Society has faced people with disabilities and the need, one way or another, to solve the many problems that they face throughout its history. As humanity socially and morally “matured,” public views and sentiments changed significantly regarding who disabled people are, what place they should occupy in social life, and how society can and should build its system of relationships with them. An analysis of the history of social mores and ideas suggests that these views changed as follows.
The first idea of how the healthy and strong could and should treat the physically weakened and inferior members of society was the idea of their physical destruction. This was explained, first of all, by the extremely low level economic development society, which did not allow supporting those who could not make a feasible contribution to providing for the tribe, clan and family. Subsequently, such ideas were consolidated by other factors, for example, religious and political. This attitude of society towards the disabled, seriously ill and simply physically weak people lasted for quite a long time. Even in late antiquity one can find echoes of these ideas.
As social and spiritual development society changes and its ideas about man and people. The emergence and spread of Christianity lead to changes in ideas about value human life. However, it is too early to talk about full and unconditional recognition of equal rights for disabled people as healthy people. Medieval society was characterized by the idea of disabled people as “cursed by God,” which became the basis for the formation of ideas of social isolation of disabled people and hostility towards them.
The next step in the development of ideas about the attitude towards disabled people on the part of healthy people is the idea of the need to attract them to work, if only in order to give disabled people the opportunity to earn a living and, partially, remove this “burden” from society. To a certain extent, these ideas are still quite widespread and authoritative in the public and mass consciousness today.
For the modern stage social development characterized by the formation and rooting in the public consciousness of the understanding that disability cannot and should not be a basis for social isolation and, even more so, for social discrimination of a person. Today in society the point of view is becoming increasingly authoritative, according to which constant and effective work on social reintegration and resocialization of persons with disabilities. Today, society views the problems of disabled people not only as problems of narrow group significance, but as problems that affect the entire society, as universally, socially significant.
The main reasons for this genesis of social thought and public sentiment are:
Increasing the level of social maturity of society and improving and developing its material, technical and economic capabilities;
Increasing intensity of development of human civilization and the use of human resources, which, in turn, leads to a sharp increase in the social “price” of many disorders in human life.
The most important causes and factors of disability in modern society are:
Poverty;
Low level of healthcare development;
Harmful and hazardous conditions labor;
Failed socialization process;
Conflicting norms and values and others.
The sociogenic nature of the causes of disability also gives rise to a lot of problems for this category of people. The main and main one among them is the problem of numerous social barriers that do not allow people with disabilities to actively engage in the life of society and fully participate in it.
The UN Declaration on the Rights of Persons with Disabilities, adopted in December 1971 and ratified by most countries of the world, gives the following definition of the concept of “disabled person”: this is any person who cannot independently provide fully or partially his needs for a normal social and personal life due to a disability physical or mental capabilities. This definition can be considered as basic, being the basis for developing those ideas about people with disabilities and disabilities that are inherent in specific states and societies.
In modern Russian legislation The following definition of the concept of a disabled person has been adopted - “a person who has a health impairment with a persistent disorder of body functions, caused by diseases, consequences of injuries or defects, leading to limitation of life activity and necessitating his social protection.”
Thus, according to the law Russian Federation, the basis for providing a disabled person with a certain amount social assistance is a limitation of the system of his life activity, i.e., complete or partial loss of a person’s ability to self-care, movement, orientation, control of his behavior and employment.
Disability is a term that combines various impairments, limitations on activity and possible participation in society. Disorders are problems that occur in the functions or structures of the body; activity restrictions are difficulties experienced by a person in performing any tasks or actions; while participation restrictions are the problems experienced by an individual when engaging in life situations. Thus, disability is a complex phenomenon that reflects the interaction of the characteristics of the human body and the characteristics of the society in which this person lives.
The organization of a system of social assistance, support and protection of people with disabilities requires taking into account the “internal” characteristics of this category of people: age, ability to work, ability to move, etc. This defines the main types of disabilities that pose social workers, doctors, teachers and other specialists have quite specific tasks. Types of disability can be distinguished and analyzed on a number of grounds.
According to age characteristics:
Disabled children and disabled adults.
By origin of disability:
Disabled people from childhood, war, labor, general illness, etc.
According to the ability to move:
Mobile, immobile and immobile.
By degree of work ability:
Those who are able to work (disabled people of the 3rd group), those with limited ability to work and temporarily disabled (disabled people of the 2nd group), those who are disabled (disabled people of the 1st group).
In accordance with this intra-group stratification of people with disabilities as a social category, society develops and implements appropriate social policies aimed at protecting the interests of this group of people. The main task social policy In relation to people with disabilities, it is to ensure that they have equal opportunities with all citizens to realize their rights and freedoms, eliminate restrictions in their life activities, and create conditions for a normal and fulfilling life. The solution to this problem involves relying on certain fundamental foundations. The basic principles of implementing social policy regarding people with disabilities include:
Social partnership, joint activities for social support and protection of people with disabilities by both state and non-state organizations (public, religious, political);
Social solidarity, which involves the formation and education of healthy and able-bodied citizens to help and support people with disabilities;
Participation aimed at involving people with disabilities themselves in the development of appropriate social and government programs, to solve your own problems;
Social compensation, creating an accessible and comfortable living environment for people with disabilities, providing them with certain benefits and advantages compared to other members of society;
State and public guarantees, suggesting that, regardless of their economic, socio-political and technological state, society and the state will never abandon people with disabilities to their fate and will not deny them social support and assistance.
As noted above, modern society little adapted for the normal and comfortable life of disabled people. Along with purely material and material restrictions, people with disabilities largely have difficulty accessing such social opportunities and benefits as obtaining a prestigious education, highly paid jobs that are in demand on the labor market, and the opportunity to be elected to government bodies. local government or government authority. As a result, a disabled person is forced to isolate himself in a rather limited environment, which gives rise to additional problems and difficulties, which technologies are aimed at overcoming social work with this category of the population. The main purposes of their use are:
Overcoming a person's state of helplessness;
Assistance in adapting to new conditions of existence and life;
Formation of a new, adequate living environment for a disabled person;
Restoration and compensation of lost human capabilities and
Functions
These goals determine social technologies that can be used for effective social support and assistance to the disabled.
Firstly, it's technology social rehabilitation, allowing you to restore lost functions, capabilities and psychological condition and, if possible, return the person to a normal, full and active life. The system of social rehabilitation of disabled people includes such varieties as medical and social, psychological and pedagogical, socio-economic, professional and domestic rehabilitation. The implementation of these types of social rehabilitation allows not only to cure a person and overcome, completely or partially, physical infirmity and weakness, but also to form in him ideas about the need to lead an active life, new system labor and professional skills, adequate household and subject environment existence and overcome the psychological consequences of injury, injury or illness.
Secondly, it's technology social security, which represents the state’s participation in the maintenance of its citizens, including disabled people, when they are socially significant reasons do not have independent means of subsistence, or receive them in an amount insufficient to meet the necessary needs.
Thirdly, it's technology social services, i.e., activities for organizing and implementing work aimed at meeting the needs of a disabled person in various social services. In the structure of social assistance, we can distinguish such elements as systematic care for a disabled person, assistance in obtaining the necessary social services, in vocational training and employment, in obtaining an education, assistance in organizing leisure time and communication, etc. Such social technology is closely related to the technology of providing social assistance, which is one-time or short-term actions aimed at eliminating or neutralizing critical and negative life situations.
Social assistance can be provided to a disabled person as emergency or urgent, in the form of social or socio-medical patronage, in hospitals, homes or centers day stay and at home.
In modern science, there are a significant number of approaches to theoretical understanding of the problems of social rehabilitation. The term rehabilitation comes from the Late Latin rehabilitatio (re - again, again, habilitas - ability, fitness) and means restoration of ability, fitness. There is no unambiguous definition of this concept.
The semantic load of the concept of “rehabilitation” implies a goal and a process, a method and a result, a concept and a system. Thus, rehabilitation as a process includes activities and steps aimed at achieving specific goals. Rehabilitation as the restoration of ability and fitness is also the goal of this process. Rehabilitation can also be considered as a method, that is, a way to achieve a goal. Rehabilitation is also the result that is achieved in the process of restoration activities.
Historically, the content of the concepts of “disabled person” and “social rehabilitation of disabled people” has changed repeatedly. The term “disabled person” goes back to the Latin root (valid - effective, full-fledged, powerful) and literally means “unfit”, “inferior”. In ancient times, a person with anatomical defects was considered disabled.
In the Middle Ages, this symptom was supplemented by mental disorders, and in the 20th century, disability was identified with impaired body function and loss of ability to work.
Currently, social rehabilitation of disabled people includes a set of measures aimed at restoring the social connections and relationships that have been destroyed or lost by an individual due to health problems. The goal of social rehabilitation is to restore the social status of the individual, ensure social adaptation in society, achieve material independence, the fastest and most full recovery abilities for social functioning.
Understanding the process of social rehabilitation requires consideration of those fundamental, basic processes that introduce people into society, make them capable of participating in social life, or doom individuals to maladjustment and loneliness. The mechanism for including an individual into a social community is known as socialization.
Socialization can be considered as the entry of an individual into society, his introduction to social life. In this process, the inseparability of the dual nature of man, the dualism of the biological and the social, is realized. The introduction of social principles into the biological basis of the human personality includes three elements: education as the purposeful transmission of social values, unconscious perception (internationalization) of social information, the formation of character, emotional structure and other personality traits.
Socialization is a multifaceted process of familiarization with human culture and the life of society, the assimilation of its norms, rules, knowledge; occurs both in conditions of spontaneous influence of various circumstances of life in society, and in conditions of education - the purposeful formation of personality.
Social adaptation is a specially organized process or system of measures aimed at adapting a person in a difficult life situation to the rules and norms of behavior accepted in society and the environment around him by restoring lost functions and social connections.
To conduct the research, it is also necessary to pay attention to the following concepts and definitions:
Disability group – is established for persons recognized as disabled, depending on the degree of impairment of body functions and limitations in life activity (three disability groups are established); Persons under the age of 18 are assigned the category “disabled child”.
Limitation of the vital activity system is a complete or partial loss of a person’s ability to self-care, movement, orientation, control of one’s behavior and employment.
People with special needs– people who, due to certain problems, physical and mental disorders cannot fully participate in the activities of social institutions and receive the support they deserve without the intervention of professionals and other helpers.
Limitation means social damage for an individual, resulting from a limitation of bodily function or disability that interferes with the ability to perform a role considered normal (depending on age, gender, social and cultural factors).
Social needs are objectively expressed needs and types of interest of social subjects in something necessary for normal life and successful development.
Intellectual defect is an irreversible impairment of thinking (mental retardation).
Mental retardation - a disorder general development, mental and intellectual, caused by insufficiency of the central nervous system, has a persistent, irreversible character.
IN modern Russia disabled people are among the most vulnerable people. In the media, there is a lot of discussion about the infringement of the rights of sexual minorities, or conflicts on ethnic grounds, but it is not customary to talk much about people with disabilities. We don't seem to have any disabled people. Indeed, it is difficult to meet a person in a wheelchair or a blind person on the street. The point here is not that we have few people with disabilities, our cities are simply not suitable for such people. A disabled person in Russia does not have the opportunity to work normally, move around normally and lead a full life. Today I want to tell you about an amazing center where young disabled people study. Unfortunately, this is the only such center in all of Moscow.
“The Center for Leisure and Creativity for Youth “Russia” opened in 1990, and 2 years ago it was reconstructed. Now there are wide ramps leading into the center building; disabled people can climb to the third floor using special lifts. In the courtyard there are bright sports fields for mini-football, basketball, volleyball, which can easily be converted for play by the disabled. For example, basketball baskets are lowered - especially for wheelchair users. After reconstruction, “Russia” least of all resembles the old kindergarten in whose building the center was located.
As Tatyana Prostomolotova, director of the Center for Leisure and Creative Youth, said, disabled people come here from all over Moscow and even the Moscow region. Anyone can visit the center - place of residence does not matter, the main thing is to get there. Approximately 150-160 disabled people and 400 ordinary children from the surrounding Perovo district study here. They get there - some by metro, some by their own transport, but the center also has its own car for delivering disabled people from remote areas. The center operates a “Volunteer Service”. These are eight youth organizations that are ready at any time to organize support for events involving people with disabilities.
01. There are 12 experimental sites - leisure, sports and games. The building has two elevators for wheelchair users. 
02. It’s clean and “fun” inside. Of course, this design is not very close to me, the main thing is that everything is done with high quality. 
03. Everything here is adapted for people with disabilities. A white circle - for those who have difficulty seeing, it marks the beginning of the floor. Also, these circles are duplicated with bright indicators. 
04. Evacuation scheme for the blind and visually impaired. 
05. The doors are all 90 centimeters wide so that strollers can easily pass through them. There are special halls in the corridors for people in wheelchairs. 
06. Special equipment for people with disabilities. On the right is a Braille monitor. Also, a special system sounds through headphones everything that happens on the monitor. 
07. Denis, the head of the first Moscow integration center "Sports billiards for young disabled people", showed a class in playing billiards. 
08. There are two billiard tables in the center. The guys are supported by both the Moscow government and the professional community. 
09. In addition to people with disabilities, ordinary children go to the center. This helps people with disabilities to quickly adapt and lead full life outside the center. 
10. Music class. Drums and tambourines, synthesizers and dozens of other musical instruments for every taste. Mostly hearing-impaired children study here. 
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13. Studio of historical costume and beading. 
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15. Last year, an icon created by the hands of the students was presented to Patriarch Kirill. 
16. It takes about a year to make one costume! Here they master all beading techniques and even create new ones. 
17. But I was especially struck by the work of the ceramics school and pottery studio. There are kilns and a potter's wheel here. Children with cerebral palsy, mental retardation, Down syndrome work here... 
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20. “Our main mission,” says Tatyana Vladimirovna, “is to introduce young disabled people to active social and professional life through creativity. The center employs 60 employees - psychologists, teachers, specialists in working with youth - to provide assistance to young disabled people.” 
21. Young disabled people come to the center from the age of 4 to 32. After the age of 32, people usually either settle down and live a normal life, or go to other adult centers. 
22. Works of pupils. 
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24. Exhibition of works by students. Soon the Rossiya center plans to open an online store and sell some of its works. Discos and costume balls are also held here. The 1812 Christmas ball will take place in December. Discos are held mainly for the hearing impaired. 
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26. There is also a theater here. 
27. The director himself is deaf, they act here without words. 
28. And there is also such a magical relaxation room. 
29. A gym equipped with exercise equipment specially adapted for wheelchair users. 
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31. There is a children's playground outside. 
32. This is probably the only playground for disabled people in Moscow. 
This center, opened under the auspices of the city department of family and youth policy, is also unique because it develops methods for organizing leisure and creativity for people with disabilities in Moscow. But, of course, one center is not enough for a city of ten million. Such centers should be in every district of Moscow and in all major cities Russia. Disabled people should have the opportunity to lead a full life, work, relax, go to the cinema and meet with friends. Now for people with disabilities, any of this action is a big test. It would be good if society and human rights activists would pay more attention to the problems of people with disabilities, who now seem to not exist.
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In the West, people with Down syndrome are called “alternatively gifted.” In Russia, they are treated in two ways: some call them “sunny”, surround them with love and affection, others turn away.
Children with intellectual, mental and mental disorders- a special group of people who, from birth, have to literally fight for their place in the sun. For many, this path is thorny and difficult, especially for those who have already crossed the age line of 18 years.
Road to nowhere?
The childhood of the boy Valentin was almost no different from the life of children his age. WITH three years he went to kindergarten, although in a special group - for children with developmental delays. Valya was also “special” from birth: doctors diagnosed him with “Down syndrome”.
Then - training at school, in a class for children with delays mental development.
“For 10 years, without a break, my son attended school, and for the last 5 years, on his own. I knew that all this time the child was sitting at his desk and listening carefully to the teacher. And what crafts he brought from school! Younger son, after 5 years, already studying in the 7th grade, I often took my brother’s work for work, and they turned out to be the best of all,” said mother Valentina Olga Vasilyeva.
Vali's life changed dramatically as soon as he turned 18 years old. He seemed to be erased from the world, like many “special” children of his age.
My son teaches me a lot too: for example, how to treat offenders and simply love life.
“The doors of the schools are closed: we left school with a certificate of completion of school instead of a certificate. Young people with intellectual disabilities, having learned basic arithmetic, reading, and writing at school, at the age of 18 cease to be disabled from childhood, they are recognized as disabled II, Group III, people who are able to work if others constantly provide them with assistance. But they did not receive vocational or craft training in workshops, CPC, schools, jobs were not created for them, they do not have the opportunity to earn a minimum income, and for a pension for a disabled person of group II, III (in the Kirov region, for example, on average 10 thousand rubles) I can’t live without a part-time job, considering that my mother’s additional payment for care was also withdrawn. Fortunately, I work, but there are so many mothers who raise young disabled people alone! And if, for example, I can’t afford a nanny, what’s next - quit my job?!” – Olga Vasilyeva is perplexed.
Valentin, like many young disabled people, feels like a full member of society and is trying to find his place in life.
“Once they called me from the Theater for Young Spectators in Kirov and said: “Your child said he wants to perform on stage”: he does breakdancing,” said Valentina’s mother. - He fulfills any requests and instructions impeccably, for example, in terms of cleaning. These children are generally very capable of working. Those 12 people with mental disabilities who studied in Vali’s class could become a ready-made labor cell, only they need a mentor. My son teaches me a lot too: for example, how to treat offenders and just love life.”
That's the end of the holiday
In 2010, in Kirov, the parents themselves opened an informal public association“Club 18+” for children with mental and mental disabilities, disabled people of groups I and II. 25 girls and boys learned to make friends, sing and dance, read poetry, sculpt from clay, weave from paper, stage plays, met with creative people cities, visited theaters, exhibitions, concerts, prepared for performances at festivals and home concerts.
The club had its own stars. Nikolai Darovskikh, for example, became the winner of the International Inclusive Dance Festival in 2013. A young man with Down syndrome performed “Gypsy Dance” at the Stanislavsky and Nemirovich-Danchenko Musical Theater in Moscow.
The club was created by Kirov resident Vera Darovskikh. The woman knows firsthand that young disabled people need not only care and attention, but also employment, as she is raising a disabled son herself.
Over time, the club was given premises and became a socio-cultural day department Regional Center rehabilitation of young disabled people (Kazanskaya St., 3a.) More and more young people came, they needed additional help specialists.
Vera Darovskikh repeatedly turned to the governor for help and met with members of the government and ministry officials. The Council of Parents and Guardians of Young Disabled People sincerely believed that the social security authorities would provide support to the club.
“Instead, parents were asked to pay for existing social services very high prices. We were forced to refuse,” noted Vera Alexandrovna.
Despite their disabilities, these are in fact adults who are humiliated by “childish” activities.
After the day department of sociocultural rehabilitation was closed, Vera Darovskikh turned for help to Moscow, to Ella Panfilova, who at that time was the Commissioner for Human Rights in Russia. Only then did the situation move from the “dead point”: rates, social workers, and a new place for classes with young disabled people were again found. At the Social Services Center, on the street. Pugacheva, 24, there was a small office for handicrafts, filled with old furniture.
“Musical, theatrical and entertainment activities at the matinee level in kindergarten they don't give anything anymore young disabled person: they do not prepare him for a future independent life without parents, they do not “cultivate” him, they do not educate him. Such “social services” for young people with disabilities are a thing of the century before last. Despite their disability, these are in fact adults who are humiliated by “childish” activities,” says Vera Darovskikh.
Just 2 hours in the morning - that’s all the time for “rehabilitation” allocated for young disabled people from all districts of the city of Kirov and the region.
“For some young disabled people living in remote areas of the city, this schedule is not suitable, there is not enough space, and the location itself is inconvenient and simply incompatible with their health,” says Vera Alexandrovna.
So young people do not study, do not work, and do not rehabilitate themselves. And how many similar examples can you count across the country?
Happiness is at home
Parents raising adult children with disabilities often do everything possible for them, but have a very vague idea of what awaits them in the future.
“The prospects for such people are too limited. There are, of course, boarding schools that accept young disabled people, but what normal mother would voluntarily send her child to such an institution - this would mean destroying him with her own hands! Their place is at home, among loved ones. It is important that the state pays attention to our children - even if they are already big, but so unprotected. The main task of healthy and smart adults is to socialize them and prepare them for independent life, he believes Member of the Council of the “Club 18+”, mother of a disabled daughter Alla Rossikhina.- The main thing for our children is communication and socialization. There should be an interest club for young disabled people aged 18 to 45, where they could get to know each other and communicate.”
Often in society, “special” people are looked at as doomed, for whom the only way to go to a boarding school is.
There are, of course, boarding schools that accept young disabled people, but what normal mother would voluntarily send her child to such an institution.
“There is simply no place for many young disabled people there. On the contrary, they must live their lives at home, in their apartment, among friends, acquaintances, relatives and helpers. This requires new forms of social work, says Vera Darovskikh. “They do not require millions of investments, and there are examples of this.”
Thus, in the Vladimir region, young people with severe form disabled people are prepared for life without parents in a so-called “study living apartment”. The children are temporarily placed in a separate apartment without their parents, but under the guidance of a mentor, where they are taught how to run a household: clean the house, cook, do laundry, do shopping, and spend their pension correctly and economically.
“In my opinion, it is very important to take care of social support for young disabled people, but for this social services All families in which there are disabled adults should know, be interested in what they are doing and what help they need,” noted Vera Alexandrovna. “Disabled people have the right to assistance not out of mercy, but by legal right.”
THE PROBLEM OF SOCIALIZATION OF YOUNG DISABLED PEOPLE IN EDUCATIONAL INSTITUTIONS
annotationThis article examines the problems faced by young people with disabilities. The article also discusses the process of socialization of young disabled people.
THE PROBLEM OF SOCIALIZATION OF YOUNG PEOPLE WITH DISABILITIES IN EDUCATIONAL INSTITUTIONS
Ismailova Hava Alikovna
Chechen State University
3rd year student, Faculty of Law, specialty “Social work”
Abstract
In this article problems with which young people face limited opportunities are considered. And also in the article process of socialization of young disabled people is considered.
According to various statistical research, the number of young people with disabilities is gradually growing. Disability is not only a problem of a certain circle of “inferior people”, but a problem of the entire society as a whole. The most acute problems of disability among young people are associated with the emergence of numerous social barriers that do not allow people with disabilities to actively participate in the life of society.
Young people, from the point of view social relations differ in that it is childhood and adolescence that accounts for the main, defining stage of the process of human socialization. Socialization is one of the main factors of entry young man into adulthood, the process of inclusion in social life, which consists in a person’s assimilation of a system of knowledge, values, norms, attitudes, patterns of behavior inherent in a given society, social community, group. It is in the process of socialization that an individual becomes a person capable of functioning in a given society.
However, the socialization of disabled people, especially disabled children, is a system and process of restoring the disabled person’s abilities for independent social and family activities. It should be noted that initially, assistance to this category of children in all countries, including Russia, developed in the form of the creation of specialized educational institutions, as a result of which the isolation of children with disabilities in society gradually increased. Rehabilitation centers consider their main task to be the adaptation of children with disabilities in the process of socialization, ensuring the comfortable state of their parents, the formation of an adequate attitude among the population towards children with disabilities and the integration of these children into modern society. Many disabled people are completely dependent on their parents. These are those who cannot move independently and take care of themselves. The opportunity to study and work creates conditions for self-expression and self-realization of disabled people, and also contributes to solving the most important life problems: social and professional rehabilitation, social adaptation, increasing the standard of living of an individual’s family. Active work helps young disabled people overcome the awareness of their inferiority and consider themselves full members of society. Unfortunately, many people who acquire a profession cannot find a corresponding job. Even if they get a job, it is not in their specialty or for a low-paid job. One of the main problems of young people with disabilities is the problem of obtaining a profession that would provide them with the opportunity to work. An extensive network of institutions for the professional development of youth has been created, which includes a combination of executive authorities and rehabilitation institutions; vocational guidance and employment centers; educational institutions and social assistance centers. But in practice, unfortunately, the implementation of the main directions of professional development of a young person with disabilities faces many problems. One of the problems is the lack of pedagogical, psychological and social support for students with disabilities. The process of socialization and adaptation is known to be slow in young people with disabilities.
Another problem of socialization of young people with disabilities is the problem of establishing interpersonal relationships or contacts. For young people this urgent problem, because those around them treat them differently: for example, some simply do not notice them or try not to notice them, while others try to help and support. The only place where they feel most comfortable is their parental family.
An important factor in the socialization of the personality of young people with problems physical health, is training in educational institutions. In this environment, interpersonal communication is possible not only in the process of classroom study of some academic discipline, but also on an informal level, outside of class.
Young disabled people studying in educational institutions face various problems. Thus, many educational institutions are not equipped with ramps, devices for teaching the visually impaired and the blind, and audio equipment, adapted computers, there are no elevators, rest rooms for the disabled, and often no first-aid post. In computer classrooms, special techniques are not used to compensate for visual or hearing defects. For example, there are very few people with disabilities diagnosed with cerebral palsy in professional institutions, because they physically cannot reach classrooms on the second or higher floors on their own. Young people with spinal problems are forced to spend their entire lives within the four walls of their homes. A big problem for such disabled people is that doorways and elevators are too small for wheelchairs, stairs are almost never equipped with platforms for lowering wheelchairs or any lifting devices; The entire urban transport system is not adapted for people with disabilities.
When considering the features of adaptation of young people with disabilities, it should be borne in mind that the degree of a person’s adaptation to living conditions largely depends on the psychological-volitional component, on psychological readiness“find yourself” and “take your place in life.”
Analyzing the problems of adaptation of young people with disabilities, we can note the main ways to increase the adaptation processes of young people with disabilities:
Development of public and state rehabilitation programs for young disabled people;
Creation of profiles rehabilitation centers, which would solve problems of social assistance, as well as communication and mutual assistance; formation of an open sociocultural space, attraction of volunteers, students of psychological and pedagogical specialties as social workers;
Carrying out work on professional self-determination of young disabled people based on existing knowledge about their own psychological characteristics taking into account self-development programs.
Young disabled people as an object of social work.
Social work to promote a healthy lifestyle.
Social rehabilitation as a technology of social work with young disabled people.
2.1. Adaptive physical education as a means of developing a healthy lifestyle.
The International Classification of Defects, Disabilities and Disabilities adopted by the World Health Organization in 1980 in Geneva defines disability as any limitation or inability, due to impairment of health, to carry out a particular activity in a manner or within a framework that is considered normal for a person.
Disability is understood as the degree of limitation of a person’s life activity due to a health disorder with a persistent disorder of body functions.
Health disorders with persistent impairment of body functions
Disability
The degree of limitation of human activity
Disability is manifested in the fact that, due to health problems, a person has barriers to full existence in society, leading to a deterioration in his quality of life.
These barriers can be overcome through implementation social function a state that establishes legal norms aimed at replacing or compensating for the consequences of a deteriorating quality of life.
Disability includes medical, legal and social components.
Disability
Social
Legal
Medical
The legal component provides a member of society with a special legal status in the form of additional rights and social benefits.
The social component consists in the implementation of the social function of the state, which, within the framework of the powers granted, redistributes material benefits in favor of needy members of society.
Standard Rules for Equal Opportunity
Persons with Disabilities (1993) define disability as a function of “the relationship between persons with disabilities and their environment” (para. 6) and indicate that “the term disability” includes a significant number of different functional limitations<…>People may become disabled due to physical, mental or sensory defects, health conditions or mental illness. Such defects, conditions or diseases may be permanent or temporary in nature” (paragraph 17)
(WHY ARE NOT OPPORTUNITIES EQUAL?
Legal problems of realizing the right of people with disabilities to education
in modern Russia)
Currently, there are two main approaches to disability: the medical model of disability (traditional approach) and the social model of disability.
The medical model of disability defines disability as a medical phenomenon (“sick person”, “person with severe physical injuries”, “person with insufficient intellectual development”, etc.). Based on this model, disability is considered as an illness, disease, pathology. The medical model defines a methodology for working with people with disabilities, which is paternalistic in nature (i.e., the restrictive and patronizing position of society) and involves treatment, occupational therapy, and the creation of special services to help a person survive (for example, in the case of a child receiving education in boarding institutions or forced long-term stay of a disabled person in medical institution). Education, participation in economic life, and recreation are closed to people with disabilities. Specialized educational institutions, specialized enterprises and sanatoriums isolate people with disabilities from society and make them a minority whose rights are discriminated against. Changes in the socio-political and economic life of the Republic of Kazakhstan make it possible to integrate people with disabilities into society and create the prerequisites for their independent life.
The semantic center of the new view was the social model of disability, which considers disability problems as a result of society’s attitude to their special needs. According to the social model, disability is social problem. At the same time, limited capabilities are not “part of a person”, not his fault. Instead of paying more attention to people's disabilities, proponents of the social model of disability focus on their degree of health.
The authorship of the social model (sometimes referred to as the “interaction model” or “interaction model”) belongs mainly to people with disabilities themselves. The origins of what was later called the “social model of disability” can be traced back to an essay written by British disabled man Paul Hunt. Hunt, in his work, argued that people with disabilities posed a direct challenge to conventional Western values, since they were perceived as “miserable, useless, different, oppressed and sick.” This analysis led Hunt to conclude that people with disabilities face “prejudice that results in discrimination and oppression.” He identified the relationship between economic and cultural relations and people with disabilities, which is a very important part of understanding the experience of living with handicaps and disabilities in Western society.
The problem of disability in the social model is taken beyond the scope of individual existence and is considered in terms of the relationship between the individual and elements of the social system, focusing on social pressure, discrimination and exclusion. This model is not only popular in many civilized countries, but is also officially recognized at the state level, for example, in the USA, Great Britain, and Sweden. The importance of the social model is that it does not view disabled people as people with whom something is wrong, but sees the causes of disability in an unsuitable architectural environment, imperfect laws, etc. According to the social model, a person with a disability should be an equal subject of social relations, to whom society should provide equal rights, equal opportunities, equal responsibility and free choice, taking into account his special needs. At the same time, a person with a disability should have the opportunity to integrate into society on his own terms, and not be forced to adapt to the rules of the world of “healthy people”.
The social model of disability does not deny the presence of defects and physiological differences, defining disability as a normal aspect of an individual's life, and not a deviation, and points to social discrimination as the most significant problem associated with disability.
(http://www.rusnauka.com/3_ANR_2012/Pedagogica/6_99670.doc.htm)
There is an international classification of disabilities that was published by the World Health Organization in 1980:
Biological aspect: loss or any abnormality of physiological, psychological or anatomical structure or body functions;
Personal aspect: any impairment or lack of ability to function within the range considered normal for a person;
Social aspect: a disadvantage in which an individual finds himself as a result of impairment or inability to act and which limits the performance of normal roles depending on age, gender, social and cultural factors. The concepts of insufficiency, incapacity and incapacity were developed by WHO to differentiate different disease outcomes and select treatment tactics that correspond to such an outcome.
In Russia, the term “disabled person,” in contrast to European and global standards for defining disability, traditionally remains prevalent in relation to people with disabilities. Does this mean that the content of the concept of “disabled person” remains unchanged? To answer this question, it is necessary to analyze what meaning was put into this concept in various historical eras.
Until the middle of the 19th century. In Russia, military personnel who suffered during wars were called disabled. IN AND. Dahl, interpreting the word “disabled,” uses the following definition: “a served, honored warrior, unable to serve due to injury, wounds, or decrepitude.”
Subsequently, the category of people whose condition fell under the definition of disability expanded. This was due primarily to the emergence and development of capitalism, when a person’s social significance began to depend on his ability to participate in the production process. The main criterion was partial loss of ability to work as a result of illness or injury, and later also as a result of mental illness and congenital disorders. In the dictionary of S.I. Ozhegov and N.Yu. Shvedova, a disabled person is “a person who is completely or partially deprived of the ability to work due to some anomaly, injury, mutilation, or illness.” Official documents also defined disability as “prolonged or permanent total or partial loss of ability to work.” In turn, such a part of the population as disabled children did not fall into the category of disabled people at all. This interpretation remained until 1995, when the Law “On Social Protection of Disabled Persons in the Russian Federation” was adopted, which proposed the following definition: “A disabled person is a person who has a health impairment with a persistent disorder of body functions caused by diseases, consequences of injuries or defects, leading to limitation of life activity and necessitating the need for social protection.” Disability is defined as a complete or partial loss of the ability or ability to carry out self-care, move independently, navigate, communicate, control one’s behavior, learn and engage in work.
Depending on the degree of dysfunction of the body’s functions and limitations in life activity, persons recognized as disabled are assigned a disability group, and persons under the age of 18 are assigned the category “disabled child.”
Recognition of a person as disabled is carried out by the federal institution of medical and social examination. The procedure and conditions for recognizing a person as disabled are established by the Government of the Russian Federation.
Of all the proposed concepts, we will take as a basis the definition of “disabled person” from the Declaration of the Rights of Persons with Disabilities (UN, 1975) - this is any person who cannot independently fully or partially meet the needs of a normal personal and (or) social life due to a disability, whether congenital or acquired, his (or her) physical or mental capabilities.
According to the nature of the disease, people with disabilities can be classified into mobile, low-mobility and immobile groups. Characteristics in the table of concepts
The level of disability in people is influenced by a number of factors: the state of the environment, the demographic situation, the economic and social level of development in their places of residence, the level of morbidity, the level and amount of treatment and preventive care in the health care system (medical factor).
Among young people, the bulk are people who have become disabled due to mental disorders and diseases of the nervous system, as well as due to injuries. In the structure of morbidity leading to childhood disability, psychoneurological diseases predominate; then diseases of internal organs; musculoskeletal disorders; visual and hearing impairments. It should be separately noted that in relation to disabled children, there are four groups of risk factors leading to disability: prenatal (hereditary), perinatal (sick mother), neonatal (intrauterine) and acquired pathology.
Self-care ability – the ability to independently satisfy basic physiological needs, perform daily household activities and personal hygiene skills;
Ability to move – the ability to move in space, overcome obstacles, maintain body balance within the framework of everyday, social, and professional activities;
Ability to work – the ability to carry out activities in accordance with the requirements for the content, volume and conditions of work;
Orientation ability – the ability to locate oneself in time and space;
The ability to communicate is the ability to establish contacts between people by perceiving, processing and transmitting information;
