Development of an inclusive culture within the framework of interaction between family and preschool educational institutions. L.v
In recent years, issues of inclusive education have become increasingly important in the Russian education system. The spread of the process of inclusive education not only reflects the trends of modern times, but also contributes to the realization of the rights of children with disabilities (hereinafter referred to as disabilities) to education. Regardless of social status, physical and mental abilities, properly organized education in conditions of inclusion gives every child the opportunity to satisfy the need to receive an education adequate to the level of his development.
Inclusion is becoming a reality of the educational process in Russia. The accessibility of quality education is emphasized in the draft Federal State Educational Standard for General Education. It notes the need to build the educational process taking into account the individual age and psychophysiological characteristics of students, to create special conditions for the education and upbringing of children with disabilities and disabled people.
Problems and prospects associated with inclusive education are actively discussed by both psychologists and teachers. This is confirmed by numerous scientific publications in domestic science (S.V. Alyokhina, T.V. Volosovets, E.N. Kutepova, N.N. Malofeev, I.I. Loshakova, E.R. Yarskaya-Smirnova, I. V. Zadorin, V. I. Mikhalyuk, E. Yu. Kolesnikova, E. M. Novikova, A. S. Fedorov) and foreign (Ferguson D. L., Meyer G., Jeanchild L., Juniper L.).
UNESCO has given the most universal definition of inclusive education as a holistic phenomenon that presupposes equal access to quality education for all children without exception. It is based, in our opinion, on humanism, the development of intelligence and creative abilities, the balance of intellectual, ethnic, emotional and physiological components of the individual.
The organization of inclusive education consists not only in creating technical conditions for unhindered access of children with disabilities to general education institutions, but also in understanding by normally developing children and their parents the importance of the participation of children with disabilities in the general educational process. The success of implementing inclusive practices largely depends on the culture of attitude of subjects of the educational process towards children with disabilities, on the readiness of teachers and parents for joint interaction. For an effective educational process at school, it is necessary to organize high-quality psychological and pedagogical support for families raising children with disabilities, as well as create a special moral and psychological climate in teaching and student teams. In an inclusive school, it is very important that children, parents, and school specialists are, first of all, partners. The need to work with parents in this case is irrefutable.
Joint educational activities of school and family are created by the purposeful, systematic work of school specialists, which meets modern requirements for an educational institution: scientific validity, responsibility and interest in the results of family education, purposefulness and systematic formation of the pedagogical culture of parents.
In the work of the teacher to establish contacts with the family, the following points must be taken into account:
The joint activities of the school and the family should be based on actions and activities aimed at strengthening and enhancing the role of parents;
Trust in the educational capabilities of parents, increasing their level
pedagogical culture and activity in education;
Pedagogical tact, inadmissibility of rude interference in family life;
Reliance on the positive qualities of the child, on the strengths of family upbringing.
Positive results largely depend on the active participation of parents in the educational process, which should be based on organized cooperation between a specialist and parents.
Often, the inclusion of children with disabilities into society is one of the most important tasks for their parents. When educating children in conditions of inclusion, parents see the need for education at school not so much for their children to gain new knowledge, but for socialization in society and among their peers.
However, within the framework of inclusive education, the school’s tasks are much broader:
‒ create a unified psychologically comfortable educational environment for children with different abilities to acquire knowledge;
‒ diagnose the effectiveness of the educational process and socialization of children with disabilities at the time of schooling;
‒ realize the effectiveness of psychological and pedagogical support for the process of inclusive practice through the interaction of such areas of activity as diagnostic and advisory, correctional and developmental and social and labor;
‒ help overcome possible disturbances in the emotional and personal sphere by including children with disabilities in successful activities;
- gradually increase the child’s motivation based on his personal interest and through a conscious attitude towards positive activities;
- protect and strengthen the physical and mental health of children;
‒ ensure social and labor adaptation of schoolchildren with disabilities;
‒ contribute to a change in public consciousness in relation to children with disabilities.
The implementation of the last task in the process of organizing inclusive education is quite urgent since many parents of normally developing peers do not want to educate their children together with children with developmental disabilities. Parents believe that a child with disabilities can harm their child’s health; that with joint education, the entire educational process will be negative in nature and significantly less time will be devoted to healthy children. However, parents of healthy children do not deny the possibility of creating special correctional classes in regular schools, integration activities through joint holidays and walks, and joint communication after classes in clubs and sections. .
Therefore, parent education occupies an important place in the work of the school. This is carried out through the participation of parents in parent-teacher meetings, individual and group consultations, and the design of stands. These forms of pedagogical education help to form a tolerant attitude towards children with disabilities and to properly organize communication with them. At the same time, education of parents of students with disabilities also takes place through individual and group counseling, parent meetings, etc. The only difference is that all work with parents raising children with disabilities is aimed at overcoming their social helplessness. The goals of this work can be achieved by increasing pedagogical competence, learning skills of interaction and communication with your child, performing tasks together, as well as by communicating with other parents as part of group work. Thanks to this, parents accept and more confidently bear responsibility for the upbringing and development of their child.
Accordingly, when organizing the work of a school with a family, it is necessary to involve parents in the educational process as active participants through teaching them how to interact with children and organizing joint activities; help change parenting attitudes and equip parents with positive ways of communication; promote the formation of educational competence in parents by enriching their pedagogical and defectological knowledge; create conditions for parents to interact with each other in order to expand the social space of families.
Undoubtedly, an inclusive educational environment is formed by qualified school specialists - the team, but an important role also belongs to parents participating in cooperation. The inclusion process takes place in the context of the implementation of individual correctional and developmental programs for children with disabilities. Parents may be given the opportunity to participate in the development, coordination, approval of an individual program for their child, and discussion of the child’s problems within the framework of a psychological, medical and pedagogical consultation.
To identify the dynamics of development, determine the compliance of the selected forms and methods of teaching with the level of development of a student with disabilities in the conditions of an inclusive process, school specialists systematically conduct a correlative analysis of the formation of recent knowledge, abilities, skills and psychophysical development. This work allows us to draw certain conclusions: 1) with inclusive education, going through stages of correctional and developmental activities accompanied by specialists increases the activity and competence of parents in interacting with the child; 2) parents need to develop an awareness that their active actions, responsibility and involvement in support are an important condition for the development of the child; 3) as a result of the work, there is a positive trend in parents’ ideas about the child’s potential, and there is an increase in parents’ competence in providing appropriate assistance to their child; 4) the results obtained allow further work to be carried out in the right direction to form and increase the level of competence of parents in their productive interaction both with their child and with the school staff as a whole.
However, with all the positive things that inclusive education brings, there are a number of problems in its organization. In addition to the unresolved regulatory, legal and financial issues of organizing inclusive practice, the shortage of qualified personnel, there are still no technologies for involving parents in the process of inclusion that take into account the peculiarities of raising children in families raising children with disabilities and their peers with a normative rate of development.
Thus, families raising children with disabilities require targeted professional help. In the context of inclusive education, it is necessary to work to develop an active life position among parents in overcoming the difficulties of the child’s development and communicating with him; improve the legal and pedagogical competence of parents; organize joint activities of the school and parents to improve the health of children; to help optimize the relationship between a family raising a child with disabilities and society. Only productive interaction between school and family will contribute to the restoration of the psychophysical and social status of a child with disabilities, his achievement of material independence and social adaptation.
Aktobe region
Kargaly district
State Institution "Borodinovo Secondary School - Kindergarten"
Almysheva Zhamilya Salemgireevna, social teacher
Forms of work with parents in inclusive education
To make life easy
with every person, think about
what connects you, not what
disconnects you from him.
L.N. Tolstoy.
In modern education, more and more attention is paid to the issues of teaching children with special educational needs. In recent decades, society’s attitude towards a person with disabilities has begun to change dramatically, recognizing him as an equal and worthy member of society, but still having his own additional problems.
An inclusive approach involves understanding the diverse educational needs of children and providing services that meet those needs through greater participation in the educational process, community involvement and the elimination of discrimination in education.Inclusive education refers to the creation of conditions for joint learning of children with disabilities and their healthy peers.
With the appearance of a child with ODD in a family, material, financial, and housing problems increase. The psychological climate in the family depends on interpersonal relationships, the moral and psychological resources of parents and relatives, as well as on the material and living conditions of the family, which determines the conditions of education, training and medical and social rehabilitation.
There are 3 types of families based on the reaction of parents to the appearance of a disabled child: with a passive reaction associated with a misunderstanding of the existing problem; with a hyperactive reaction; with an average rational position.
In his work, a social worker must rely on the positions of the 3rd type of family.
The appearance of a child with ODD in a family is always a severe psychological stress for all family members. Often family relationships weaken, constant anxiety for a sick child, a feeling of confusion, depression are the reasons for the breakdown of the family, and only in a small percentage of cases the family unites. Often such a family experiences a negative attitude from others. Society does not always correctly understand the problems of such families, and only a small percentage of them feel the support of others.
One of the effective ways to provide assistance to a family raising a child with disabilities is a “parents’ club.” The Parents' Club, as an association of parents raising a child with special needs, sets itself the following objectives:
formation of an adequate perception by parents of their child;
creating a favorable microclimate in the family to maximize the development of the child’s personal, creative and social resources;
formation of partnerships between parents and educational institutions;
individual consultations on child development issues;
organization of outdoor events: visits to theaters, museums, exhibitions, trips out of town, etc.;
educational seminars, etc.
The development of a child with ODD largely depends on family well-being, the participation of parents in his physical and spiritual development, and a variety of educational influences. Such a child requires special care and those around him must show tolerance.
Families choose inclusive schools so that their children can increase their exposure to typically developing peers and have the opportunity to interact with other parents and teachers. The high positive assessment on the part of school teachers of the family’s efforts in raising a child with disabilities serves to develop mechanisms for effective cooperation between family and school. For this, first of all, emotional contact, trust, respect and acceptance, support of parents and consideration of their opinions are necessary.
Advisory, preventive and educational work with families is based on the idea of cooperation, increasing their educational capabilities, and establishing harmonious parent-child relationships. The objectives of this work are to change the psychological attitudes of parents on the role of the family in the educational process; changing the style of relationship with the child; wider use of family teaching opportunities. In addition, social work involves familiarizing students and parents with their rights and responsibilities, legislative documents, as well as informing about public and government organizations related to persons with disabilities.
Teachers provide specific practical assistance to families raising children with ODD when registering a disability and purchasing special means for teaching children (tiplo- and hearing aids). In other words, the teacher serves as a link between children and adults, provides an atmosphere of socio-psychological favorableness in the educational institution, and attracts parents and the public to organize and conduct socially significant events.
Children with ODD are part of our society. Indifference and cruelty towards people with disabilities lead to the spiritual degradation of the entire society. It should be remembered that harmoniously organized work of teachers of educational institutions with families with children with ODD is a guarantee of the success of the educational and educational process.
Ph.D. psycho. sciences,
educational psychologist
GBOU TsPMSS "Butovo"
What parents need to know about inclusive education
(from the experience of holding parent meetings
in inclusive classes of GBOU secondary school No. 000)
Inclusive education is a term used to describe the process of teaching children with special needs in general education (mainstream) schools. Inclusion is an approach and philosophy that encourages all students to have greater opportunities, both socially and academically, to ensure that every student feels accepted, that their abilities and needs are considered and valued. Inclusive education is based on an ideology that excludes any discrimination against children, ensures equal treatment of all people, but creates special conditions for children with special educational needs. All efforts towards inclusive education are based on legal ideology. The most central principles in the UN Convention on the Rights of the Child are the development of every child. It is important to highlight that if Article 23 is aimed at protecting the rights of children with special needs, then all other articles apply equally to both ordinary children and children with special needs. UNESCO stands for support for Equal Opportunities for People with Disabilities. An inclusive approach benefits all students as it makes education more individualized. Inclusion takes into account the diversity of students and tailors curriculum and goals to their abilities and needs. When a teacher plans his lesson using this strategy, he does not need to lower the bar, he needs to take into account all the characteristics of his students. An individual approach to the child’s characteristics can help avoid wasted effort, money and frustration, which are too often a consequence of the habit of “equalizing everyone with the same brush” in education. Experience shows that an individualized approach to a child reduces the number of repeaters and dropouts while simultaneously ensuring higher average scores. In this process, the role of a teacher, psychologist, and special educators is important, who bring their experience and knowledge so that every child can learn with the greatest benefit for themselves. Inclusive schools create people-centred communities that respect difference and human dignity.
Research shows that quite strong and long-lasting friendships develop between ordinary children and children with disabilities in inclusive classes. This friendship will help them be more accepting of diversity. Students feel more comfortable and are not afraid to interact with people who are different from them. An inclusive classroom is a place where children with and without disabilities are in an atmosphere of kindness, fairness and tolerance.
One of the most important tasks of teachers, psychologists and other school employees is to teach others (family members, parents of other children, the entire social environment) to accept, respect people with disabilities, treat them kindly, provide them with equal opportunities and appreciate the abilities of these people, create a system for them support. It is known that for children of primary school age the role of an adult is important. Therefore, the way parents and teachers treat children with special needs is how the child will (most likely) treat disabled people.
In order to optimize communication with people with disabilities, you should know 10 general rules of etiquette, compiled by K. Meyer (US National Center for Accessibility):
1. 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, can shake their hand (right or left), which is completely acceptable.
2. Treat children with disabilities by their first name and teenagers and older as adults.
3. When you talk to a disabled person, address him directly, and not to the accompanying person or sign language interpreter who is present during the conversation.
4. When talking to a person who has difficulty communicating, listen carefully. Be patient and wait for him to finish his sentence. Don't correct or finish speaking for him. Do not hesitate to ask again if you do not understand your interlocutor.
5. When speaking 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.
6. To attract the attention of a person who is hard of hearing, wave your hand or pat him on the shoulder. Make eye contact and speak clearly, although keep in mind that not all people who are hard of hearing can read lips. When talking to those who can read lips, position yourself so that the light falls on you and you can be clearly seen. Try not to let anything interfere or obscure you.
7. 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.
8. 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.
9. 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.
10. Leaning or hanging from someone's wheelchair is the same as leaning or hanging from the wheelchair owner. A wheelchair is part of the untouchable space of the person who uses it.
It is also necessary to familiarize yourself with the DECLARATION OF INDEPENDENCE OF THE DISABLED PERSON (Normann KUNK, American activist for the rights of the disabled):
Don't see my disability as a problem.
Do not treat me as a patient, as I am simply your fellow countryman.
Don't try to change me. You don't have the right to do this.
Don't try to lead me. I have the right to my own life, like any person.
Don't support me, I'm not as weak as I think.
Don't teach me to be submissive, humble and polite. Don't do me a favor.
Recognize that the real problem people with disabilities face is their social devaluation and oppression, and prejudice against them.
Please support me so that I can contribute to society to the best of my ability.
Help me know what I want.
Be someone who cares, takes the time, and who doesn't fight to do better.
Be with me even when we fight each other.
Don't help me when I don't need it, if it gives you pleasure.
Don't admire me. The desire to live a fulfilling life is not admirable.
Get to know me better. We can be friends.
Be allies in the fight against those who use me for their own gratification.
Let's respect each other. After all, respect presupposes equality. Listen, support and act.
Mastering these rules of etiquette and the Declaration of Independence of a disabled person contributes to the formation of tolerance, humane attitude and adequate attitudes in communicating with disabled people; they help to behave correctly and not feel awkward and constrained.
I would like to note that GBOU Secondary School No. 000 provides educational services to children with disabilities. The school is being restructured in accordance with the needs of such children. Such comprehensive schools are the most effective method of combating discrimination in education, a tool for building a truly inclusive society and providing education for all children.
In conclusion, it should be emphasized:
1. A child with special needs has the same needs for all children.
2. A child with disabilities is, first of all, a child. And he must lead a life as close to normal as possible.
3. The best place for a child is his home, and the duty of local authorities is to ensure that children with disabilities are raised in families.
4. All children can learn, and everyone should be given the opportunity to receive an education, no matter how severe the developmental disabilities. (Basic provisions of the Concept of Normalization, which is reflected in the legislation of individual countries and the most important UN documents).
Education is the foundation on which individuals and nations build their future.
Inclusive schools contribute to the well-being of the global community by creating conditions for the coexistence of different cultures that ensure that future generations live in a safer, more prosperous and environmentally protected world, leading to social, economic and cultural progress, tolerance and international cooperation.
Bibliography
1. UN Convention on the Rights of the Child (1989)
http://www. un. org/russian/documen/convents/childcon. htm
2. Salamanca Declaration of Principles, Policies and Practices in the Education of Persons with Special Needs (1994)
http://www. *****/docs/salamanka. pdf
3. UN Convention on the Rights of Persons with Disabilities (2006)
http://www. un. org/russian/documen/convents/disability. html
4. Development of inclusive education: collection of materials. M., Regional public organization of disabled people “Perspective”, 2007.
5. “Social work with disabled people.” M., Institute of Social Work, 1996.
"Modern family and inclusive education"
When accompanying a family raising a child with disabilities, in the context of inclusive education, it is necessary to work to develop an active life position in parents in overcoming difficulties in the child’s development and communication with him.
Purpose such work with family is:
- teach parents to perceive their own child with disabilities as a person with hidden capabilities;
- assistance to close adults in creating a family environment that is comfortable for the child’s development;
- providing assistance in finding spiritual support;
- create conditions for the active participation of parents in the upbringing and education of the child;
- assistance in finding adequate ways to overcome difficulties, hidden resources;
- formation of adequate relationships between adults and their children;
- providing information support;
- creation of programs for joint activities of teachers, children and their parents;
- presence of parents in classes, routine moments at a time convenient for them.
Directions, forms and methods are acceptable for working with families.
Areas of work:
Direction | Notes |
|
Educational |
| This direction is based on the use of a pedagogical model of family assistance. |
Psychological |
| Providing support in conjunction with a psychologist becomes most effective |
Intermediary |
|
Working methods:
Method | |
Belief | Helps reassure parents of the consequences of their antisocial behavior. Using this method, you can ensure that parents themselves begin to look for a way out of the current situation. |
Observation | Helps to collect more material for organizing educational work in the family. The teacher observes the child’s communication, his behavior in the family, at school, in class, with peers, and his leisure activities. |
Conversation | One of the most common methods when working with parents, which allows you to find out in a confidential environment the causes of problems in the family and outline ways to solve them. |
Forms of work:
Form | |
working with a specific family |
|
Direct |
|
Indirect |
|
working with a group of parents |
|
Direct |
|
Indirect |
|
Development of contacts between families |
|
|
|
It should be noted that the odds and methods of interaction with the family may be different. You should always remember that parents are the most interested participants in the correctional pedagogical process. Its successful outcome depends on many reasons, not least of all on how well the relationship between specialists and parents is built. An atmosphere of kindness, trust and mutual understanding between teachers and families; only in this case is it possible to create conditions that help to reveal all the creative and human potential of the child.