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"Designing the organization of inclusive education for children with disabilities in a general education institution within the framework of the Federal State Educational Standard"
Inclusive education involves a set of serious changes in the entire school system of the Russian Federation in 2016-2017, in value systems, in understanding the role of teachers and parents, in the pedagogical process in general. Today it has become clear that the school itself must change in order to become inclusive, focused on any child with any educational needs. The teacher’s professional orientation towards the educational program should change to the ability to see the individual capabilities of the student and the ability to adapt the training program. The professional position of support specialists should be aimed at supporting educational process, teacher support in the lesson, helping the student master the program material and ways of communicating with other children.
on conducting lessons on kindness and developing a tolerant attitude towards children with disabilities disabilities health
and disabled children.
The number of children with disabilities and disabled children is growing steadily. Currently in Russia there are about 2 million children with disabilities (8% of all children), and 700 thousand of them are disabled. There is an annual increase in the number of this category of citizens.
The main problem of a child with disabilities is limited communication with the world, poor contacts with peers and adults, limited communication with nature, access to cultural values, and sometimes even to education. And also the problem of negative attitudes towards children with disabilities from their peers, the presence of physical and mental barriers that interfere with improving the quality of education for children with disabilities.
Integrated (joint) education of children with developmental disabilities allows increasing the level of their sociocultural adaptation: forming a positive attitude towards peers, developing skills of adequate social behavior, more fully realize the potential of development and learning. In relation to normally developing children and adolescents, integration contributes to their humanistic education (tolerance towards physical and mental disabilities classmates, a sense of mutual assistance and a desire for cooperation).
Effective forms social integration are sections, various associations, festivals, competitions; organizing excursions, hikes, concerts, etc., where children with disabilities can realize their abilities among their peers and win their sympathy and respect.
The problem of developing a tolerant attitude towards children with disabilities can act as one direction educational work class teacher in the conditions of the Federal State Educational Standard.
The cultivation of tolerance as a personal quality in students can be carried out through the creation of socio-psychological and pedagogical conditions for the development of a child with disabilities in an educational institution:
- involvement of children with disabilities in the educational process;
- creating an active behavioral attitude in children with disabilities to confidently position themselves in modern society;
- the ability to turn your shortcomings into advantages;
- attitude change modern society to people with disabilities through the above-mentioned inclusion of children with disabilities in our society.
Purpose of the workto form a tolerant attitude of society towards children with disabilities - to form in students the main traits of a tolerant personality: respect for human dignity and individuality.
The proposed recommendations are intended to provide methodological assistance in organizing and conducting extracurricular activities on this topic, taking into account the professional competence of teachers, the level of training of students, their age characteristics and the specifics of education in primary, secondary and high schools.
In elementary school (grades 1-4), it is important to take into account age, individual and psychological characteristics junior school student. At this age, the child’s cognitive interests and personality develop, and the child’s close connection with his loved ones is maintained. Therefore, the basis for organizing extracurricular activities should be a systemic activity approach. The child learns to analyze his own behavior, tolerantly perceive the opinion of another person, learns to work in a team, and to be a leader.
At this age, an emotional and sensual attitude towards the world and others dominates. Through words, images (dramatizations, fairy tales), drawings, games (solving puzzles, riddles) important value guidelines are formed and reinforced in children's minds. Considering these circumstances, it is important for the teacher, in the process of preparing and conducting extracurricular activities, to create comfortable conditions for emotional experience schoolboy.
The main forms of conduct can be: educational and ethical conversations, stories, thematic debates, essays, defense research work, drawing and poetry competitions, sport games, social events, concerts, holidays.
Goals of extracurricular activities in primary school:
students’ acquisition of social knowledge about approved and disapproved forms of behavior in society, a primary understanding of social reality in everyday life;
developing a sense of mercy towards others;
fostering a friendly attitude towards children with disabilities.
Goals of extracurricular activities in primary school:
understanding of value orientations developed in the individual’s mind, personally significant patterns of conflict-free or compromise behavior;
formation of a tolerant attitude towards oneself and others;
development of readiness to build constructive interaction between the individual and other people.
When conducting extracurricular activities, it is advisable to use activity and interactive learning: panel discussions, modeling of educational situations, etc.
The choice of these forms of extracurricular activities is determined by the goals set, the age of the students, the level of their abilities, and the professional competence of the class teacher.
In high school (grades 10-11), the teacher’s work methodology has its own specifics: participation of the teacher and students in project, educational and research activities, social modeling activities, organization of problem-value discussions with the participation of external experts, leisure and entertainment activities for students in the environment school society.
The purpose of extracurricular activities in high school
students gain experience of independent social action;
understanding the need to adequately and most fully know oneself and other people.
a teenager’s awareness of information about his social environment, ways of interacting with society, and the level of his social effectiveness.
A teenager consciously strives to communicate with people who have extensive social experience, therefore, psychologists, sociologists, scientists, art historians and simply interesting people.
The age characteristics of high school students dictate the need to use heuristic and research methods of teaching and education, which are implemented using active and interactive methods and technologies.
To achieve this level of results, the student’s interaction with representatives of various social subjects outside educational institution, in an open public environment.
It is proposed to pay attention to the achievement of meta-subject results (mastered methods of activity: attitude towards society, readiness to show a sense of mercy towards others, etc.)
In the process of forming among schoolchildren a tolerant attitude of society towards children with disabilities, it is expected to implement such forms and methods of education as: cool watch; conversations; discussions; game trainings; communication trainings; holidays; collective creative work; gaming and competitive programs; quizzes, exhibitions, educational games; conversation (including heuristic); example; encouragement; creation of social tests; conviction (self-conviction); gaming methods; requirement; self-regulation method; method of educational situations; competition method; method of analyzing a child’s activity and communication; instructions.
The public organization of the All-Russian Society of Disabled Persons took the initiative to conduct “Lessons of Kindness” in general educational organizations.
Purpose of the lessons - contribute to the formation of a positive attitude of society towards people with disabilities and people with disabilities.
The main idea of the lessons– talk about the life and opportunities of disabled people, give an idea of what disabled people are like, how they live, and who they can work with, what difficulties and problems they face in the family, in society, that is, to show healthy people that a disabled person is the same person , like everyone else, the only difference is that, if necessary, he is forced to expend more effort and time than healthy people, but he has equal rights and opportunities to realize his needs.
Lesson objectives:
Educational:
Teach children to respond adequately to people with disabilities;
To develop special skills in schoolchildren to help people with disabilities;
Tell students about the rights of people with disabilities.
Educators:
Awaken in children a sense of mercy, readiness to help people in trouble;
Cultivate tolerance.
Kindness lessons are recommended to be carried out at three levels of training, in accordance with age characteristics students. The classes use various forms of work and a variety of techniques, such as: thematic games, modeling various forms disabilities, working in teams, showing social videos and videos. Social tales are used to show the degree of accessibility public transport And environment for children with disabilities. It is recommended to invite people with disabilities to teach lessons.
Approximate theme of “Lessons in Kindness”
Asmolov, A. G. On the way to tolerant consciousness. M., 2000.
Asmolov, A. G. Tolerance: different paradigms of analysis // Tolerance in the public consciousness of Russia. – M., 1998.
Bessonov, A. B. Class hour for high school students “Tolerant Personality” - / A. B. Bessonov, I.V. Ivanov // M.: Center “Pedagogical Search”, 2006.
Bondyreva, S.K., Kolesov, D.V. Tolerance. Introduction to the problem. – M., 2003.
Bulgakova, M.N. Education of tolerance / M.N. Bulgakova // Directory of the deputy director of the school. – CJSC “MCFER”, 2008. – No. 8.
Walker, D. Conflict resolution training (for primary school), – S–P.: Rech, 2001.
Grevtseva, I. V. Class hour “What is tolerance?” / I. V. Grevtseva // M.: Center “Pedagogical Search”, 2006. – No. 4,
Gromova, E. Development of ethnic tolerance in school / E. Khromova // Education of schoolchildren. – 2006. – No. 1.
Dyachkova, S. A., Lukhovitsky, V. V. Studying the topic “Nations and National Relations” in the integrated school course “Social Studies” / S. A. Dyachkova, V. V. Lukhovitsky // Ryazan: RIRO, 2008.
Zaitseva, M.I. Project “Adolescent and Tolerance” / M.I. Zaitseva // Class teacher’s handbook. – CJSC “MCFER”, 2007. – No. 1.
Ivanova, T. A. Class hour for middle school students “We are all different” / T. A. Ivanova, E. V. Borisoglebskaya // M.; Center “Pedagogical Search”, 2006. – No. 4.
Ivonina, A. I. Citizen’s School. / A. I. Ivonina // Ryazan: RIRO, 2007.
Ivonina, A. I., Mostyaeva, L. V. Legal education in modern school: variable models and the practice of their implementation / A. I. Ivonina, L. V. Mostyaeva // Ryazan: RIRO, 2008.
Ioffe, A. N., Kritskaya, N. F., Mostyaeva, L. V. I am a citizen of Russia. Book for students. 5–7 grades. Student Guide educational institutions. – M.: Education, 2009.
Ioffe, A. N.. Diversity of understanding of tolerance. – M.: Publishing House “Cameron”, 2004.
Kataeva, L. I. Psychologist’s work with shy children. – M.: Knigolyub, 2005.
Kopyltsov A. Lessons of kindness: educational and methodological publication/Perm: RIC “Hello”, 2010.-152 p. – (Philosophy independent life).
Letyaga, D. S. Education of tolerance / D. S. Letyaga, T. A. Panova // Handbook of the class teacher. – CJSC “MCFER”, 2008. – No. 3.
Mostyaeva, L. V. We are citizens of Russia / L. V. Mostyaeva // Ryazan: RIRO, 2007.
Mostyaeva, L.V. Technology for organizing the activities of students in groups in history, social studies and law lessons / L.V. Mostyaeva // Ryazan: RIRO, 2006.
On the way to tolerant consciousness / Answer. ed. A. G. Asmolov. – M., 2000.
Intolerance in Russia / ed. G. Vitkovskaya, A. Malashenko. – M., 1999.
Intolerance and hostility in Russian society. Working materials for teachers. Vol. 1 – 5. – M., 2000 – 2001.
Nikulina, O. B. Formation of the foundations of tolerant consciousness / O. B. Nikulina // Handbook of the class teacher. – CJSC “MCFER”, 2008, – No. 10.
Teaching human rights in grades 6–8 of secondary school: A book for teachers. T. 1. – M., 2000.
Pisarevskaya M.A. Formation of a tolerant attitude towards children with disabilities in the conditions of inclusive education / M.A. Pisarevskaya, - Krasnodar: Krasnodar CSTI, 2013. – 132 pages [Electronic resource] - access mode. -http://www.nvr-mgei.ru/pr/20/nauk/%D0%9F%D0%BE%D1%81%D0%BE%D0%B1%D0%B8%D0%B5_%D0%BF %D0%BE_%D1%82%D0%BE%D0%BB%D0%B5%D1%80%D0%B0%D0%BD%D1%82%D0%BD%D0%BE%D1%81%D1 %82%D0%B8.pdf
Soldatova G.U., Shalgerova L.A., Sharova O.D. Living in the world by yourself and others. Tolerance training for teenagers, M: Genesis, 2001.
Tolerance in the public consciousness of Russia. – M., 1998.
Life goals development training. Program of psychological assistance to social adaptation. – S–P: Rech, 2001.
Walzer, M. On tolerance. – M., 2000.
Fopel, K. How to teach children to cooperate? Psychological games and exercises. In 4 parts, - M: Genesis, 2001.
Shchekoldina, S. D. Tolerance training. – M.: “Os-89”, 2004.
Guidelines For class teachers on the formation of a tolerant attitude of society towards children with disabilities / Novikova I.A., Ph.D., Associate Professor of the Department of Theory and Methods of Education of AKIPKRO, Izmerova Ya. E., Senior Lecturer of the Department of Theory and Methods of Education of AKIPKRO, Vodopyanova G. .Yu., methodologist of the Department of Theory and Methods of Education AKIPKRO-[Electronic resource] – access mode.-http://www.akipkro.ru/libfiles/func-startdown/1795/
on conducting lessons on kindness and developing a tolerant attitude towards children with disabilities
and disabled children.
The number of children with disabilities and disabled children is growing steadily. Currently in Russia there are about 2 million children with disabilities (8% of all children), and 700 thousand of them are disabled. There is an annual increase in the number of this category of citizens. In the 2013-14 academic year in the Kostroma region, the number of disabled children in educational organizations (excluding students in special (correctional) educational institutions) amounted to 665 people. This actualizes the need to understand their position in society, improve the system social assistance and support.
The main problem of a child with disabilities is limited communication with the world, poor contacts with peers and adults, limited communication with nature, access to cultural values, and sometimes even to education. And also the problem of negative attitudes towards children with disabilities from their peers, the presence of physical and mental barriers that interfere with improving the quality of education for children with disabilities.
Integrated (joint) education of children with developmental disabilities allows increasing the level of their sociocultural adaptation: forming a positive attitude towards peers, developing skills of adequate social behavior, and more fully realizing the potential of development and learning. In relation to normally developing children and adolescents, integration contributes to their humanistic education (tolerance of the physical and mental disabilities of classmates, a sense of mutual assistance and the desire to cooperate).
Effective forms of social integration are sections, various associations, festivals, competitions; organization of excursions, hikes, concerts etc., where children with disabilities can realize their abilities among their peers and win their sympathy and respect.
The problem of developing a tolerant attitude towards children with disabilities can act as one of the areas of educational work of the class teacher in the conditions of the Federal State Educational Standard.
The cultivation of tolerance as a personal quality in students can be carried out through the creation of socio-psychological and pedagogical conditions for the development of a child with disabilities in an educational institution:
involvement of children with disabilities in the educational process;
creating an active behavioral attitude in children with disabilities to confidently position themselves in modern society;
the ability to turn your shortcomings into advantages;
changing the attitude of modern society towards people with disabilities through the above-mentioned involvement of children with disabilities in our society.
The goal of carrying out work to form a tolerant attitude of society towards children with disabilities is to form in students the main traits of a tolerant personality: respect for human dignity and individuality.
The proposed recommendations are intended to provide methodological assistance in organizing and conducting extracurricular activities on this topic, taking into account the professional competence of teachers, the level of training of students, their age characteristics and the specifics of education in primary, secondary and high schools.
In elementary school (grades 1-4), it is important to take into account the age, individual and psychological characteristics of the younger student. At this age, the child’s cognitive interests and personality develop, and the child’s close connection with his loved ones is maintained. Therefore, the basis for organizing extracurricular activities should be a systemic activity approach. The child learns to analyze his own behavior, tolerantly perceive the opinion of another person, learns to work in a team, and to be a leader.
At this age, an emotional and sensual attitude towards the world and others dominates. Through words, images (dramatizations, fairy tales), drawings, games (solving puzzles, riddles) important value guidelines are formed and reinforced in children's minds. Taking these circumstances into account, it is important for the teacher, in the process of preparing and conducting extracurricular activities, to create comfortable conditions for the student’s emotional experience.
The main forms of implementation can be : educational and ethical conversations, stories, thematic debates, essays, defense of research papers, drawing and poetry competitions, sports games, social events, concerts, holidays.
Goals of extracurricular activities in primary school:
students’ acquisition of social knowledge about approved and disapproved forms of behavior in society, a primary understanding of social reality in everyday life;
developing a sense of mercy towards others;
fostering a friendly attitude towards children with disabilities.
Goals of extracurricular activities in the main school:
understanding developed in consciousness And individual's value orientations, personally significant patterns of conflict-free or compromise behavior;
formation of a tolerant attitude towards oneself and others;
development of readiness to build constructive interaction between the individual and other people.
When conducting an extracurricular event, it is advisable to use activity-based and interactive learning technologies: panel discussions, modeling educational situations, etc.
The choice of these forms of extracurricular activities is determined by the goals set, the age of the students, the level of their abilities, and the professional competence of the class teacher.
In high school (grades 10-11), the teacher’s work methodology has its own specifics: participation of the teacher and students in project, educational and research activities, social modeling activities, organization of problem-value discussions with the participation of external experts, leisure and entertainment activities for students in the environment school society.
The purpose of extracurricular activities in high school
students gain experience of independent social action;
understanding the need to adequately and most fully know oneself and other people.
a teenager’s awareness of information about his social environment, ways of interacting with society, and the level of his social effectiveness.
A teenager consciously strives to communicate with people who have extensive social experience, therefore psychologists, sociologists, scientists, art historians and simply interesting people should be involved in many forms of educational work.
The age characteristics of high school students dictate the need to use heuristic and research methods of teaching and education, which are implemented using active and interactive methods and technologies.
To achieve this level of results, the interaction of the student with representatives of various social actors outside the educational institution, in an open public environment, is of particular importance.
It is proposed to pay attention to the achievement of meta-subject results (mastered methods of activity: attitude towards society, readiness to show a sense of mercy towards others, etc.)
In the process of forming among schoolchildren a tolerant attitude of society towards children with disabilities, it is expected to implement such forms and methods of education as: classroom hours; conversations; discussions; game trainings; communication trainings; holidays; collective creative work; game and competition programs; quizzes, exhibitions, educational games; conversation (including heuristic); example; encouragement; creation of social tests; conviction (self-conviction); gaming methods; requirement; self-regulation method; method of educational situations; competition method; method of analyzing a child’s activity and communication; instructions.
The Vladimir public organization of the All-Russian Society of Disabled People took the initiative to conduct “Kindness Lessons” in general education organizations.
Purpose of the lessons - contribute to the formation of a positive attitude of society towards people with disabilities and people with disabilities.
The main idea of the lessons – talk about the life and opportunities of disabled people, give an idea of what disabled people are like, how they live, and who they can work with, what difficulties and problems they face in the family, in society, that is, to show healthy people that a disabled person is the same person , like everyone else, the only difference is that, if necessary, he is forced to expend more effort and time than healthy people, but he has equal rights and opportunities in realizing his needs.
Lesson objectives:
Educational:
Teach children to respond adequately to people with disabilities;
To develop special skills in schoolchildren to help people with disabilities;
Tell students about the rights of people with disabilities.
Educators:
Awaken in children a sense of mercy, readiness to help people in trouble;
Cultivate tolerance.
Kindness lessons are recommended to be conducted at three levels of education, in accordance with the age characteristics of the students. The classes use various forms of work and a variety of techniques, such as: thematic games, modeling various forms of disability, working in teams, showing social videos and videos. Social fairy tales are used to show the degree of accessibility of public transport and the environment for children with disabilities. It is recommended to invite people with disabilities to teach lessons.
Approximate theme of “Lessons in Kindness”
| Lesson topic | Lesson form |
|
| 1-4 grade |
||
| "Understand me" | Conversation, game |
|
| "We are learning to feel each other" | game situations |
|
| "We are in this world" | activity - travel |
|
| "I choose friendship" | discussion, work in small groups |
|
| "Learning tolerance" | ||
| "Country of Tolerance" | quiz, conversation |
|
| 5-7 grade |
||
| Disability. Difficulties and problems. | conversation, role-playing game |
|
| Opportunities for people with disabilities ( Famous people with a disability) | conversation, small group work, brainstorming |
|
| Tolerant and intolerant personality | questionnaires, work in small groups, student presentations |
|
| Prevention socially significant diseases | Conversation, discussion |
|
| Protecting the rights and interests of people with disabilities | work in small groups, student presentations |
|
| 8-11 grade |
||
| Stereotypes in society towards people with disabilities and ways to change them | lecture, seminar, role play |
|
| Social and medical approaches to tolerance | Lecture, work in small groups |
|
| Philosophy of independent living | Watching a video, questioning |
|
Bibliography
Abozina, G. A. Class hour for high school students “Tolerance” / GA. Abozina // M.: Center “Pedagogical Search”, 2006. – No. 4.
Alyoshna A., Khudenko E. Program for the formation of a tolerant attitude towards disabled children [Electronic resource] - Access mode. - http://www.razvitkor.ru/information/111-psihtech
Asmolov, A. G. On the way to tolerant consciousness. M., 2000.
Asmolov, A. G. Tolerance: different paradigms of analysis // Tolerance in the public consciousness of Russia. – M., 1998.
Bessonov, A. B. Class hour for high school students “Tolerant Personality” - / A. B. Bessonov, I.V. Ivanov // M.: Center “Pedagogical Search”, 2006.
Bondyreva, S.K., Kolesov, D.V. Tolerance. Introduction to the problem. – M., 2003.
Bulgakova, M.N. Education of tolerance / M.N. Bulgakova // Directory of the deputy director of the school. – CJSC “MCFER”, 2008. – No. 8.
Walker, D. Conflict resolution training (for elementary school), – S–P.: Rech, 2001.
Grevtseva, I. V. Class hour “What is tolerance?” / I. V. Grevtseva // M.: Center “Pedagogical Search”, 2006. – No. 4,
Gromova, E. Development of ethnic tolerance in school / E. Khromova // Education of schoolchildren. – 2006. – No. 1.
Dyachkova, S. A., Lukhovitsky, V. V. Studying the topic “Nations and National Relations” in the integrated school course “Social Studies” / S. A. Dyachkova, V. V. Lukhovitsky // Ryazan: RIRO, 2008.
Zaitseva, M.I. Project “Adolescent and Tolerance” / M.I. Zaitseva // Class teacher’s handbook. – CJSC “MCFER”, 2007. – No. 1.
Ivanova, T. A. Class hour for middle school students “We are all different” / T. A. Ivanova, E. V. Borisoglebskaya // M.; Center “Pedagogical Search”, 2006. – No. 4.
Ivonina, A. I. Citizen’s School. / A. I. Ivonina // Ryazan: RIRO, 2007.
Ivonina, A. I., Mostyaeva, L. V. Legal education in modern school: variable models and the practice of their implementation / A. I. Ivonina, L. V. Mostyaeva // Ryazan: RIRO, 2008.
Ioffe, A. N., Kritskaya, N. F., Mostyaeva, L. V. I am a citizen of Russia. Book for students. 5–7 grades. A manual for students of general education institutions. – M.: Education, 2009.
Ioffe, A. N.. Diversity of understanding of tolerance. – M.: Publishing House “Cameron”, 2004.
Kataeva, L. I. Psychologist’s work with shy children. – M.: Knigolyub, 2005.
Kopyltsov A. Lessons of kindness: educational and methodological publication/Perm: RIC “Hello”, 2010.-152 p. – (Philosophy of independent living).
Letyaga, D. S. Education of tolerance / D. S. Letyaga, T. A. Panova // Handbook of the class teacher. – CJSC “MCFER”, 2008. – No. 3.
Mostyaeva, L. V. We are citizens of Russia / L. V. Mostyaeva // Ryazan: RIRO, 2007.
Mostyaeva, L.V. Technology for organizing the activities of students in groups in history, social studies and law lessons / L.V. Mostyaeva // Ryazan: RIRO, 2006.
On the way to tolerant consciousness / Answer. ed. A. G. Asmolov. – M., 2000.
Intolerance in Russia / ed. G. Vitkovskaya, A. Malashenko. – M., 1999.
Intolerance and hostility in Russian society. Working materials for teachers. Vol. 1 – 5. – M., 2000 – 2001.
Nikulina, O. B. Formation of the foundations of tolerant consciousness / O. B. Nikulina // Handbook of the class teacher. – CJSC “MCFER”, 2008, – No. 10.
Teaching human rights in grades 6–8 of secondary school: A book for teachers. T. 1. – M., 2000.
Pisarevskaya M.A. Formation of a tolerant attitude towards children with disabilities in the conditions of inclusive education / M.A. Pisarevskaya, - Krasnodar: Krasnodar CNTI, 2013. - 132 pages. [Electronic resource] - access mode. - http://www.nvr-mgei.ru/pr/20/nauk/%D0%9F%D0%BE%D1%81%D0%BE%D0%B1%D0%B8%D0%B5_%D0% BF%D0%BE_%D1%82%D0%BE%D0%BB%D0%B5%D1%80%D0%B0%D0%BD%D1%82%D0%BD%D0%BE%D1%81% D1%82%D0%B8.pdf
Soldatova G.U., Shalgerova L.A., Sharova O.D. Living in the world by yourself and others. Tolerance training for teenagers, M: Genesis, 2001.
Tolerance in the public consciousness of Russia. – M., 1998.
Life goals development training. Program of psychological assistance to social adaptation. – S–P: Rech, 2001.
Walzer, M. On tolerance. – M., 2000.
Fopel, K. How to teach children to cooperate? Psychological games and exercises. In 4 parts, - M: Genesis, 2001.
Shchekoldina, S. D. Tolerance training. – M.: “Os-89”, 2004.
Methodological recommendations for class teachers on the formation of a tolerant attitude of society towards children with disabilities / Novikova I.A., Candidate of Pedagogical Sciences, Associate Professor of the Department of Theory and Methods of Education of AKIPKRO, Izmerova Ya. E., Senior Lecturer of the Department of Theory and Methods of Education of AKIPKRO, Vodopyanova G.Yu., methodologist of the department theories and methods of education AKIPKRO-[Electronic resource] – access mode.- http://www.akipkro.ru/libfiles/func-startdown/1795/
Moscow, 2017
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Introduction.
Key positions regarding the formation of a tolerant attitude towards people with disabilities are reflected in the Federal Law No. 273 “On education in Russian Federation» dated December 29, 2012 (hereinafter referred to as the Law on Education). This law for the first time established the right to receive inclusive education for students with disabilities, which is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities.
IN last years Thanks to the efforts of the state and public organizations, educational institutions have begun the process of actively including people with disabilities and limited health opportunities in the life of society. Currently, people with disabilities and limited health opportunities take an active part in the formation and inspection of accessible environment, informing about the possibility of receiving help and support, and also act as active organizers of integration events.
The achievements of Russian Paralympians, the emergence of information about public figures with disabilities, actors and “ordinary” people with disabilities who have achieved success contributed to increasing public awareness of the capabilities of people with disabilities. However, the level of people’s knowledge about the characteristics of people with disabilities and people with disabilities, about acceptable and unacceptable actions when communicating with them remains quite low. This hinders the full social integration of people with disabilities and disabilities.
The implementation of the principles of integration and inclusion in education requires the creation of conditions for organizing productive interaction between students with disabilities and their peers, both in educational process, and beyond. The solution to this problem is possible provided that both students with disabilities and special needs, as well as their peers, are prepared for this interaction.
Important When working with children who do not have health limitations, the focus is on developing a positive attitude towards people with disabilities, introducing them to the characteristics of such people and ways of communicating and interacting with them.
Goals and objectives of methodological recommendations.
definition theoretical foundations formation of tolerant attitudes among students who do not have health restrictions;
improving skills in developing the structure of “Lessons of Kindness” and the content of each of its stages;
characteristics of people with disabilities;
characteristics of ways to support students with disabilities;
identifying ways to organize productive communication and interaction between students with disabilities and their peers who do not have health limitations.
Characteristics of the structure and stages of the “Lesson of Kindness”.
– Don’t see my disability as a problem.
– Don’t feel sorry for me, I’m not as weak as I think.
– Do not consider me as a patient, since I am just your compatriot.
- Don't try to change me. You don't have the right to do this.
– Don’t teach me to be submissive, humble and polite. Don't do me a favor.
– Recognize that the real problem that people with disabilities face is their social devaluation and oppression, and prejudiced attitudes towards them.
– 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, even if it gives you pleasure.
- Don't admire me. The desire to live full life not worthy of admiration.
- Get to know me better. We can be friends.
– Be allies in the fight against those who use me for their own satisfaction.
- Let's respect each other. After all, respect presupposes equality. Listen, support and act.
The provisions of this declaration reflect the system of relationships that is the goal when conducting Kindness Lessons.
Classes on understanding disability and developing tolerant attitudes should be practice-oriented and involve the use of interactive teaching methods. The organization of this type of training allows you to create models of situations of direct interaction and support, thanks to which schoolchildren who do not have health restrictions can feel themselves in different situations that a person with disabilities encounters every day, independently draw conclusions, and also exchange their thoughts and feelings with other participants in the lesson.
Organizing a discussion and exchange of opinions at different stages of the lesson allows children to better understand and experience the capabilities and achievements of children with disabilities, as well as their daily problems.
Interactive 1 methods are focused on broader interaction between students not only with the teacher, but also with each other.
The objectives of interactive forms of training in Kindness Lessons are:
awakening students' interest;
effective learning of educational material;
students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);
training to work in a team, be tolerant of any point of view, respect everyone’s right to freedom of speech, respect their dignity;
formation of students' opinions and attitudes;
formation of life skills;
reaching the level of conscious competence of the student.
The main forms of organizing classes should be:
Case-study (analysis of specific situations)
Mini-lecture
Discussion
Brainstorming (brainstorm)
Business game
Master Class
Discussion technology "Aquarium"
Social-psychological training
“Take a Position” Technique
Group discussion
Methodology "Decision Tree"
“Pop Formula” technique
The choice of lesson form is carried out taking into account the age of the students.
In grades 7-11 it is possible to use the Project method and the Portfolio method.
The use of interactive forms during Kindness Lessons allows you to create conditions for participants to address social experience, both one’s own and other people’s, communication with each other, solving problem situations, etc.
These methods require the active participation of each student in the classroom and are based on the following principles:
The lesson is not a lecture, but general work.
all participants are equal regardless of age, social status, experience, place of work.
Each participant has the right to his own opinion on any issue.
there is no place for direct criticism of the individual (only the idea can be criticized).
everything said in class is not a guide to action, but food for thought.
Below are sample topics that can be used to teach Kindness Lessons.
| Class | Subject |
| 1 class |
|
| People with disabilities: what do we know about them? |
|
| Approaches to understanding disability problems (medical and social) |
|
| Every sprout reaches for the sun |
|
| A friend will not leave you in trouble... Let's be friends! |
|
| Harmless advice: How to be truly friends |
|
| Games we play |
|
| Special people. About appearance, abilities and possibilities |
|
| About fortitude and weakness |
|
| See with your hands |
|
| Accessible architectural environment for people with disabilities |
|
| Special people. About abilities and opportunities in sports |
|
| Special people. About abilities and possibilities in creativity |
|
| No need to limit your options |
|
| Study together |
|
| Hear with your heart |
|
| Understand me |
|
| In darkness and silence |
|
| Stereotypes towards people with disabilities. Minus to plus...or some of the mathematics of life |
|
| Life on the move |
|
| Believe in yourself |
|
| Fall and rise again |
|
| My life choice |
|
| Overcoming every day |
|
| To be special - to live like everyone else |
|
| We're the same blood |
|
| What kind of bird is the “white crow”? or disability as a form of life |
|
| My position = my life |
|
| Happiness to live |
|
| A person with a disability: loving and being loved |
|
| How will our word resonate...The image of disabled people in the media |
|
| Social integration |
|
| Let them teach me... Professional self-realization |
|
| Professional education. Employment |
|
| Protection or cooperation? |
|
| Volunteer, social curator – is this...? |
|
| Social projects. What can I do? |
|
| Features of accompanying people with disabilities |
|
More than one lesson can be devoted to studying one topic. The duration of one lesson for students in grades 1-4 is 30-35 minutes, for students in grades 5-11 - 45 minutes.
The frequency of Kindness Lessons is determined by the educational organization independently. The recommended frequency of lessons is at least 1-2 times a month. The course is designed for 12 lessons during one school year. This number of classes makes it possible to study the characteristics of each nosological group among people with disabilities, and also includes classes in the introductory cycle on understanding disability and classes in the final cycle, summarizing the knowledge and ideas of students about people with disabilities and their participation in their lives.
Kindness lessons should take place in a comfortable, informal environment. Classes, depending on the purpose, can be organized not only in the classroom, but in other premises of the educational organization, as well as outside it (on the sports ground, in the school yard, in another educational organization, at the stadium, in the park, etc.)
Kindness lessons should be taught by trained teachers who know the characteristics of people with disabilities and how to communicate and interact with them.
When planning a course, it is important to provide for inviting people with disabilities as co-leaders of the lesson, who are ready to take part in the discussion and answer any questions from the children (even not very correct ones). For this purpose, it is recommended to organize interaction with public organizations dealing with the problems of people with disabilities and disabilities, providing them with volunteer assistance, as well as nearby educational organizations implementing adapted educational programs to organize an integrated educational space.
The interaction of normally developing schoolchildren and their peers with disabilities contributes to their mutual enrichment, the formation of empathy and humanity. Children become more tolerant of each other. Students who do not have health limitations learn from the experience of interaction, support and positive attitude. The inclusion of students with special needs in the environment of normally developing peers (during integrated activities, inclusive education) increases their communication experience, develops communication skills, interpersonal interaction in different role and social positions, which generally increases their adaptive capabilities.
The structure of each lesson includes three stages.
1. Introductory stage.
2. Main stage:
3. Final stage.
A necessary condition for conducting lessons is to carefully preparatory work. During its implementation, a topic, a situation for discussion, and a specific form of interactive lesson are selected that can be effective for working with a given topic in a given group.
In addition, when preparing a lesson, the purpose of the lesson must be clearly defined; visual and handout materials have been prepared that allow children to better remember and assimilate new concepts or names technical means, used by people with disabilities in their life activities; secured Technical equipment; participants, main issues, their sequence are identified; Practical examples from life have been selected.
The first stage in the structure of Kindness Lessons - the Introductory Stage - provides for students to become familiar with the topic and purpose of the lesson.
During the first stage of the lesson, students are introduced to the proposed topic/situation, the problem that they will have to discuss and work on to solve. The teacher informs the participants about the framework conditions, the rules of work in the group, and gives clear instructions about the limits within which the participants can act in the lesson. Also within the framework of this stage, acquaintance with the invited guests is carried out, and if a form of work with several classes is provided, then students get to know each other through games and training exercises to develop empathic acceptance, etc.
This stage is also necessary for the formation of an unambiguous semantic understanding of the terms and concepts that will be used in the lesson. To do this, with the help of questions and answers, you should clarify the conceptual apparatus and definitions of the topic being studied. In lessons on understanding disability and developing tolerant attitudes, schoolchildren become familiar with many concepts that may be previously unknown to them: “barrier-free environment”, “integration”, “inclusive education”, “ social adaptation”, “tolerance”, “universal design”, “Down syndrome”, “dot-relief Braille”, “sign language”, “dactylology”, “the alphabet of the deaf-blind”, etc.
Clarification of the conceptual apparatus increases the children's awareness and makes the work in the lesson more conscious.
During the introductory part of the lesson, students are also reminded of the rules for working in the lesson:
to be active;
respect the opinions of participants;
be friendly;
be interested;
strives to find the truth;
adhere to the regulations (if this is provided for in the form of work in the lesson);
Features of work at the second stage - the Main stage - are determined by the chosen form of the interactive lesson, and include:
Clarifying the positions of the participants and working on issues during the discussion.
Practical exercises.
Formulation of the conclusion.
During the main stage, within the framework of mini-lectures, with the help of multimedia, students are immersed in the topic of the lesson. Thanks to the teacher’s clear and structured questions, they analyze the content of the material being studied and relate it to the existing personal experience, identify problematic issues and suggest ways to solve them. When analyzing the topic of a lesson, the teacher must determine a sequence of problematic questions that prompt students not only to consider the specific situation in question, but also to analyze similar situations and think about them.
Next mandatory form Work at the main stage of the lesson are practical exercises. They can be aimed at a deeper understanding of the difficulties faced by people with disabilities (imitation exercises - when moving in a wheelchair, on crutches, with a stick - in the absence of support on one of the limbs, decreased hearing and visual perception). When carrying out this kind of practical exercises It is advisable to use various kinds of devices that will help schoolchildren experience these difficulties.
Other types of practical exercises are aimed at leading children to solve the questions posed in class.
An integral part of all types of exercises should be the formulation of conclusions and the exchange of opinions on the essence of the material studied.
On the third, Final stage, reflection is carried out and homework is given (if this is provided for by the topic of the lesson).
Reflection begins with concentration on the emotional aspect, the feelings that students experienced during the lesson when discussing the topic of the lesson. Next, the children are invited to express their opinion regarding the experience gained in the lesson, the relevance of the chosen topic, etc.
When conducting reflection, the following questions can be used:
What impressed you the most?
Is there anything that surprised you during the lesson?
What conclusions have you drawn for yourself?
The lesson ends with a summary by the teacher (or an invited guest leading the lesson), as well as the formulation of homework. Homework is given for the purpose of internalization, acquired knowledge and practical implementation of the material studied in the lesson. As homework, students are asked to carry out observations, draw a poster, prepare a speech, a memo, and make a presentation. social project etc.
Methodological materials for conducting lessons.
According to Article 1 Federal Law dated November 24, 1995 No. 181-FZ “On social protection disabled people in the Russian Federation" the category "disabled" includes persons who have health problems with a persistent disorder of body functions caused by diseases, consequences of injuries or defects, leading to limitation of life activities and necessitating the need for social protection.
Today, May 12, 2017, in the Public Chamber of the Karachay-Cherkess Republic a round table was held via videoconference on the topic: “The use of methodological recommendations for the series of “Lessons of Kindness” on understanding disability and the formation of tolerant attitudes,” which was attended by: Deputy Minister of Education and Science of the Russian Federation V.Sh. Kaganov, representatives Ministry of Education and Science of Russia, First Deputy Minister of Education and Science of the Karachay-Cherkess Republic Semenova E.M., Chairman Public Chamber KCR V.M. Moldavanova, employees of the Ministry of Education and Science of the Karachay-Cherkess Republic.
In order to understand disability and develop a tolerant attitude towards people with disabilities and people with disabilities, and to instill in children a sense of mercy and compassion, lessons are held in all 179 educational organizations of the republic on a regular basis.
There are 2,390 disabled children and children with disabilities studying in the republic. The system of special correctional education is represented by 3 educational organizations (boarding school of type 1, 2 schools of type 8) and 3 correctional groups in preschool organizations.
In total, more than 800 lessons were held in educational organizations, covering 42 thousand children, which is 80% of total number students.
During the lessons, methodological recommendations and educational videos provided by the Ministry of Education and Science of Russia were used. Educational psychologists were brought in to conduct the lessons. social educators ombudsmen for children's rights in schools, medical workers, athletes, etc.
During the lessons, the children listened to a video message from the Deputy Minister of Education and Science of the Russian Federation, watched a social video “Alone in the Dark”, documentaries “The Word in the Palm of Your Hand”, “The World of the Deaf-Blind”, and also talked on the topic “What is good?” The children were given examples it tells what meaning people put into the concepts of “good” and “evil”. Conversations were held on their content, questions were raised about the need to show care and mercy to people who need the help of others.
The main content of the lessons were educational films “Lessons of Kindness” .
As part of the lessons, schoolchildren learned about deafblindness, the problems faced by people with simultaneous hearing and vision impairments, and ways to communicate with them. In addition, the students watched a documentary film by director Yuri Malyugin, “The Word in the Palm of Your Hand,” which tells the story of the fate of deaf-blind people.
The documentary film “Let's make the world a better place!” was shown in the municipal districts of the republic. The children watched an appeal from a disabled child, winner of the show “The Voice Children-Season 3”, Danil Pluzhnikov, to children with disabilities.
An educational video film “Erasing Boundaries” about Paralympic athletes was shown for students in grades 5-9.
In grades 10-11, a viewing of the video film “ Different people, equal opportunities”, which revealed to high school students the amazing abilities of people with disabilities and limited health capabilities.
Planned for Children's Day - June 1st holiday events"Day of friendship and good mood."
