With inclusive education, all children are involved in the process of acquiring knowledge, regardless of their mental, intellectual and physical characteristics. Such children have the opportunity to attend general education schools at their place of residence along with their healthy peers. At the same time, taking into account their special educational needs, they are provided with special support. All participants in the process adhere to equal treatment of all children, therefore any discrimination is excluded, but with the obligatory provision of special conditions for children with disabilities.
The purpose of the Federal State Educational Standard for children with disabilities
The introduction of children with disabilities into the community is the main task of the correctional care system. The program and methodological manual that accompanies the introduction of inclusive education in general education organizations is designed to solve issues related to the education and upbringing of children who have other, special needs, together with ordinary ones. In the Federal State Educational Standard of General Education, a note was made in the program of correctional work: it is developed if there are children with disabilities in the educational organization.
Thus, the Federal State Educational Standard for Physical Education with corrections, the latest version 2016, is aimed, first of all, at correcting negative aspects in the psychological or physical development of children and indicates ways to solve problems in mastering the basic curriculum. It contains recommendations for providing assistance and support to children in this category.
Purpose of the program:
- Identify and satisfy all the needs of students with disabilities when they master OEP.
- Integrate them into the educational process.
- Implement comprehensive and individually oriented psychological and pedagogical support for learning, taking into account the health status of children with disabilities.
- Create special conditions for education and development.
- Create favorable conditions for communication and learning activities.
Difficulties in introducing inclusive education described in the Federal State Educational Standard for Educational Institution
In our society, the absolute majority still perceives people with disabilities as something non-standard, foreign, and children with disabilities are often recognized as unteachable. School management and teachers are not sufficiently aware of the problems of such children and are not prepared to include them in the learning process in regular classes. Parents do not know and do not defend the rights of their disabled children, outlined in the Federal State Educational Standard for children with disabilities 2016, which can be downloaded and studied on special websites.
After all, inclusive education is not only the physical presence of children with disabilities in classes with other children, but also a change in the school itself, a change in the relationship between teachers and students participating in the educational process. There should be close cooperation between parents and teachers, involving parents in the learning process.
Federal State Educational Standard for children with disabilities
The Federal Law (Clause 6, Article 11) ensures the rights to compulsory education for children with disabilities and includes requirements for the learning process in special educational standards.
The following educational program options are offered:
- The program is intended for children with diagnosed hearing and vision impairments and without intellectual disabilities, who are fully included in the educational stream. Students with disabilities master the main educational program within the framework of correctional work (inclusion). An individual curriculum is possible.
- The program is intended for children with mental retardation, visual impairment, hearing impairment, or speech impairment of varying severity. Children with disabilities receive education together with healthy peers. The process is carried out within a different calendar period, determined by the Federal State Educational Standard for children with disabilities in 2016. Training can also take place in separate classes or organizations.
- The program is designed for children diagnosed with mental retardation. The education received by such children is not comparable to that of their peers. It is recommended to create several curricula and individualize program provisions.
- The program is intended for children with disabilities who have complex or multiple developmental disabilities. Training takes place according to an adapted program, which is based on an individual curriculum.
In the process of training according to the Federal State Educational Standard for Physical Education, special educational programs, special training programs, special educational and didactic aids must be used. Permissible stress levels must be observed, which are determined with the help of medical professionals.
Electronic educational and methodological resource “Training collections for preparing students with disabilities for the State Examination Test”, developed by the Federal State Budgetary Institution FIPI
The resource was developed to provide methodological support to teachers in preparing students with disabilities for the State Graduation Examination in the form of the state final exam.
Federal State Educational Standard of Non-Governmental Education for Children with Disabilities from September 1, 2016
In accordance with Russian legislation, every child, regardless of region of residence, health status (severity of mental development disorders), or ability to master educational programs, has the right to a quality education that meets his needs and capabilities.
For children with disabilities, their temporary (or permanent) deviations in physical and (or) mental development prevent them from mastering educational programs, therefore this category of students needs to create special conditions for training and education.
Timely and properly organized education of the child makes it possible to prevent or mitigate these disorders, which are secondary in nature: thus, muteness is a consequence of deafness only in the absence of special training, and impaired spatial orientation and distorted ideas about the world are a probable, but not at all obligatory, consequence of blindness.
Therefore, the level of mental development of a student with disabilities depends not only on the time of occurrence, nature and even the severity of the primary (biological in nature) developmental disorder, but also on the quality of previous (preschool) education and upbringing.
Children with disabilities and disabilities can realize their potential only if training and education are started in a timely manner and adequately organized - satisfaction of both those common to normally developing children and their special educational needs, determined by the nature of the disorder in their mental development.
Access to education for students with disabilities and disabilities, enshrined in the Federal State Educational Standard (FSES), is ensured by the creation in educational organizations of special learning conditions that take into account the special educational needs and individual capabilities of such students. (see Articles 41,42,79 of the RF LAW on Education).
Dear parents!
From 09/01/2016, federal state educational standards for children with disabilities and federal state educational standards for children with mental retardation (intellectual impairment) (hereinafter referred to as the Federal State Educational Standard for OVZ and UO) come into force.
The Federal State Educational Standard for General Education and Education is a set of mandatory requirements for the implementation of adapted basic general education programs of primary general education (hereinafter referred to as AOEP NEO) in organizations engaged in educational activities.
The Federal State Educational Standard for General Education and Education applies only to students enrolled in adapted basic general education programs (hereinafter referred to as AOEP) after September 1, 2016. The remaining students who transferred to training under the AOEP before September 1, 2016 continue to study according to them until completion of training.
Educational institutions will create conditions for students with disabilities to obtain educational and personal results that meet the requirements of the new standard. Information on the progress of implementation and the results of the introduction of the Federal State Educational Standard for HIA and MA will be published on the website.
- Monitoring the readiness of general education organizations to ensure the introduction of the Federal State Educational Standard for primary general education for students with disabilities (Federal State Educational Standard of NOO OVZ) and the Federal State Educational Standard for the education of students with mental retardation (intellectual impairment) (Federal State Educational Standard for Educational Impairment).
Availability terms
- Action plan (“road map”) of the Municipal Educational Institution “Secondary School No. 9” to increase the indicators of accessibility for disabled people of objects and the services provided therein in the field of education
Availability of a ramp for easy entry into the school building
Children with disabilities (CHD)
- Interdepartmental comprehensive plan for the organization of inclusive preschool and general education and the creation of special conditions for education for children with disabilities and children with disabilities for 2016-2017 July 25, 2016
- Federal list of individual general education organizations providing training according to adapted basic general education programs for students with disabilities, included in the implementation of the measure “Creating conditions for the education of children with disabilities in preschool educational, general education organizations, organizations of additional education for children (including in organizations carrying out educational activities according to adapted basic general education programs), including the creation of architectural accessibility and provision of equipment” of the state program of the Russian Federation “Accessible Environment” for 2011-2020 April 22, 2016
- Interdepartmental comprehensive action plan on the development of a system of vocational guidance for disabled children and persons with limited health capabilities for 2016-2020. April 1, 2016
- Federal list of individual general education organizations providing training according to adapted basic general education programs for students with disabilities, included in the implementation of the measure “Creating conditions for the education of children with disabilities in preschool educational, general education organizations, organizations of additional education for children (including in organizations carrying out educational activities according to adapted basic general education programs), including the creation of architectural accessibility and provision of equipment” of the state program of the Russian Federation “Accessible Environment” for 2011-2020 March 1, 2016
Organization of State Examination for participants with disabilities
“Rosobrnadzor is constantly working to create comfortable conditions for passing the final certification for graduates with disabilities. For many of them, studying becomes a good incentive for life, allowing them to fill it with something interesting, searching for knowledge, studying the world around them.
It is important for us that such children feel like full members of society and have the same opportunities to study and pass exams as their healthy peers,” said Sergei Kravtsov, head of Rosobrnadzor. The video explains what conditions are created when taking the Unified State Exam for persons with visual impairments, hearing impairments, wheelchair users and other categories of students with disabilities, what additional rights they have, how to apply for participation in the Unified State Exam if a graduate has health problems, how the examination station should be equipped and what you can take with you to the exam.
Exemplary adapted educational programs for students with disabilities in accordance with the Federal State Educational Standards of the Special Educational Institution for Disabilities and the Federal State Educational Standards of the Educational Institution
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The name of the program |
Program status |
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Approved by decision of December 22, 2015. Protocol No. 4/15 |
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| Approximate adapted basic general education program for the education of students with mental retardation (intellectual impairment) |
Approved by decision of December 22, 2015. Protocol No. 4/15 |
| Approximate adapted basic general education program for primary general education for students with severe speech impairments | |
| Approximate adapted basic general education program for primary general education for students with musculoskeletal disorders |
Approved by decision of December 22, 2015. Protocol No. 4/15 |
| Approximate adapted basic general education program for primary general education for students with mental retardation |
Approved by decision of December 22, 2015. Protocol No. 4/15 |
| Approximate adapted basic general education program of primary general education for visually impaired students | |
| Approximate adapted basic general education program for primary general education of deaf students | |
| Approximate basic educational program of secondary general education | |
| SAMPLE BASIC EDUCATIONAL PROGRAM OF BASIC GENERAL EDUCATION | |
| SAMPLE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION | |
| Approximate basic educational program of primary general education |
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Order of the Ministry of Education and Science of the Russian Federation of December 19, 2014 N 1598
"On approval of the federal state educational standard for primary general education of students with disabilities"
In accordance with Part 6 of Article 11 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 23, Art. 2878; N 27, Art. 3462; N 30, Art. 4036; N 48, Art. 6165; 2014, N 6, Art. 562, Art. 566; N 19, Art. 2289; N 22 , Article 2769; N 23, Article 2933; N 26, Article 3388; N 30, Article 4257, Article 4263), subclause 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Decree of the Government of the Russian Federation dated June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, Art. 2923; N 33, Art. 4386; N 37, Art. 4702; 2014, N 2, Art. 126; N 6, Art. 582; N 27, Art. 3776) and paragraph 17 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collected Legislation of the Russian Federation, 2013, N 3, Art. 4377; 2014, N 38, art. 5096), I order:
1. Approve the attached federal state educational standard for primary general education of students with disabilities (hereinafter referred to as the Standard).
2. Establish that:
The standard applies to legal relations arising from September 1, 2016; training of persons enrolled before September 1, 2016 for training in adapted educational programs is carried out according to them until completion of training.
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D.V. Livanov |
The federal state educational standard for primary general education of students with disabilities has been established.
The standard contains requirements for the structure of the adapted general education program, the conditions for its implementation and the results of development.
The standard provides for the possibility of creating differentiated educational programs taking into account the special educational needs and individual characteristics of students. Based on the standard, up to 4 options for educational programs can be developed based on the severity of developmental disorders. It is possible for a student with disabilities to transfer from one option to another.
The curriculum includes compulsory subject areas and a correctional and developmental area.
The duration of mastering the general education program is from 4 to 6 years.
Education of persons with disabilities is possible both with other students and in separate classes, groups or organizations. The use of an online form is allowed.
The standard contains differentiated requirements for personnel, material and technical support for the training of persons with disabilities.
Effective from September 1, 2016 Federal state educational standards for children with disabilities and Federal State Educational Standards for Children with Mental Retardation (Intellectual Disabilities).
The Federal State Educational Standard for General Education and Education is a set of mandatory requirements for the implementation of adapted basic general education programs of primary general education in organizations engaged in educational activities.
The Federal State Educational Standard for General Education and Education applies only to students enrolled in adapted basic general education programs (hereinafter referred to as AOEP) after September 1, 2016. The remaining students who transferred to the AOOP training before September 1, 2016 continue their studies for a year until completion of training.
Federal State Educational Standard- a set of mandatory requirements for education at a certain level.
In order to ensure the realization of the right to education of students with disabilities, federal state educational standards for the education of these persons are established or special requirements are included in the federal state educational standards (Part 6, Article 11 of the Federal Law of December 29, 2012 No. 273-FZ “On Education” In Russian federation").
Federal level:
1. Order of the Ministry of Education and Science of the Russian Federation dated December 19, 2014 No. 1598 “On approval of the federal state educational standard for primary general education of students with disabilities.” (Download)
2. Order of the Ministry of Education and Science of the Russian Federation dated December 19, 2014 No. 1599 “On approval of the federal state educational standard for primary general education of students with mental retardation (intellectual impairment).” (Download)
3. Letter of the Ministry of Education and Science of the Russian Federation dated June 7, 2013 No. IR-535/07 “On correctional and inclusive education of children.” (Download)
4. Letter of the Ministry of Education and Science of the Russian Federation dated August 20, 2014 No. VK-1748/07 “On state accreditation of educational activities in educational programs adapted for training persons with mental retardation.” (Download)
5. Letter of the Ministry of Education and Science of the Russian Federation dated February 16, 2015 No. VK-233/07 “On the organization of work on the introduction of the Federal State Educational Standard for the education of students with disabilities.” (Download)
6. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 No. 26 “On approval of SaNPiN2.4.2.3286-15 “Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations carrying out educational activities according to adapted basic general education programs for students with disabilities." (Download)
Regional level:
1. Order of the Department of Education of the Belgorod Region dated March 17, 2015 No. 1087 “On the creation of a working group for the implementation of the Federal State Educational Standard for HIA in the Belgorod Region.” (Download)
2. Order of the Department of Education of the Belgorod Region dated November 25, 2015 No. 4755 “On amendments to the order of the regional department dated March 17, 2015 No. 1087.” (Download)
3. Order of the Department of Education of the Belgorod Region dated January 27, 2016 No. 181 “On the organization of work on the introduction of the Federal State Educational Standard for OVZ in the Belgorod Region in 2016.” (Download)
Municipal level:
1. Order of the Education Department of the Stary Oskol City District Administration dated August 24, 2015 No. 1045 “On approval of the Action Plan for the introduction of the federal state educational standard for primary general education of students with disabilities and the federal state educational standard of education for students with mental retardation (intellectual impairment) ( hereinafter referred to as the Federal State Educational Standard for OVZ) in educational institutions of the Stary Oskol urban district.” (Download)
2. Order of the Education Department of the Stary Oskol City District Administration dated August 24, 2015 No. 1046 “On the creation of a working group on the introduction of the federal state educational standard for primary general education for students with disabilities and the federal state educational standard for the education of students with mental retardation (intellectual impairment) ( hereinafter referred to as the Federal State Educational Standard for OVZ) in educational institutions of the Stary Oskol urban district.” (Download)
3. Order of the education department of the administration of the Starooskol city district dated January 14, 2016 No. 20 “On amendments to the order of the education department of the administration of the Starooskol city district No. 1045 dated August 24, 2015 “On approval of the Action Plan for the introduction of the federal state educational standard for primary general education of students with disabilities and the federal state educational standard for the education of students with mental retardation (intellectual impairment) (hereinafter referred to as the Federal State Educational Standard for OVZ) in general educational institutions of the Stary Oskol urban district." (
Currently, the topic of inclusion in Russia is relevant. The problems of its implementation in schools were clarified by specialists from the Center for Independent Monitoring of the Implementation of Decrees of the President of the Russian Federation “People's Expertise” of the All-Russian Popular Front (ONF) during an expert survey in 85 constituent entities of the Russian Federation. Almost all respondents noted among the positive aspects of the consistent implementation of inclusion in schools the improvement in the quality of education for children with disabilities and their successful adaptation to society.
At the same time, experts also noted objective risks: a possible deterioration in the quality of education for healthy children, an increase in the workload on school teachers. According to survey participants, the main problems are the shortage of specialists - tutors, speech therapists, psychologists, speech pathologists, as well as the lack of programs for teaching joint education for healthy children and children with disabilities.
ONF experts also believe that the implementation of inclusive education for children with disabilities is ineffective,
“It was assumed that disabled children and children with limited health capabilities would be able to fit into the general educational process in regular schools, and such a solution would at the same time remove the problem of their socialization. In practice, it turned out that the child was pulled out of the correctional school, and they could not guarantee him a quality education, because responsibility for the children fell mainly on the shoulders of an ordinary teacher who did not know how to work correctly with such students. At the same time, the correctional institutions themselves began to be closed,” noted Lyubov Dukhanina, a member of the ONF Central Headquarters.
The main problem, according to the Center’s experts, is the lack of a “general conceptual understanding of the system (federal model) for the implementation of inclusive education” and the absence of regional “road maps”.
Regulatory framework and useful materials on the Federal State Educational Standard for children with disabilities
Currently, the Russian Ministry of Education and Science has adopted a number of normative documents on issues of inclusive education; a number of documents are still in draft format. This:
4. Requirements for the conditions for the implementation of the basic educational program based on the federal state educational standards of primary general education for children with disabilities (projects of the A.I. Herzen Republican State University):
(http://edu-open.ru/Default.aspx?tabid=342)
http://tass.ru/obschestvo/1986816
Read also on the blog
Regulatory framework and materials on the Federal State Educational Standard for children with disabilities: 82 comments
Do you know in which regulatory documents you can find information about the duration of one lesson in correctional schools for children with mental retardation? 45 min? 35 min?
There is also no information about the maximum class size of a correctional school class with mental retardation.
Tell me, are there standard requirements for writing an individual program for a child with disabilities, for example type VIII? where can I watch it? Thank you.
Hello, everything is written very well, but in reality, nothing is being implemented by schools and a child with disabilities is forced to sit normally. Nobody asks us, parents of special children, whether we want inclusion at all? Children with mental retardation had a particularly good time. KRO classes were closed, leaving two for a city of one million. To get to one school, you need to buy a second car, and in another school, declared as a place to educate children at social risk, and where deviance is in full bloom, you can only teach a criminal there.
We are sitting normally. Without an adapted program, without additional classes with a psychologist, without additional hours with a teacher. And you can’t even dream about an individual approach and so on.
I started to draw up thematic planning for grades 6 and 9 and the question was how many hours should there be if the program is designed for 3 hours a week (author Kaufman. English)
Good afternoon Please tell me what is the difference between the educational and methodological requirements of the Federal State Educational Standard for LEO and the Federal State Educational Standard for those with disabilities.
Hello. What regulatory documents regulate the length of a child’s stay in a compensatory group at a MBDOU? A situation has arisen: parents insist that the child remain in kindergarten and in a specialized group until the age of 8, because The psychiatrist recommends delaying enrollment in school for a year. Diagnosis of autism and mental retardation. Speech deficiencies have been overcome.
What would be the legal basis for such an exception? Is a psychiatrist’s certificate and a recommendation from the PMPC sufficient?
Sorry, but you are wrong about the teacher’s work program. The development of such programs does not fall within the competence of the educational organization and cannot be regulated by the relevant local act. Working programs are developed on the basis of approximate author's programs approved by the Ministry and the Region commissions. Don't mislead teachers
Hello! Has the FGS for children with disabilities been developed for primary schools and, if so, when should it be implemented? Thank you.
Good afternoon, please explain the difference between an adapted educational program and an adapted basic educational program. What are the reasons for their development?
Please tell me what documents are required by the Federal State Educational Standard for children with disabilities in primary school
Good afternoon Please tell me if there are requirements for the number of children with disabilities in a general education class. It seems to my parents that I deprive ordinary children of attention.
There is a particular shortage of speech therapists, psychologists, etc. NO. They just don’t want to introduce new (additional) rates! That’s what they told me (I, a speech therapist at an MDOU) that add. There are NO bets involving specialists and there never will be. They asked to “get into the position of the district” and silently “pull” all children with disabilities up to 1 position. SanPin requirements for children with severe speech impairments are NOT met!
Hello! Please tell me how many students with mental retardation (option B) are eligible for a speech therapist? Thank you.
Good afternoon Please tell me, the Federal State Educational Standard for primary schools for children with disabilities that came into effect does not apply to children enrolled in 1st grade earlier (2014)? What regulations govern their training then? (endocrinologically disabled child) I am especially interested in the mandatory extracurricular activities, where they are prescribed, and how to refuse them if the child is unable to attend? Thank you!
Tell me, please, what documents should a teacher-psychologist at a school have to organize educational activities in accordance with the Federal State Educational Standard of the NOO OVZ?
Good afternoon How is the accompaniment of children with disabilities in preschool institutions regulated? Thank you!
Good afternoon. Please tell me where I can find a curriculum for a child (home education). The certificate states: “it is recommended to train students with intellectual disabilities in the Federal State Educational Standards program, option 2.” I can’t figure out which group this child will belong to (mental retardation, mental retardation???) Help!!!
Thanks for the answers)
Can a tutor be prescribed for a child (Down syndrome) to study at school?
PMPK refuses to register, saying that schools do not have such a unit in the state.
I graduated from the university as a psychologist and primary school teacher and work in a correctional boarding school. Due to the introduced standards, we are forced to take courses related to working with mentally retarded children at our own expense. The question is, shouldn’t the school pay for these courses? And what does correction school and oligophrenes have to do with it?
Hello.
On March 31, the International Conference “Speech Therapy: Yesterday, Today, Tomorrow: Traditions and Innovations” took place in Moscow. A representative of the Min. spoke at the conference. education, which said that a new Regulation on the work of school logo centers is being prepared. Currently, this issue is very relevant. When is the Regulation on the work of school logo centers expected to be released?
Good afternoon Please tell me! I work as a speech therapist at a preschool educational institution, with children with speech and language development disorders (ONP, level 3). I don’t understand why this category of children was classified as a group of children with disabilities, and secondly, what kind of program needs to be developed for work: working or adapted? Thank you!
Currently, the issue of children studying in mass classes, for whom the PMPK recommended training in AOOP var. 7.2. It is clear that it is ideal if these children are taught in a KRO class. But not all schools have such classes. How to extend training in accordance with the curriculum for var. 7.2? Is it necessary to extend it at the expense of 1 additional? class? How will a child with mental retardation (version 7.2) learn foreign languages when studying in a mass class? language, which is in his teaching. does it appear only in 3rd grade? We are talking about a child who, at the very least, has mastered the 1st grade curriculum.
Did I understand correctly - at the regional level, a “Procedure for organizing training...” should be developed.
Hello! Please tell me which program should I use for a child with severe multiple disabilities? Option 2 is recommended. Which one is this exactly? What should be the weekly load? The girl is very heavy.
Good afternoon How is the law regulated by law regarding the remuneration of a teacher in a class where there is a child with disabilities? I am a primary school teacher, and in my class there is a child with mental retardation (7.1). I was faced with the fact that with a 15% bonus from the Scientific and Technical Fund “for working with pupils (students) with developmental disabilities”, at the request of the administration I am forced to “work off” this bonus: to do additional correctional work with the child for 2 hours a week. The director explains this by the need to carry out AOEP and the overload of the school psychologist and speech therapist.
Good afternoon!! My child is studying under the SIPR 2nd type program in a correctional school. We missed 3 weeks of classes due to a trip for treatment; the teachers wrote in the journal that the lessons were supposedly completed. When I asked to carry out these missed classes during the holidays, they refused, citing the fact that this was a violation of the Federal State Educational Standard. Please tell me what is the best thing to do in this situation. Should these missed hours be spent??? I contacted the academic teacher, to which she replied that we cannot force the teachers to work.
Hello. Are there approved specific, exhaustive, closed lists of property, goods, items, works and services necessary for the implementation of activities for the education of children with disabilities and the creation of a universal barrier-free environment for unhindered access and equipping organizations with special, including educational, rehabilitation, computer equipment, etc.
Good afternoon Please suggest: a resource class in which children are taught programs like 8.2,8.3,8.4. Can a teacher-defectologist take children from classes for individual lessons? How does the document confirm this? Thank you
Hello. Please tell me, is there a document that would indicate the amount of correctional assistance in hours for preschoolers with disabilities (TN and DPR)?
Good evening. On the basis of what documents is the AOOP NPO for students with disabilities being developed?