needs to be learned.

Working in an inclusive space places very high demands on the teacher’s personality:

You need to consciously perceive what is happening,
Be very responsible
You need to have knowledge from related specialties,
You must always be ready to discuss problems
Have the skills to resolve conflicts that inevitably arise, because the participants in the process are too different,
Be patient, flexible, adaptive, proactive and creative,
In their educational programs, teachers differentiate multi-level requirements for mastering the content of educational material: basic and minimally necessary (reduced). This makes it possible to individualize work with children with special needs.
In cases where children do not acquire the minimum required level of knowledge, the teacher independently determines an individual training program.
The teacher chooses interesting, accessible, personally and practice-oriented content of assignments, using various manuals and technical means to achieve goals.

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

individual approach
variable development environment.
variable methodological base of training and education.
modular organization of educational programs.
child's independent activity.
evaluate the child’s own progress, compare the child’s knowledge and skills not relative to some average norm, but evaluate his own efforts;
family-oriented support.

Equally important

work to improve the material and technical base of the institution to create conditions for inclusive education of children with disabilities;
carry out work on special (correctional) training and advanced training for teachers of educational institutions;
It is possible to introduce a distance learning form for disabled children studying individually at home.

State budget educational

Institution of additional education for children

Palace of Creativity for Children and Youth of Kolpinsky District

St. Petersburg

METHODOLOGICAL PROJECT

"new pedagogical education"

Direction: Health saving

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

Information and methodological material

methodologist of the technical department

Shchekaturova V.I.

Saint Petersburg

2012

school accommodations and modifications "fafilies and advocates partnershid for education

translation by E. Skachkova

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

Changing the methods of presenting information and modifications do not affect the results obtained during testing. For example, a blind student takes a test written in Braille. Some students need to remain alone while completing the task in a classroom isolated from external sounds.

A modification can be defined as some change to an assignment or test that changes the standard procedure for administering it, or a change in the level of knowledge required of a student with a disability. An example of a modification would be a student's partial completion of a general education program.

Necessary changes in the delivery of information and modifications must be included in the student's individual educational plan. These changes should be tailored to reflect the individual needs of students with special needs, and it is also important to seek students' views on what they need.

The following are some considerations regarding adjustments to...curriculums, possible lesson, classroom and assignment changes and possible behavioral expectations that need to be taken into account when teaching children with special educational needs.

Curriculum:

abbreviated tasks aimed at mastering key concepts;
abbreviated tests aimed at practicing the spelling of the most functional words;
alternative replacements for written tasks (modeling, drawing, panorama, etc.);
clear explanation of tasks, often repeated;
focusing on the task (for example, “When you read this chapter, you will be able to name three reasons for the Civil War”);
providing an alternative to lengthy written assignments (eg, write several short messages; present an oral presentation on a designated topic).

Class work

availability of individual rules for students;
assessing how the classroom is organized to meet student needs;
maintaining silence during intense activities;
absence of distracting objects (for example, mobile phones) in the classroom;
provision of a personal computer for performing written work;
proximity of students to the teacher;
use of the cabin for individual work;
availability of additional materials in the classroom (pencils, books;
using an alternative to crossword puzzles;
maintaining sufficient space between desks.

Training and assignments

using directions both orally and in writing;
step-by-step explanation of tasks;
sequential completion of tasks;
repeating instructions to students to complete the task;
provision of audio-visual technical training aids;
demonstration of a task already completed (for example, a solved mathematical problem;
proximity to students while explaining a task.

Change of activities

preparing students for a change in activity;
providing additional time to complete the task;
providing additional time to submit homework;
providing mobility assistance.

Written assignments

using exercise sheets that require minimal completion;
using exercises with missing words/sentences;
providing a student with disabilities with a copy of other students’ notes or teacher notes;
supplementing printed materials with videos and filmstrips;
providing students with printed copies of assignments written on the board;
permission to use a voice recorder to record student responses;

Knowledge assessment

use of an individual rating scale in accordance with success and effort expended;
daily assessment to achieve a quarter mark;
assessment of the work in the lesson of a student who does not cope well with test tasks;
focusing on good grades;
permission to redo a task that he failed;
evaluation of reworked works;
use of a system for assessing student achievements.

Tests

oral explanation of tasks;
training in working with test tasks (for example, allocating time to complete each section of the test);
providing students with a list of words with definitions;
unlimited time to complete the test;
conducting tests in a room without external stimuli (for example, in a library);
reading test materials to students and allowing oral responses;
dividing tests into sections on similar problems;
use of multiple choice, true/false tests;
allowing students to select and complete an individual project as an alternative to a test;
reporting student achievements instead of grades;
assessment of spelling separately from the content of the work;
provision of printed educational materials;
permission to take the test at home or using textbooks;
providing possible answers for tasks with missing words;
writing the first letter of the missing word.

Mathematics

permission to use a calculator;
grouping similar problems;
placing a small number of tasks on one sheet of exercises (for example, from 4 to 6 tasks per page);
using a small number of tasks to obtain a grade;
using large format sheets to indicate the problem in writing;
providing a table with math items for reference;
providing each student with a visual number series;
step-by-step presentation of problem tasks;
use of visual aids (pictures, graphs).

Additional information

marking assignments in textbooks;
providing feedback on each task;
using a ruler while reading to make it easier;
providing an overview of long-term assignments so that students know what is expected of them in completing the assignment;
orienting time-consuming tasks to step-by-step completion, with daily checks and frequent assessments;
the opportunity to present completed assignments in a small group before presenting to the whole class;
simultaneous distribution of exercise sheets;
sequential completion of the task, starting with the easiest part;
projection of images;
using auxiliary questions when taking the test;
practice of writing assignments in a notebook;
using arrows (in exercise sheets, on the board) to indicate connections between phenomena.

Behavior

organization of the school day;
assigning students to pairs to complete projects so that one student can set an example for the other;
designation of school rules that students must follow;
the use of non-verbal means of communication that reminds of these rules;
using rewards for students who follow rules (for example, praising a forgetful student for bringing pencils to class);
minimize penalties for non-compliance with rules; focus more on the positive than the negative;
drawing up individual behavioral intervention plans that are positively oriented and take into account the student’s skills and abilities;
providing students with the right to leave the classroom and seek privacy in a so-called “safe place” when circumstances require it;
development of a code system (words) that will make the student understand that his behavior is unacceptable at the moment;
ignoring minor behavioral violations.
developing interventions for unacceptable behavior that is unintentional;
knowledge of changes in behavior that would alert the need for medication or indicate fatigue in the student with a disability.

State budget educational

Institution of additional education for children

Palace of Creativity for Children and Youth of Kolpinsky District

St. Petersburg

METHODOLOGICAL PROJECT

"new pedagogical education"

Direction: Health saving

INCLUSION. COMMUNICATION -

10 general rules of etiquette

Information and methodological material

methodologist of the technical department

Shchekaturova V.I.

Saint Petersburg

2012

These rules are used by public service workers in the United States.
They were compiled by K. Meyer, US National Accessibility Center.

When you talk to a person with a disability, speak directly to them, and not to a chaperone or sign language interpreter who is present during the conversation.
When you are introduced to a disabled person, it is quite natural to shake his hand - even those who have difficulty moving their hand, or who use a prosthesis, may well shake their hand - right or left, which is completely acceptable.
When you meet with a person who has poor or no vision at all, be sure to identify yourself and the people who came with you. If you are having a general conversation in a group, do not forget to explain who you are currently addressing and identify yourself.
If you offer help, wait until it is accepted, and then ask what and how to do. If you don't understand, don't hesitate to ask again.
Treat disabled adults like adults. You can call people by name or by name only if you know each other well.
Leaning or hanging on someone's wheelchair is the same as leaning or hanging on the wheelchair owner. A wheelchair is part of the untouchable space of the person who uses it.
When talking to someone who has difficulty communicating, listen carefully. Be patient and wait for him to finish his sentence. Don't correct or finish speaking for him. Never pretend you understand if you don't.
When talking to someone who uses a wheelchair or crutches, position yourself so that your eyes and theirs are at the same level. It will be easier for you to talk, and your interlocutor will not need to throw back his head.
To get the attention of someone who is hard of hearing, wave your hand or pat them on the shoulder. Look him straight in the eyes and speak clearly, although keep in mind that not all people who are hard of hearing can read lips. When talking with those who can read lips, position yourself so that the light falls on you and you can be clearly seen, try to ensure that nothing (food, cigarettes, hands) interferes with you.
Don't be embarrassed if you accidentally say, "See you later," or, "Have you heard about this...?" to someone who cannot actually see or hear.

People who have difficulty moving

Don't think that having to use a wheelchair is a tragedy. This is a way of freer (if there are no barriers) movement. There are people who have not lost the ability to walk and can move with the help of crutches, canes, etc., but use a wheelchair to save energy and move faster. If your offer of help is accepted, ask what needs to be done and follow the instructions carefully.

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

Always make sure that the venues where the events are scheduled are accessible. Find out in advance what problems or barriers might arise and how they can be addressed.

If there are architectural barriers, warn about them so that the person has the opportunity to make decisions in advance. If your office, store or bank is equipped with a ramp, do not block it and do not forget to clear snow and crush ice on it in winter.

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

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

People with poor vision and blind people

Visual impairment has many degrees. Only about 10% of people are completely blind; the rest of the people have residual vision and can distinguish light and shadow, sometimes the color and outline of an object. Some have weak peripheral vision, others have weak direct vision with good peripheral vision. All this can be found out and taken into account when communicating.

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

If this is an important letter or document, you don’t need to let him touch it to convince you. However, do not replace reading with retelling. When a blind person must sign a document, be sure to read it. Disability does not relieve a person from the responsibility stipulated by the document.

When offering your assistance while moving, guide the person and walk the way you usually walk. There is no need to grab a blind person's hand - it helps him maintain balance.

Don't be offended if your help is rejected.

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

Use, if appropriate, phrases describing sound, smell, distance. Keep in mind, however, that not everyone likes this. Share what you see. "

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

Do not snatch or squeeze the person's cane.

Always address the person directly, even if they cannot see you, rather than their sighted companion.

Always identify yourself and introduce other interlocutors, as well as the rest of those present. If you want to shake hands, say so.

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

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

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

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

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

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

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

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

When going up or down stairs, lead the blind person perpendicular to them. When moving, do not make jerks or sudden movements. When accompanying a blind person, do not put your hands back - this is inconvenient.

People with hearing loss

There are very few people who are completely deaf. The degree of audibility varies - often people hear individual frequencies, many perceive a certain timbre. Impaired hearing is a big challenge for communication, but it is possible to find ways to communicate effectively.

When starting a conversation, grab the attention of your interlocutor. If his hearing allows, call him by name, if not, lightly put your hand on his shoulder or pat him - but not sharply.

If you need to attract the attention of a group of hearing-impaired people, turn the lights on and off, pausing. However, rapidly flashing lights will be associated with danger.

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

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

Some people can hear, but perceive certain sounds incorrectly. In this case, speak a little louder and more clearly, choosing the appropriate level.

In another case, you will only need to lower the pitch of your voice, since the person has lost the ability to perceive high frequencies.

Speak clearly and evenly. There is no need to overemphasize anything. There is also no need to shout, especially in your ear.

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

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

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

If you provide information that includes a number, a technical or other complex term, or an address, write it down, fax or email it, or in any other way, so that it can be clearly understood.

If you have difficulty communicating verbally, ask if texting would be easier. Don't say, "Okay, it doesn't matter..." Keep the messages simple.

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

Don't change the topic of conversation without warning. Use transition phrases like: “Okay, now we need to discuss...”

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

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

out of ten words, only three are read well;
You need to look the other person in the face and speak clearly and slowly, use simple phrases and avoid unimportant words. Do not try to pronounce words exaggeratedly clearly - this changes articulation and creates additional difficulties.
you need to use facial expressions, gestures, body movements if you want to emphasize or clarify the meaning of what was said.

Translator: the need for his participation depends on the situation and the people involved in the communication. The participation of a translator allows:

Improve the quality of communication and avoid misunderstandings; -
Avoid misunderstandings and dissatisfaction during conversations;
Save time;
Conversation participants express their thoughts more freely and richly.

Some tips when working with a translator:

The translator's job is to facilitate communication. When speaking, speak directly to the deaf interlocutor, and not to his interpreter. Don't say: “Ask him...”, “Tell her...”.
Following his professional ethics, the translator should translate everything, including those not related to your conversation, for example, comments and extraneous telephone conversations, and you do not want to ask the translator not to do this.

People with speech problems

Difficulties in speech can be very different - a weak voice, difficulty speaking, aphasia, in which a person has difficulty pronouncing individual words. The main thing is to be patient when talking to a person who has such problems.

Don't ignore someone who has difficulty speaking.

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

Look the other person in the face and maintain eye contact.

Do not think that difficulty speaking is an indicator of a person’s low level of intelligence.

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

Do not hesitate to ask again what you did not understand. If you still fail to understand, ask to pronounce the word at a slower pace, perhaps spelling it out.

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

Do not think that a person who has difficulty speaking cannot understand you.

If you have problems communicating, ask if your interlocutor would like to use another method - write, type. Offer other ways of communication - you can use notes, a computer, a “voice machine”.

People with developmental delays

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

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

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

When talking about tasks or a project, tell everything step by step. Give your interlocutor the opportunity to play out each step after the explanation. Use illustrations or photographs if necessary. Be prepared to repeat several times. Don't give up if you weren't understood the first time.

Assume that an adult with a developmental delay has experiences just like any adult. Treat them like an adult and discuss with them things that you usually talk about with other people - the latest news, weather, weekend plans, etc.

Remember that people with developmental delays have legal capacity and can sign documents, contracts, vote, consent to medical care, etc.

Some people with developmental delays strive to please others and say what they think they want to hear. Therefore, in order to obtain reliable information, ask questions on the topic that interests you several times, paraphrasing them somewhat.

People with learning difficulties

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

Problems with text comprehension (dyslexia);
Inability to perform manual labor
Inability to perceive information auditorily (or visually);
Straightforward, inflexible perception.

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

People with psychiatric problems

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

One should not think that people with mental disorders necessarily need additional help and special treatment.

Treat people with mental disabilities as individuals. There is no need to draw premature conclusions based on your experience with other people with the same form of disability. It should not be assumed that people with mental disorders are more prone to violence than others. This is a myth. If you are friendly, they will feel relaxed.

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

It is not true that people with mental health problems cannot sign documents or consent to treatment. They are usually recognized as legally competent.

It is not true that people with mental disorders have problems understanding or have lower intelligence levels than most people.

It is not true that people with mental disorders are unable to work. They may perform a variety of duties that require specific skills and abilities.

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

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

Do not speak harshly to a person with mental disorders.

People with hyperkinesis (spasticity)

Hyperkinesis is an involuntary movement of the body or limbs that usually occurs in people with cerebral palsy (CP) and can also occur in people with spinal cord damage.

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

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

Offer help in a discreet way without attracting everyone's attention.

Before you sit down at the table with someone who can't use their hands, ask them what type of table setting is comfortable for them. He may need a straw, a deep or, conversely, a shallow plate, a low or high cup, and so on.

If in a store a person who cannot use his hands asks you to take out his wallet and pay or put purchases in his bag, do not be afraid to comply with this request. However, you don’t have to pay for it. The same thing applies if you are asked to dial a telephone number - in this case it is absolutely not necessary to insert your calling card into the machine.

When entering a bus (trolleybus, tram), before offering your help, ask if it is needed - for some people, the help of strangers just gets in the way.

Don’t be afraid to contradict a person with hyperkinesis for fear of agitating him. The “just don’t worry”, “okay” attitude will lead to loss of time and nerves. Calmly present your arguments, even if you see that your interlocutor is nervous.

Short people

There are about 200 reasons that lead to impaired human growth. Very often, short people are underestimated, perceived as children.

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

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

HIV-infected people

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

Don't be afraid of contracting AIDS from touching it. Therefore, you may well shake hands with an HIV-infected person.

A person infected with HIV can very easily catch any infection, so if you feel that you are getting sick, do not put him at risk. Therefore, you must definitely warn about this.

If you are open-minded towards someone living with HIV, let them know that you accept and value them.

References:

S. Kerne “Integration into society of people with special needs” Report presented at the First Moscow International Conference on the Problems of Down Syndrome and Help for People with Mental Disabilities 1995, Moscow
S. Ramon “Social exclusion and social inclusion”, Comp. S. Ramon and V. Schmidt. Moscow Higher School of Social and Economic Sciences. Reader for the course Social exclusion in education. - M., 2003
T. Booth “The Politics of Inclusion and Exclusion in England: In Whose Hands is Control Concentrated?” Comp. S. Ramon and V. Schmidt. Moscow Higher School of Social and Economic Sciences. Reader for the course Social exclusion in education. - M., 2003
Test for final certification (credit) for the course “Inclusive Education”

1. Select the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
2. Select the correct answer: Inclusion is:

A) form of cooperation;

B) a special case of integration;

B) behavior style.

3. Select the correct answer: There are two types of integration:
B) passive and creative,
4. Select the correct answer: Inclusion, that is, “inclusive education”, which includes

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

A) group integration,

B) educational integration,

B) communication.

5. Select the correct answer: Social integration must be ensured:

A) to all children without exception with developmental disabilities,

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

B) children studying only in special institutions.

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

works of a domestic scientist:
7. Select the correct answer: The first country in the field of introducing inclusive education into pedagogical practice was:
8. Choose the correct answer: In the 70s. XX century in Western countries and Eastern Europe, the first pretense, closure of correctional institutions is observed, due to:

A) absence of children with disabilities,

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

B) teaching children with disabilities at home.

9. Select the correct answer: In Russia, the first experimental experience of joint education for children with developmental disabilities appears in:
10. Select the correct answer: In Russia, the first experimental experiment in joint education of children with normal and developmental disorders involved preschool children with disorders:
B) intelligence,
11. Choose the correct answer: In the conditions of “inclusive education”, a child with disabilities is faced with the need to master the state language. educational standard on par with normally developing children therefore:

A) inclusion cannot be widespread,

B) inclusion must be widespread,

12. Select the correct answer: In accordance with the principles of the domestic concept of integrated education, it can be argued that inclusive education is most suitable for:
B) children with intellectual disabilities,
13. Select the correct answer: Which of the following principles does not apply to the principles of domestic (inclusive) education:

A) integration through early correction;

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

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

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

13. Select the correct answer: building between educational institutions of different levels, types and interactions, which ensures the choice and predictability of the individual educational route of a child with disabilities, builds a complementary system of psychological and pedagogical
support for the education of a child and his family is called:
B) inclusive educational horizon,
G)

14. Select the correct answer: At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:
B ) preschool institutions,
15. Select the correct answer: The final level of the inclusive vertical is the stage:

A)career guidance for school leavers with disabilities health in the field of emerging professional interests and choices,

B) support with comprehensive psychological and pedagogical diagnostics and correctional assistance for adaptation among healthy peers,

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

16. Select the correct answer: Creating a system of polysubject interaction involves creating:

A) inclusive horizontal,

B) inclusive vertical.

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

A) youth,

B) early childhood,

B) primary school age.

18. Select the correct answer: The continuous vertical of inclusive education is implemented subject to the following conditions: a child who finds himself in an integrative environment at an early age should not be deprived of the company of ordinary peers at any stage of his growing up. Select condition name:
B) walking distance,
19. Select the correct answer: Determine what condition of the continuous vertical of inclusive education we are talking about: all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and in terms of species diversity; information about child development at each educational stage
vertical will be recorded in his individual map (“development map”).

A) continuity,

B) professional competence,

B) walking distance.

20. Select the correct answer: The approach that assumes that disabled students communicate with peers on holidays and in various leisure programs is called:
B) integration;
21. Select the correct answer: According to the concept of the Federal State Educational Standard, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation! present and future.

A) component of “life competence”,

B) “academic” component.

22. Select the correct answer: In the Federal State Educational Standard it is highlighted educational areas:

B) 4

23. Select the correct answer: Determine which of the educational areas of the Federal State Educational Standard we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interaction with close and distant social surroundings:

A) natural science,

B) art,

IN)

Natalya Korshunova
Business game “Inclusive education”

Target: increasing the psychological and pedagogical competence of teachers on the problem inclusive education.

Equipment: Board, chalk, sheets of paper, pens,

Progress of the business game:

1. Dear teachers, today I want to tell you a parable called "Dare to try"

Target: identifying your capabilities.

"The king proposed a test to his courtiers in order to choose from them one worthy for an important post at court. Many strong and wise people gathered around him. He let everyone down gathered to a door in a distant corner of the garden. The door was huge and seemed to have grown deep into the ground. “Which of you can open this stone mass?”- asked the king. One by one his courtiers came forward, looked appraisingly at the door, and said "No" and walked away. Others, hearing what their predecessors were saying, did not dare to take the test at all. Only one vizier approached the door, looked at it carefully, touched it with his hands, tried many ways to move it and finally pulled it with a strong tug. And the door opened. It was left loosely covered, and all that was needed was the desire to realize this and the courage to act decisively. King said: “You will receive a post at court because you did not rely only on what you saw and heard, you put your own powers into action and dared to try.”

Why did other applicants refuse the opportunity to try to open? (answers)

What character traits characterize the last contender? (answers)

“It often happens that a person perceives a situation, relying on his feelings, he comprehends what he feels (seen) and it seems to him that he can realistically evaluate it and draw the right conclusions. However, it often happens that feelings deceive people and then they are not able to draw correct logical conclusions. How then? The answer is simple - you need to try to check your feelings and the correctness of your conclusions. Philosophical definition “Practice is the criterion of truth”.

As a result of the influence of many unfavorable factors over the past 2 decades, the number of children with various forms of mental and somatic development disorders has sharply increased (slide 2 - definition of disabilities, disabled person)

According to statistics, today in Russia there are more than 2 million children with disabilities (8% of the entire child population, of which about 700 thousand are children with disabilities. The number of this category of children is growing every year.

Also, in recent years there has been a new trend - parents do not want to send their children to closed boarding institutions (do not have the opportunity) and raise them in a family, placing them in general education schools and kindergartens. And this desire of the parents is enshrined in law.

One of the priority goals of Russian social policy is modernization education towards increasing accessibility and quality for all categories of citizens. In this regard, the company’s order for inclusive education.

The basis inclusive education is based on the ideology, which excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special needs educational needs. Ensuring the realization of the right of children with disabilities to education is one of the most important tasks of state policy in the field education.

On the slide you see the definition concepts: a child with disabilities and a disabled child. Colleagues, tell me, can a child with disabilities be disabled at the same time and vice versa? (answers)

Children with disabilities are not disabled until they are recognized as such by the federal state institution of medical and social examination (ITU) So way, a child with disabilities can simultaneously be disabled. Conversely, a disabled child may not be considered a student with disabilities.

One of the first ideas about inclusion was simple"movement" students from specialized schools and kindergartens to schools at their place of residence or from special classes - to classes, groups general education. (on a blackboard with chalk). However, as practice shows, this is not enough to increase the level of social adaptation and, even more so, improve the level education for children with disabilities. And often leads to disruption educational process for all children.

A question arises, or rather many questions: Are teachers, specialists, preschool leaders ready? educational institutions to work in new ways and how to ensure that education has the quality of children with disabilities improved?

Therefore, colleagues, first let’s talk to you about the problems that directly concern each of us.

2. Exercise

Target: identifying problems associated with implementation inclusive education.

Teachers, I suggest you take turns contact to each other with words “What are you sad about, Madam?” in response, the teacher must answer “And I’m sad, Madam, that.” and name the problem associated with implementation inclusive education, which especially worries him. Let me start (I briefly write down the problems on the board while everyone is talking).

Dear teachers, you all see that problems exist and there are a lot of them. I propose to identify them again (please list someone).

Now I propose to get acquainted with the experience of colleagues implementing inclusive education in your educational institution. Remember the philosophical definition “Practice is the criterion of truth”(video).

3. Exercise "Sinquain"

Target: to intensify the cognitive activity of teachers.

To cope with our difficulties, we need to go deeper understand the concept« Inclusive education» . To do this, I suggest you create a syncwine for the concept « Inclusive education» . You all know what the word is "syncwine" comes from the French word "five" and means "a poem consisting of five lines".

(Work in groups. Each group reads out its own versions of the syncwine).

1. Noun 1 word (title).

2. Adjectives (2 words).

3. Verbs (3 words).

5. One word - noun (resume).

4. Exercise "I am a designer"

Target: determination of the main directions of work of the teaching staff in connection with the implementation inclusive education into the practice of a preschool institution.

Watching an excerpt from an animated film "Flower - seven-flowered".

Colleagues, what method did the girl use to make the boy healthy? (answers)

I propose to determine the main directions in the work of our team. In front of each group is a colored petal, symbolizing one of the directions in the work. Select one from the options provided.

(after work, each group voices one of the selected areas of work)

Resources:

Business game game for preschool teachers“We study the Federal State Educational Standards of preschool education» Kudasova O. V.

INCLUSIVE EDUCATION
Every child is special, there is no doubt about it. And yet there are children who are described as “special” not in order to emphasize the uniqueness of their abilities, but in order to indicate the special needs that distinguish them. Currently, there is an urgent need to understand their problems, respect and recognition of their rights to preschool education, the desire and willingness to include them in the children's community, and not hide them behind the walls of a special institution or leave them at home, sitting by the window and watching their peers.
The family of a child with disabilities is faced with the problem of access to educational services and the possibility of full participation in society. The creation of inclusive kindergartens guarantees increased accessibility and quality of educational services for all categories of children of early and preschool age, as well as their parents.
Inclusive(French inclusif - including, from Latin include - I conclude, include) or included education is a term used to describe the process of teaching children with special needs in general education institutions. Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special needs. Inclusive education is the process of development of general education, which implies the accessibility of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.
Eight principles of inclusive education:
The inclusive education system includes educational institutions of preschool, secondary, vocational and higher education. Its goal is to create a barrier-free environment in the education and training of people with disabilities. This set of measures involves both technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at developing their interaction with people with disabilities. In addition, there are special programs aimed at facilitating the process of adaptation of children with disabilities in a preschool educational institution.
World practice of inclusive education
Abroad, since the 1970s, a package of regulations has been being developed and implemented to promote the expansion of educational opportunities for people with disabilities. In modern educational policy in the USA and Europe, several approaches have been developed, including: widening participation, mainstreaming, integration, inclusion, i.e. inclusion. Mainstreaming assumes that students with disabilities communicate with peers on holidays and in various leisure programs. Integration means bringing the needs of children with mental and physical disabilities into line with an education system that remains largely unchanged and is not tailored to them. Inclusion, or inclusion, reform of kindergartens and schools, redevelopment of educational premises so that they meet the needs and requirements of all children without exception.
In the 1990s. In the USA and European countries, a number of publications were published on the problem of self-organization of parents of disabled children, social activism of adults with disabilities and defenders of their rights, which contributed to the popularization of the ideas of inclusive education.
Studies on the cost-effectiveness of inclusive education conducted in the 1980s and 1990s. and demonstrate the benefits of integrated education in terms of benefits, benefits, achievements.
Today, in most Western countries, there is some consensus regarding the importance of the inclusion of children with disabilities. State and municipal kindergartens and schools receive budget funding for children with special needs, and, accordingly, are interested in increasing the number of students officially registered as disabled. Provisions on inclusive education are included in the UN Convention on the Rights of Persons with Disabilities, approved by the UN General Assembly on December 13, 2006.
The most common questions.
Many parents are suspicious and wary of inclusive education. They ask the same questions:
A special child may well communicate successfully in kindergarten, finish school, go to college and get a profession, but this is much more difficult for him than for an ordinary child. We cannot know in advance whether a special child will be able to develop to such an extent that others would consider him “like everyone else.” But we can and must give him a chance! The child goes to kindergarten, i.e. lives like most preschoolers, and all this is valuable in itself.
In kindergarten, there are educational classes, discipline, it will be very difficult for a “special” child. And I don’t see the benefit of my child communicating with the “special one”?
Often, special children are intellectually quite capable of coping with the program. It is more difficult for them to learn to interact and communicate. For preschoolers, it makes no difference whether a peer is special in front of them or not. They interact, help, play with “special children” as well as with ordinary ones. During our work, we have become convinced that the attitude of children to each other’s characteristics depends to a large extent on the attitude of adults to the characteristics of children.
Later in school, “special children” have a greater chance of not being bullied by other children. And ordinary children will be kinder, they will have a more developed sense of compassion. They will not mock, they will always be ready to help.
The teacher pays more attention to “special” children, spends more time on them, as a result, normal children suffer, they receive less attention and knowledge.
There should not be more than 1-2 special children in a group, then this experience will only be useful for the rest, it all depends on the position of the teacher. Along with this, in our kindergarten, a volunteer or psychologist is assigned to “special” children. In addition to the teacher, there is always a person who is ready to come to the aid of the “special” child.
Does living together with problematic “special” children have a negative impact on ordinary children?
The child will grow up, and he will have to meet all sorts of children and adults, and he must be able to communicate with them. When leaving kindergarten for school, he must take away not only basic knowledge, but also social skills of communication and interaction with people. There are more and more problem children, so the average child will meet them in any school. Finally, our country saw this problem and began to solve it, and not pretend that the problem does not exist.
If we were unable to convince you of the importance of inclusive education, and you still have questions, we will be happy to answer them.

Business game “Inclusive education. Business game “Inclusive education” Test tasks for teachers on inclusive education

Preview:

Progress of the business game: