On secondary and higher vocational education for persons with disabilities

Metropolitan secondary system vocational education is multilevel, continuous, open and accessible to different segments of the population of Moscow. The training of qualified workers and specialists for the main sectors of the urban economy is carried out by 75 specialized and 13 pedagogical colleges, subordinate to the Department of Education of the city of Moscow.

Education in colleges is conducted in:

• 100 professions of primary vocational education;
• 133 specialties of secondary vocational education;
• 157 vocational training professions;
• more than 200 programs of additional professional education for adults (advanced training, retraining) for all key areas of the economy and social sphere of Moscow.

Professional education

A large number of colleges that are part of the Moscow Department of Education create special educational conditions for training people with disabilities.

Getting higher professional education for people with disabilities is possible in various forms, including distance learning. A list of institutions, recommendations and Internet resources for the implementation of distance learning is presented in the Distance Learning handbook.

Faculties develop programs that facilitate the rapid adaptation of students to new conditions, allowing them to cope with the most common problems. More information about the training program for students with disabilities at the distance learning faculty of the State Educational Institution of Higher Professional Education "Moscow City Psychological and Pedagogical University" can be found.

Higher education institutions

• Moscow City Psychological and Pedagogical University (MGPPU)

UDC 377.01 BBK 444.8 / 9

Cheshko Svetlana Leonidovna

applicant Yekaterinburg Cheshko Svetlana Leonidovna

Applicant for a Degree Yekaterinburg

Professional training for persons with disabilities

health

Professional Training of the Disabled People

The article examines the relevance of vocational education of persons with disabilities, as one of the conditions for their successful socialization, the experience of implementing educational programs for vocational training of persons with intellectual disabilities in an educational institution of primary vocational education in the context of integration, comprehensive support and interaction with special (correctional) schools, businesses.

This article discusses the urgency of professional education of disabled people as one of the conditions for the success of their socialization, the experience of mentally disabled people S professional training in educational institutions of primary professional education in the context of integration, complex support and cooperation with special schools and enterprises.

Key words: integration, professional training,

comprehensive support for persons with disabilities.

Key words: integration, professional training, complex support, disabled people.

Getting professional education for people with disabilities is one of the basic and integral conditions for their successful socialization in society. However, the success will also depend on the factor of the further life of this category of students. The ability to realize oneself through the profession, the effectiveness of self-realization will depend on how well-formed the readiness for work and adequate professional self-determination, the skills of behavior in society and socio-professional adaptation at all stages of education and upbringing, from school to industrial practice in the conditions of the enterprise.

The relevance of improving the conditions of vocational education is determined by the need to find and implement effective

solutions to the problems of life of people with disabilities in the presence of a tendency to increase the share of this category of the population in the world and in Russia. According to the World Health Organization, there are about 500 million people with disabilities in the world. In Russia, this category of citizens represents a significant and, at the same time, an increasingly increasing part of the country's population □ 13 million people. (almost 10% of the population).

In the Sverdlovsk region, as of 01.01.2011, 344581 disabled people live, which is 7.9% of the total population of the region. 32% of the total number of disabled people are disabled people of working age. Number of disabled children under the age of 18 □ 17,340 people. In theory, about 66,900 people with disabilities need employment and vocational rehabilitation services. It is also necessary to take into account the situation that not all persons with disabilities (among students of special (correctional) schools of the VIII type) have the status of a disabled person. In 2002, in all forms of education in state higher educational institutions 14.2 thousand people with disabilities studied in the country, by 2009 their number increased by 75% and reached 24.9 thousand people.

In 2009, 14.8 thousand disabled people studied in secondary specialized educational institutions, which is 45% more than in 2002 (10.1 thousand people). In institutions of primary vocational education □ more than 26 thousand (this is 36% more than in 2002). In the Sverdlovsk region there are 61 state special (correctional) educational institutions for children with disabilities, 12

institutions of primary vocational education provide vocational training for graduates of correctional schools.

Adopted target federal programs provide measures for the development of education for people with disabilities and disabled people: the Federal Target Program for the Development of Education for 2011-2015, the Accessible Environment FTP for 2011-2015, the Children of Russia □ FTP for 2011-2015, in a number of regions similar programs. In the period from 2008 to 2010, a number of

scientific and practical conferences at which the problems of education of persons with disabilities were considered.

The organization of integrated education and upbringing is considered as a priority direction in the development of the education system for persons with disabilities.

The development of integrated forms of education for disabled people should be carried out gradually, on the basis of planning and implementing a set of measures to ensure compliance with the requirements for the organization of this activity (including the availability of an appropriate material base, special educational programs, training of the teaching staff, explanatory work with students and their parents), □ A. A. Levitskaya notes.

Integrated forms of education allow solving the problems of full participation of this category of persons in the life of society, the effectiveness of self-realization, the success of an independent

life arrangement. In a number of regions Russian Federation integrated forms of obtaining professional education for persons with disabilities are being successfully implemented. However, a number of problems remain unresolved, which are also drawn to the attention of the conference participants at the meetings of the collegiums of the Ministry of Education and Science of the Russian Federation.

The development of integrated forms of education for people with disabilities in the regions is not always planned, consistent, and often not accompanied by the creation of the necessary conditions. Most vocational education institutions are not ready to accept and train people with disabilities, both in terms of the availability of material and technical conditions for training and psychological, medical and pedagogical support of such students, and in terms of staffing this activity. There are also no normatively fixed sanitary and epidemiological requirements for the organization of the activities of vocational education institutions in terms of creating

conditions for education for disabled people, the existing models of organization need to be improved educational process for people with disabilities who provide quality education for all persons of this category. In particular, the issue of the possibility of increasing the terms of mastering vocational training programs by such citizens requires additional settlement.

Creation required effective system employment of persons with disabilities who have received vocational education, coordination of activities in this direction of educational institutions, employment services, employers' associations.

The solution to these problems lies not only in the organization of the vocational education process in the context of integration, but also in deep research, scientific justification content, process and result of professional training of persons with intellectual disabilities in educational institutions together with normally developing peers.

Integration problems in pedagogy are considered in different aspects in the works of many researchers. In special (correctional) pedagogy, the approach to integration is deeply unique. In the work of N.M. Nazarov's term integration means the process, result and condition in which people with disabilities and other members of society with disabilities are not socially isolated or isolated, participating in all types and forms social life along with the rest. In the education system, at all its levels, integration means a real, and not a declared, opportunity for a minimally restrictive alternative for children, adolescents, youth with developmental problems □ training either in a special educational institution, or, with equal opportunities, in an educational institution of a general type. N.M. Nazarova notes that the term integration has multi-valued and variable interpretations. An integral part of the integration of children with developmental disabilities into society is their integration into general education institutions, where they receive

the possibility of joint learning with normally developing peers.

A similar definition is given in the work of M.I. Nikitina, who understands by the process of integration of persons with developmental disabilities in correctional pedagogy the process of including these persons in all spheres of society as equal members, their mastering the achievements of science, culture, economics, and education. In the works of N.N. Malofeeva and N.D. Shmatko, the integration process is seen as the integration of children with special educational needs into regular educational institutions. The term integrated learning is used in the works of leading scientists in the field of special education: L.S. Volkova, A.A. Dmitrieva, N.N. Malofeeva, N.M. Nazarova, M.I. Nikitina, L.P. Ufimtseva, N. D. Shmatko and others. Along with this term, the following concepts are used: integrated education and upbringing, integrated

education. However, the aspects of integrated education in vocational education institutions of the NGO system have not been sufficiently studied. “There is no systematic approach to consistency and continuity in educational programs of general and vocational education, the possibilities of distance learning are poorly used, the infrastructure of employment is not developing” □ noted by the participants of the interregional scientific and practical conference in Krasnoyarsk.

An integrated approach, involving the inclusion of students with intellectual disabilities in educational structures, in a variety of activities, joint with healthy peers, contributes to the successful solution of didactic and educational tasks at the level of both general and professional education (Yu.N. Bausov, V.A. Malysheva, I.A.Panshina, M.I. Nikitina, B.P. Puzanov, V.I.Seliverstov, A.G. Stanevsky, etc.). However, the studies conducted are mainly devoted to certain aspects of the implementation of an integrated approach in social rehabilitation and vocational training of children and adolescents with disabilities, including those with intellectual disabilities.

N.N. Malofeev and N.D. Shmatko consider integrated (together with normally developing peers) learning as the mastery of a child with developmental disabilities by a general educational standard in the same (or close) terms as healthy children. Analyzing the available research, they believe that integrated learning can be effective only for a part of children with developmental disabilities whose level of psychophysical development corresponds to age norm or close to her. In their opinion, it turns out to be inappropriate for children with intellectual disabilities. In relation to these children, the speech, first of all, should be about a joint stay in an institution, about joint leisure activities and various extra-curricular activities. In their work "Domestic models of integrated education for children with developmental disabilities and the danger of mechanical transfer of Western models of integration" they identify four models of integration: complete, combined,

partial and temporary, while specifying different levels of effectiveness.

Full and combined models of integration, according to the authors, can be effective only for a part of children with a high level of psychophysical and speech development, partial and especially temporary forms of integration are appropriate for most children with disabilities and children with developmental disabilities, including children. with intellectual disability. The integration of children with developmental disabilities contributes to socialization, and for normally developing children creates an environment in which they perceive the world as a single community of people, including people with problems. Highlighting domestic models of integration, N.N. Malofeev and N.D. Shmatko reveal them using the example of preschool and school education without touching on the stages of pre-vocational and vocational training of persons with disabilities. The more urgent is the issue of an integrated approach in vocational education, since there is no network of special institutions for obtaining a profession by persons with intellectual disabilities. Integration processes occur spontaneously, with formal inclusion

groups of people with disabilities to professional educational institutions, which is associated with the social demand of society for their further education.

“Social and professional lyceum“ Builder □ in Yekaterinburg ”has been providing vocational training for people with disabilities since 2000. Proportion of students graduating from special

(correctional) schools of the VIII type has grown over ten years from 13 to 43% of the total number of students in the professions of NGOs on the basis of basic general and secondary (complete) general education. Persons with intellectual disabilities study in an institution for normally developing peers in a single extracurricular educational environment, actively participating in the public life of the Lyceum. Traditionally, students were offered the professions "Building painter" "Plasterer" "Building joiner" "Carpenter □

A systematic analysis of the qualitative composition of S (C) OU graduates, questionnaires of parents, and conversations with students revealed the need for disabled children who had not previously continued their education after school for health reasons.

The pedagogical team analyzed the list of professions and specialties recommended for vocational training and employment of persons with mental retardation, which people with disabilities can master. Also, marketing research of the labor market was carried out, which showed the demand for the professions "Vegetable grower □"

Qualitative composition graduates of C (C) OU who entered the profession changed □ from 1% of children with disabilities in 2005 to 36% of children with disabilities, invalids of I-III groups in 2010 from the number of students □ graduates of special (correctional) schools of VIII type, in groups of the OP "Vegetable grower, florist" disabled people make up 74%. The range of offered professions is expanding, the conditions for the implementation of educational programs for vocational training of graduates are being improved.

special (correctional) schools of the VIII type: in 2009, a recruitment was carried out for the professions "Coater-tiler □" Coater with synthetic

materials □

EAT. Starobina notes a favorable labor prognosis in persons with a mild degree of mental retardation and with the main type of mental defect. “They are distinguished by emotional stability, poise and the absence of concomitant diseases. They show high possibilities of perception, high concentration of attention, good working capacity. They easily form socially valuable needs and interests, skills of adequate behavior and attitude to life circumstances» .

The acquisition of a profession by students of this category is impossible without technologically thought-out comprehensive support in the learning process. In 2007, the project “Center for Psychological-Pedagogical, Social, Legal and Medical Support of Children in Difficult life situation□ The center is a structural subdivision of the lyceum, it includes a staff for the implementation of the purpose of its activities: educational psychologists, social

teachers, medical workers, methodologists. The center has created psychological, methodological, social and legal services that provide comprehensive support for children in difficult life situations, including those with intellectual disabilities. The creation of this Center is the result of the activities of the teaching staff of the Lyceum for the development of the educational process.

At present, we can talk about the existing system of organizational and pedagogical conditions that make it possible to meet the needs of children with intellectual disabilities and their parents. The goal of the project: to provide such an organization and such a content of the process in which each student, in accordance with his level of education, the level of intellectual and physical development, the state of somatic and mental health, social status and the level of integration in society, has access to high-quality individually

oriented educational services, high-quality psychological and pedagogical, social and legal, medical care... Expected result: through the system of comprehensive support, each student, from entering the lyceum to successful integration in society, has access and receives the necessary assistance in all aspects of his life, is oriented and adequately assesses his health, his capabilities, builds real plans for his future life.

Practical value of project implementation:

Professional timely assistance to all subjects of the educational process;

Adaptation of educational programs to the individual characteristics of students;

Mastering by teachers of new competencies in the technologies of activity;

Introduction of new technologies for comprehensive support of students into the educational process (health preservation, rehabilitation and correction);

Development of research, experimental activities with the subsequent presentation of significant results to the external pedagogical community.

Creating conditions for the successful integration of persons with intellectual disabilities into society is the most important task of educational institutions and begins at the stage of training in special (correctional) schools.

While still studying in the 8th and 9th grades of the school, students and their parents get acquainted with the lyceum, professions that they can get. Career guidance comes in various forms. First, this is a correspondence acquaintance with the lyceum through presentations and conversations at school with the invitation of the teacher-organizer, masters of industrial training at cool watch, parenting meetings. Then □ excursions to the lyceum on the open day, the day of the profession, the educational and practical conference, the day of the lyceum. In vocational guidance, active forms of student participation are also used.

С (К) ОУ in competitions of professional skills, master classes held at the lyceum. These days, the guys meet with the graduates of their school, get acquainted with their professional and personal achievements. Preliminary acquaintance with the institution in which the student will receive a profession reduces the level of anxiety, on the one hand, and allows you to make a choice of a future profession.

Professional training at the Lyceum begins in specially created classrooms for theoretical training and practical training in training workshops in the first year and includes practical training at the enterprise in the second year. Theoretical training is 1138 academic hours, practical training 1554 hours. Groups are composed of 12-15 students, for practical training they are divided into subgroups. The educational process is carried out using pedagogical technologies, taking into account the individual characteristics of students on the basis of the recommendations of educational psychologists and medical workers. The implementation of the educational program of professional training is designed for two years in accordance with the curriculum and the requirements of state educational standards. At the end of the lyceum, graduates receive a certificate of qualification level 2-3 categories based on the results of the state final attestation.

To obtain a qualification of the appropriate level, the development of a system for the formation of professional competencies of students is required, ensuring the ability to constructive

professional activity and social adaptation.

The main methods used in the process of vocational training of persons with mental retardation are visual-practical, including repeated repetition and practical consolidation of the same material from a different angle of view by various methods and techniques.

The educational program of professional training is modular in structure, which, in our opinion, allows taking into account the specifics of training students □ graduates of S (C) OU. The limitation of the study load of this category of students does not allow expanding the time frame for mastering the content of the academic discipline, and the module introduced along with the main content will allow both to save time and update the content, and clearly define the place of this material in relation to a particular specialization. For better mastering of subjects of the professional cycle, a general educational course "Mathematics in the profession" with a profile focus in accordance with the main professional program has been developed and is being implemented.

With the aim of developing communication skills, independence in professional activity, mastering the technologies of self-control and self-development by students in syllabus includes such academic disciplines as "Effective behavior in the labor market (speech workshop)", optional lessons "Training personal growth"For freshmen and" Fundamentals of conflict management □ General competencies that are formed in the process of mastering the programs of these disciplines, contribute to more successful social adaptation and integration of graduates into society.

The organization of industrial practice in production conditions also has its own characteristics. Well-established cooperation with all structures of enterprises □ social partners □ allows for the full implementation of the educational program, taking into account the educational and professional capabilities of students □ graduates of special (correctional) schools of the VIII type. At the stage of selecting enterprises from the available data bank, concluding a cooperation agreement, approaches are determined and positions of interaction at various levels of management and implementation of the industrial practice program are coordinated.

“The most optimal for students is a group form of organization of labor in production (link, team) with the participation of healthy

workers. In these cases, a working group has a positive impact, creating conditions for mutual understanding, developing adequate work skills, stimulating interest in work, "which must be taken into account when organizing practice. The specialists of the personnel department help to select such places of internship when choosing an object and in the field □ a foreman when selecting a primary labor collective.

Thus, the pedagogical and psychological support carried out within the walls of the lyceum continues in production. The casting forms are changing, as the circle of subjects of interaction of students is being pounded (specialists of the personnel department, foreman, mentor, personnel workers). The master of industrial training, together with the student, develops the martrot of the student's entry into the professional society, the algorithm for getting to know the enterprise, interaction with the specialists of the personnel department, the mentor (foreman) at the facility. In the future, the support of the master of industrial training occurs not only directly, but also indirectly, through a mentor at the enterprise in order not to limit, but to develop the independence of students.

During the period of industrial practice, along with the master of industrial training, self-assessment of the student, an external assessment is made by representatives of the employer.

At the first (adaptation) stage, the degree of readiness for labor activity in production conditions is assessed, the level of mastering general competencies is assessed.

At the second stage, the level of mastering professional competencies is assessed.

At the third stage □ assessment of the level of involvement of students in the labor process as part of the program of industrial practice.

Constant contact of teachers with mentors on the ground allows you to see the problem in time and jointly find ways to eliminate it.

In the course of the implementation of educational professional programs in the Lyceum, a tradition of collective summing up of the results of students' practical training has developed. Understanding the importance of the formation of such general competencies as possession of communication skills, the ability to solve problems, the implementation of self-development, the manifestation of independence by students in their professional activities and their mastery of self-learning technologies, self-control made it possible to reach a higher level of quality in assessing the results of industrial practice.

The emerging pedagogical experience in terms of accompanying students in the educational process in production conditions determined in 2007 a model for the public presentation of students' professional achievements.

Along with the external assessment, which is formed during visits to students during the period of practical training at the facility, meetings-conversations of the master of industrial training with a mentor in the workplace, conditions have been created for the formation of a self-assessment of the level of formation of students' competencies. In this situation, the student becomes an active subject of the educational process through self-control and self-assessment, which are requested both during the practice period and at the state final certification in the procedure for self-presentation of their own achievements.

The use of various forms of accompanying students at all stages of mastering the educational program contributes to the interaction of the teaching staff of the lyceum and the employer to solve the problem of improving the quality of vocational training of graduates, taking into account the requirements of modern production and their further employment.

Within ten years, 689 people received a profession at the lyceum, the average employment rate by profession is 56%, 10% of graduates do not work in a profession. "Dropout" of students for various reasons, including health status and academic failure, in the period from 2000 to 2006

amounted to 19%, in the period from 2007 to 2010 this indicator decreased to 7%, which is a positive trend not only in the safety of the contingent, but also in the successful socialization of students with intellectual disabilities.

However, despite the existing positive experience, the problems of employment and adaptation in the work collective remain, which require the improvement of professional training, taking into account the demands of modern production, the inclusion in the process of various services that contribute to the employment and retention of persons with disabilities in the workplace. Activity analysis

the teaching staff shows the need for:

Development and implementation of software and methodological support for the processes of vocational training of students on the basis of new generation federal state standards;

Development and implementation of software and methodological support for pre-profile training processes in special (correctional) schools;

Development and implementation of a program for the further employment of graduates in conjunction with enterprises, employment services, social services;

Development of integration processes based on science-based approaches.

The goal of the fullest possible satisfaction of the needs for high-quality vocational education and further labor activity as the basis for the successful socialization of persons with disabilities can be achieved on a modern methodological basis at a new level of interaction between specialists at all stages of professional development from school to enterprise.

Bibliographic list

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December 9, 2009 "On measures to create conditions for education by persons with disabilities and disabled people" [Electronic resource]

// Official site of the Ministry of Education and Science of the Russian Federation: [site]. Access mode: http://mon.gov.ru/

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The receipt of education by children with disabilities is one of the basic and inalienable conditions for their successful socialization, ensuring their full participation in the life of society, effective self-realization in different types professional and social activities.

Article 43 The Constitution of the Russian Federation stipulates that everyone has the right to education. The availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises is guaranteed.

Among the wide range of subjects of the right to education there are persons with a special legal status, these are persons with disabilities. The peculiarities in the legal regulation of their position in the field of education are caused by the need to consolidate guarantees for the realization of the right to education. The task of the law was not so much to eliminate the situation in which they could actually be excluded from the education system and public life, but to create the most favorable conditions for the education of this group of people.

In this regard, ensuring the implementation of the right of children with disabilities to education in the Federal the law No. 273-FZ is regarded as one of the most important tasks of state policy in the field of education.

The specifics of organizing educational activities for students with disabilities are determined by the Ministry of Education and Science of Russia in conjunction with the federal executive body responsible for the development of state policy and legal regulation in the field of social protection of the population.

New law on education gives a range of basic definitions, in particular, the definitions of a student with disabilities, inclusive education, an adapted educational program are given:

· disabled student - an individual with disabilities in an individual and (or) psychological development, confirmed by the psychological, medical and pedagogical commission and hindering education without creating special conditions.

· inclusive education - ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities;

· adapted educational program - an educational program adapted for training people with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.

In order to ensure the realization of the right to education of students with disabilities, federal state educational standards for the education of these persons are established or special requirements are included in federal state educational standards.

Education of students with disabilities can be organized:

v together with other students;

v in separate classes, groups;

v in individual organizations carrying out educational activities.

Organization of education for children with disabilities in educational institutions general type, located, as a rule, at the place of residence of the child and his parents, allows you to avoid placing children for a long time in a boarding institution, create conditions for their living and upbringing in a family, ensure their constant communication with normally developing children and, thus, contributes to effective solving problems of social adaptation and integration into society.

The main article, which defines the features of training for persons with disabilities, is Art. 79 "Organization of education for students with disabilities." The law obliges to create special conditions for the training of the groups of people we are considering and concretizes these conditions: the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical training aids for collective and individual use, the provision of the services of an assistant (assistant) providing students with the necessary technical assistance, group and individual remedial classes, providing access to the buildings of organizations carrying out educational activities, and other conditions, without which it is impossible or difficult for students with disabilities to master educational programs.

The content of education and the conditions for organizing training and upbringing of students with disabilities are determined by the adapted educational program, and for the disabled also in accordance with the individual rehabilitation program for the disabled.

Special conditions for receiving education by students with disabilities are understood as the conditions for training, upbringing and development of such students, including:

v the use of special educational programs and methods of teaching and upbringing;

v special textbooks, teaching aids and didactic materials;

v special technical training aids for collective and individual use;

v provision of the services of an assistant (assistant) providing students with the necessary technical assistance;

v conducting group and individual correctional classes;

v providing access to the buildings of organizations carrying out educational activities;

v other conditions, without which it is impossible or difficult for students with disabilities to master educational programs.

When receiving education, students with disabilities are provided with free special textbooks and tutorials, other educational literature, as well as the services of sign language interpreters and tiflo-sign language interpreters.

Separate organizations carrying out educational activities in accordance with adapted basic general educational programs are created by state authorities of the constituent entities of the Russian Federation for the deaf, hard of hearing, late deaf, blind, visually impaired, with severe speech impairments, with disorders of the musculoskeletal system, with mental retardation, with mental retardation. , with autism spectrum disorders, with complex disabilities and other students with disabilities.

The state, represented by the state authorities of the Russian Federation and state authorities of the constituent entities of the Russian Federation, authorized by it, provides training for pedagogical workers who possess special pedagogical approaches and methods of teaching and educating students with disabilities, and promotes the attraction of such workers to organizations carrying out educational activities.

The law reflects an increase in funding for education for this category of persons, Art. 99 "Features of financial support for the provision of state and municipal services in the field of education" suggests that the standards determined by the state authorities of the constituent entities of the Russian Federation, the standard costs for the provision of state or municipal services in the field of education should take into account the creation of special conditions for obtaining education by students with disabilities ...

Naturally, the Law establishes not only norms directly related to the right to education, it also touches on related rights, in particular, the right of students with disabilities living in an organization carrying out educational activities to be fully supported by the state and provided with food. clothing, footwear, soft and hard equipment, all students with disabilities are provided with free two meals a day; for scholarships and other cash payments, a special procedure for admission to training in an organization carrying out educational activities, preferences when paying parents (legal representatives) for looking after and caring for children who are mastering educational programs preschool education in organizations carrying out educational activities.

Besides, "Duties and Responsibilities of Teachers" obliges all teachers to take into account the peculiarities of the psychophysical development of students and their state of health, to comply with special conditions necessary for education by persons with disabilities, to interact, if necessary, with medical organizations.

Focusing on the integration and joint education of children of different categories, teaching children with special needs according to adapted programs, the Law did not miss and special cases, in particular for students in need of long-term treatment, disabled children who, due to health reasons, cannot attend educational organizations, training in educational programs of primary general, basic general and secondary general education is organized at home or in medical organizations. In particular "Protecting the health of students" suggests that for students mastering basic general education programs and needing long-term treatment, educational organizations are created, including sanatoriums, in which the necessary medical, rehabilitation and health-improving measures are carried out for such students. The education of such children, as well as children with disabilities who, for health reasons, cannot attend educational organizations, can also be organized by educational organizations at home or in medical organizations. The basis for organizing education at home or in a medical organization is the conclusion of a medical organization and a written appeal from parents (legal representatives).

Persons with disabilities (with various forms of mental retardation) who do not have basic general and secondary general education and who have studied according to adapted basic general education programs are issued a certificate of training according to the model and in the manner established by the federal executive body in charge of developing state policy and legal regulation in the field of education.

State authorities of the constituent entities of the Russian Federation ensure the receipt vocational training students with disabilities (with various forms of mental retardation) who do not have basic general or secondary general education.

On this moment normative base for the organization of education for persons with disabilities is not fully formed. Certain provisions have been regulated when establishing at the level of the Ministry of Education and Science of Russia the specifics of the organization and implementation of educational activities in accordance with the relevant educational programs. At the same time, the necessary changes in the FSES have not yet been made, in connection with which many organizations have questions about how to continue their activities.

Subordinate regulations, adopted earlier, remain valid in relation to the peculiarities of working with persons with disabilities up to the correction of federal state educational standards and the adoption of additional by-laws, subject to two conditions. First, the act has not been specifically canceled. Secondly, it does not contain direct contradictions to the new Federal the law.

INCLUSIVE EDUCATION MODELS FOR CHILDREN WITH DISABILITIES

Inclusive(French. inclusif- including) education- the process of development of general education, which implies the availability of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.

Today inclusive education is understood by Russian scientists as a process of joint education and training of persons with disabilities and normally developing peers. In the course of such education, children with disabilities can achieve the most complete progress in social development. The system of psychological and pedagogical assistance in inclusive education is based on social adaptation and rehabilitation of children with disabilities.

The described approach allows us to consider correction and compensation of developmental disorders not as an ultimate goal, but as one of the most important conditions for the most adequate and effective entry of a child or adolescent into society. Russian model of inclusion is based on the positions of L.S. Vygotsky, who thought of personality and environment as integrity. According to his views, social environment is of paramount importance for the development of a child with disabilities.

Genuine integration involves the organization in a general education institution of optimal conditions for each child with special needs. A simple transfer of a student from a special educational institution, which has all the necessary (equipment, and most importantly, a staff of qualified specialists), to a general education that is not adapted for him Kindergarten or school has nothing to do with integration appropriate to the child's abilities and special needs.

Formal inclusion is a latent form of discrimination. If a child is provided with access to a general educational system that does not have the conditions to provide education that meets his special needs, his right to quality education is in fact violated. In this case, the child's position not only does not improve, but worsens.

Genuine integration involves the organization in a general education institution of optimal conditions for each child with special needs.

The main tasks inclusive education:

1) expanding the coverage of needy children with the special pedagogical assistance they need;

2) providing children with disabilities with the opportunity to be integrated into the environment of normally developing peers;

3) providing parents (legal representatives) with the opportunity to receive the necessary advice;

4) providing teachers working with integrated children with constant and qualified methodological assistance.

Inclusion refers to the inclusion of children in a way that takes them into account. special needs, contributes to the development of these children and the disclosure of their potential.

The main conditions inclusive education:

1) the availability of an opportunity for the child to choose the option of organizing integrated education that is accessible and useful for his development;

2) the desire of parents to educate their child together with normally developing peers;

3) the desire and willingness of the family to systematically help the child in the learning process.

The basis for building a model of inclusive (integrated) education for preschool children with disabilities is based on the following fundamental provisions:

Humanization of the education system, creation of conditions to meet the educational needs of various categories of children;

Interaction of structures of mass and special education in the implementation of integrative approaches to teaching children with disabilities;

Availability of education for children with developmental defects of varying severity and depth;

Providing timely diagnosis of developmental disabilities, aimed at developing an individual educational route for each child, providing education and upbringing in the least restrictive conditions;

Individualization of teaching children with disabilities as a universal mechanism aimed at helping a child in the implementation of his individual educational opportunities and needs;

Formation of a data bank of children with disabilities.

Supporters of inclusion, among the main advantages, most often mention that as a result of it, the “included” child successfully masters social experience. The second advantage of inclusion is that children from the environment of the “included child” become kinder and more caring.

The quality of the educational process in integrated groups is largely determined by the coordinated and purposeful actions of all teachers and specialists working with children. This circumstance determines the need to develop integration models in accordance with the characteristics of children and the capabilities of a preschool educational institution (human resources, legal, material and technical, scientific and methodological support of the integrated education process).

It is shown that the most adequate conditions for carrying out purposeful work on the integration of children with developmental disabilities are at the combined educational institutions, i.e. institutions with both regular and special preschool groups and school classes.

In these conditions, it is possible to effectively integrate children, taking into account the level of development of each child, choosing a useful and possible "share" of integration for him, i.e. one of the models:

1) Continuous full integration - effective for those children whose level of psychophysical and speech development corresponds or approaches the age norm, who are psychologically ready for joint learning with healthy peers.

2) Permanent incomplete integration - useful for preschoolers with different levels of mental development, but not having associated disorders. Effective for those who are able, on an equal basis with their normally developing peers, to master only a small part of the necessary skills and abilities, to spend with them only part of the school and extracurricular time.

3) Permanent partial integration - expansion of communication and interaction of children with disabilities with their normally developing peers.

4) Temporary partial integration - preschoolers of the correctional group unite with normally developing children at least 2 times a month for joint activities.

5) Episodic integration - the meaning of this integration is the purposeful organization of at least minimal social interaction of children with severe developmental disabilities with peers (holidays, competitions, exhibitions of children's works, circles, etc.)

The implementation of all these models presupposes the obligatory leadership of the integration process on the part of a teacher-defectologist who helps mass teachers in organizing the upbringing and education of a child with developmental disabilities in a team of healthy peers.

Every child with developmental disabilities retains the psychological and pedagogical help and support he needs.

Speaking about inclusive education, it should be noted that this is not only the creation of technical conditions for the unimpeded access of disabled children to educational institutions, but also the specifics of the educational process, which should be built taking into account the psychophysical capabilities of a child with disabilities. In educational institutions, high-quality psychological and pedagogical support of a disabled child should be organized, as well as a special moral and psychological climate in the pedagogical and student collectives should be created, based on an understanding of the problems, needs and aspirations of a disabled child and on the desire to help him.

For normally developing children, the development of integration is no less significant, since this form of organization of education allows them to purposefully prepare them for the unconditional acceptance of a person with special social and educational needs, to form a tolerant attitude.

Every child from birth owns and is guaranteed by the state the rights and freedoms of a person and a citizen in accordance with the Constitution of the Russian Federation, generally recognized principles and norms of international law, international treaties of the Russian Federation, the Family Code of the Russian Federation and other regulatory legal acts.

In 2012, the Russian Federation ratified the Convention on the Rights of Persons with Disabilities, according to which Russia not only recognizes the right of persons with disabilities to education but also must provide education disabled children at all levels, including preschool. To achieve this goal, the regulatory legal acts regulating the social protection of persons with disabilities in the Russian Federation are brought in line with the provisions of the Convention. According to Law No. 181-FZ, the state supports the receipt of education by disabled people and guarantees the creation of the necessary conditions for its receipt.

Support for general and vocational education, as well as vocational training for people with disabilities is aimed at:

· the exercise of human rights and freedoms by them on an equal basis with other citizens;

· development of personality, individual abilities and capabilities;

· integration into society.

Educational authorities and educational organizations, together with social protection authorities and health authorities, ensure that persons with disabilities receive public and free preschool, primary general, basic general, secondary general education and secondary vocational education, as well as free higher education.

General education, vocational education and vocational training of disabled persons are carried out in accordance with adapted educational programs and individual rehabilitation programs.

Disabled children and their parents (legal representatives) are provided with information on education and rehabilitation.

When disabled people receive education, including at home and in the form of family education, they should be provided with psychological and pedagogical support.

People with disabilities can receive education in organizations that carry out educational activities for the implementation of basic general education programs , in which special conditions have been created for students with disabilities (hereinafter referred to as HIA), as well as in individual organizations carrying out educational activities in accordance with adapted basic general education programs.

If it is impossible to teach disabled children in basic general education programs in educational organizations, education authorities, with the consent of the parents (legal representatives) of disabled children, ensure the organization of their education in basic general education programs at home. The basis for such training is an appeal in writing from their parents (legal representatives) and the conclusion of a medical organization.

The list of diseases, the presence of which gives the right to study in basic general education programs at home, is approved by the federal executive body authorized by the Government of the Russian Federation.

The procedure for regulating and formalizing relations between a state (municipal) educational organization and parents (legal representatives) of children with disabilities in terms of organizing training in basic general education programs at home is established by a regulatory legal act of an authorized state authority of a constituent entity of the Russian Federation. The amount of compensation for the expenses of parents (legal representatives) of disabled children for these purposes is determined by laws and other regulatory legal acts of the constituent entities of the Russian Federation and are expenditure obligations of the constituent entities of the Russian Federation.

When organizing distance education for children with disabilities, it is also necessary to be guided by the Decree of the Government of the Russian Federation of 18.07.1996 No. 861 and the letter of the Ministry of Education and Science of Russia dated 30.09.2009 No. 06-1254, which sent recommendations on creating conditions for distance learning for children with disabilities who need to be taught at home , in the subject of the Russian Federation.
Measures aimed at state support for children with disabilities and children with disabilities are listed in the National Action Strategy for Children for 2012-2017.

They provide:

v creation of a unified system of early assistance services for children with disabilities and children with disabilities, including medical,

v rehabilitation, correctional and pedagogical assistance to a child,

v socio-psychological and counseling assistance to his parents;

v ensuring the continuity of early assistance and assistance in preschool age, the development of inclusive preschool education, the organization of comprehensive preparation of a disabled child and a child with disabilities for school;

v legislative consolidation of ensuring equal access for children with disabilities and children with disabilities to quality education at all levels, guaranteed realization of their right to inclusive education at their place of residence, as well as respect for the parents' right to choose an educational institution and a form of education for a child;

v introduction of an effective mechanism to combat discrimination in the field of education for children with disabilities and children with disabilities in case of violation of their right to inclusive education.

Separate requirements for the quality of education for children with disabilities are made by GOST R 52142-2003... According to the standard, conditions for children with disabilities should be created taking into account their physical condition, the nature of the disability and provide the necessary amenities in the process of education and training. Special educational programs should be drawn up taking into account the ability of a child with disabilities to perceive and master the skills of education and training.

Official source

· Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation" (as amended on July 23, 2013). Art. 2

· Federal Law of 24.07.1998 No. 124-FZ "On the Basic Guarantees of the Rights of the Child in the Russian Federation" (as amended on 02.07.2013). Art. 6

· Federal Law of 24.11.1995 No. 181-FZ "On social protection of disabled people in the Russian Federation" (as amended on 02.07.2013). Art. 19

· Decree of the President of the Russian Federation of 01.06.2012 No. 761 "On the National Strategy of Action in the Interests of Children for 2012-2017"

· Decree of the President of the Russian Federation of 02.10.1992 No. 1157 "On additional measures of state support for the disabled" (as amended on 24.09.2007)

· Decree of the Government of the Russian Federation of July 18, 1996 No. 861 "On approval of the Procedure for the upbringing and education of disabled children at home and in non-state educational institutions" (as amended on 09/04/2012)

· National standard of the Russian Federation "Social services for the population. Quality of social services. General provisions. GOST R 52142-2003", approved. Resolution of the Gosstandart of Russia dated November 24, 2003 No. 326-st. Subp. 4.5.5

· Letter of the Ministry of Education and Science of Russia No. 06-1254 dated September 30, 2009 "On Recommendations for the Organization of Activities to Create Conditions for Distance Learning for Children with Disabilities Who Need Homeschooling in the Subject of the Russian Federation"

· Letter of the Ministry of Education and Science of Russia No. AF-150/06 dated April 18, 2008 "On the creation of conditions for education for children with disabilities and children with disabilities"

E. M. Starobina

Specificity of vocational education of persons with disabilities

The article reveals the features of vocational education of people with disabilities, which consists in an interdisciplinary approach, a rehabilitation and educational nature, taking into account the characteristics of people with disabilities, in particular, restrictions on the ability to learn and subsequent work.

The article describes the specific of vocational education for people with disabilities, which is an interdisciplinary approach, rehabilitation and educational essence, taking into account characteristics of people with disabilities, particularly educational and employment opportunities.

Key words: vocational education of persons with disabilities, rehabilitation and educational environment, rehabilitation and educational technologies, accompanying services.

Key words: vocational education of persons with disabilities, rehabilitation and educational environment, rehabilitation and educational technology, accompanying services.

The Convention on the Rights of Persons with Disabilities, adopted by the UN General Assembly in 2007, proposes to recognize the valuable current and potential contributions of persons with disabilities to general well-being. Promoting the full enjoyment of human rights and fundamental freedoms by persons with disabilities will enable them to make significant progress in the human, social and economic development of society. The right of persons with disabilities to education and work should be recognized on an equal basis with others; persons with disabilities should have access to vocational guidance, general and vocational education, and adult education throughout life, without discrimination and on an equal basis with others.

The convention stipulates that states must recognize the right of persons with disabilities to education. In order to realize this right on the basis of equality of opportunity, inclusive education at all levels and lifelong learning must be ensured, while striving to:

Towards the full development of human potential, fundamental freedoms and human diversity;

To the development of the personality, talents and creativity of disabled people, as well as their mental and physical abilities to the fullest extent;

© Starobina E.M., 2014

To empower people with disabilities to participate effectively in society.

By the norms of Article 19 of the Federal Law of the Russian Federation "On Social Protection of Disabled Persons in the Russian Federation", our state ensures that disabled people receive basic general, secondary (complete) general education, primary vocational, secondary vocational and higher vocational education in accordance with an individual rehabilitation program for a disabled person.

In accordance with the provisions of h.h. 5, 6 Art. 19 of the same law for people with disabilities who need special conditions for vocational education, special professional institutions of different types and types or corresponding conditions in professional educational institutions of the general type.

However, in practice, these declarations are implemented with great difficulty.

Currently, in studies related to the study of vocational education of various categories of people with disabilities, the problems of forming a system of continuous multi-level variable vocational education for this category of students, integrating the existing system of specialized and public institutions into a single educational space and improving specialized institutions of vocational education are posed. on the basis of the introduction of effective rehabilitation and educational technologies and uniform educational standards.

The theory of vocational education of people with disabilities (PWD) is currently only being formed at the junction of several sciences: pedagogy, rehabilitology, psychology, sociology, medicine, etc. The specificity of the theory of vocational education of people with disabilities lies in its interdisciplinarity, rehabilitation and educational entities. It is based on taking into account the characteristics of people with disabilities, in particular, various limitations of the ability to learn and subsequent work. At the same time, it is necessary to note the high social significance of this problem.

The problem of theoretical substantiation of the vocational education system for persons with disabilities arose relatively recently in connection with the need to ensure access for this category of students to high-quality vocational education. At the same time, it can be stated that there are no special educational environment, special educational technologies, complex psychological, pedagogical and medical and social support of students with special needs, trained teaching staff, ensuring the preservation of their health and

functional adaptation in the conditions of the existing vocational education system.

As the basic principles of the vocational education system for persons with disabilities, the principles of the accessibility of all stages and levels of vocational education, the optimality of the content and volume of special educational and rehabilitation services, a combination of a strict vertical hierarchy and broad (developed) horizontal (regional and interregional) ties of educational institutions are put forward. , regardless of their departmental subordination and forms of ownership.

The theory of vocational education of people with disabilities, being integrative in essence, in the rehabilitation aspect is characterized by specific concepts: “disabled person”, “person with disabilities”, “limitation of life activity”, “limitation of the ability to work”, “limitation of the ability to learn "," Social protection "," rehabilitation of disabled people "," professional rehabilitation ".

In terms of rehabilitation, vocational education is one of its aspects, an element of vocational rehabilitation. Vocational training as a central link in vocational rehabilitation is determined by the relationship with vocational guidance, career choice, pre-vocational training, on the one hand, and with employment and industrial adaptation as criteria for its effectiveness, on the other.

The most important categories of vocational rehabilitation of disabled people are: labor potential, labor prognosis, rational employment. Labor potential determines the possibility of training a disabled person in a specialty available to him and subsequent work in it, taking into account both individual and external factors and conditions. In the process of vocational education, the student is prepared for work in the recommended conditions and forms of work organization. The usual and specially created production conditions are distinguished. In special conditions of work and training in specialized educational institutions are needed mainly by disabled people, people with disabilities who have limitations in their ability to learn.

Vocational education is designed to solve the problems of not only mastering a profession, but also social adaptation, integration into educational and labor collectives, society.

The composition of the rehabilitation component of the vocational education of disabled people is substantiated by an integrated approach to rehabilitation, the concept of psychological and pedagogical medical and social support of a person during the educational process (E.I. Kazakova), which defines a comprehensive method of support, including the unity of diagnostics, information retrieval,

planning, consulting and assistance in the implementation of the escort plan, in general terms, the functions and activities of the escort service are defined.

The main elements of the rehabilitation component of the vocational education process for disabled people include: an accessible rehabilitation and educational learning environment, special rehabilitation and educational technologies, accompanying services.

A rehabilitation and educational environment is an environment adapted to the special needs of a disabled person in an educational institution, which provides conditions for mastering professional programs, adapting a person in an educational institution and in society, and solving problems associated with learning. This environment should fully or partially compensate for the limitations of a disabled person's life and provide conditions for an optimal rehabilitation and educational process.

The rehabilitation and educational environment should be adapted not only to the educational needs of the disabled person, but also to his social, social, environmental, socio-cultural needs (moving around the building, communication, information, eating, performing basic hygiene procedures, etc.) ... The environment should create conditions for rehabilitation in the process of education and subsequent most complete integration into society and the workforce. It should also be borne in mind that not all people with disabilities can be competitive in the labor market and their employment requires specially created working conditions.

The following components of the rehabilitation and educational environment can be distinguished:

Special rehabilitation and educational technologies;

Unimpeded learning environment, communication and life of disabled people due to architectural and planning solutions and technical support (individual and group technical means of training and rehabilitation);

Information support of the rehabilitation and educational process for people with disabilities in a form accessible to them, their relatives, teachers and other specialists;

Psychological-pedagogical and medical-social support of the educational process;

Favorable, benevolent, psychologically comfortable atmosphere in a rehabilitation and educational institution.

It is necessary to clarify that in an educational institution, during the vocational training of disabled people, the rehabilitation and educational environment provides not only unhindered communication and the life of disabled people to overcome the difficulties of social adaptation, but

the main thing is the optimal learning conditions in accordance with the special rehabilitation and educational needs of people with disabilities.

In the socio-psychological plan, the formation of a rehabilitation and educational environment, for example, an institution of primary vocational education, is largely determined by the action of subjective factors in the socio-psychological adaptation of persons with disabilities among students who are not.

The environment is the most important means of rehabilitation, being at the same time a therapeutic, therapeutic agent for the disabled. The concept of "environment" also includes the close environment, social circle of a disabled person: this is the family, and those who surround him in a specialized institution, and those who are next to him at work, study, during leisure hours. The nature of communication and the relationship (relationship) of a disabled person with the people around him depends not only on the characteristics of his personal properties, but also on his perception by those around him. They cannot be interpreted as a subjective reflection of human relations or take only material or organizational aspects as a basis; it is necessary to consider them as a psycho-social factor with a directed nature of the relationship. At the same time, the "clothing environment" (interior, comfort, informal atmosphere in the institution, etc.) is also of great importance.

Rehabilitation and educational technologies are a combination of organizational forms, methods and tools that provide vocational education. This is a pedagogical process and an aspect of vocational rehabilitation at the optimal level, taking into account the specifics of the student population and the specific conditions of the educational institution, with access to specific educational and rehabilitation results in accordance with the current educational and rehabilitation standards.

Rehabilitation and educational technologies should provide:

Organic connection and unity of educational and rehabilitation processes;

Optimality of assimilation of educational material, both theoretical and practical;

Physical access to training and production equipment,

Information accessibility;

Availability of interpersonal communication;

Psychological comfort of the rehabilitation and educational process;

Access to intensive, high technologies training, communication and rehabilitation, when access to them is difficult due to specific

life restrictions;

A more complete correction and compensation (and / or replacement) of violations of body functions is possible (for example, "artificial ear" processors, programmable and digital hearing aids, etc.).

The technological base should include a special material, technical and educational and methodological base, ensuring the availability and optimal efficiency of the rehabilitation and educational process for each disabled person, the creation of a special rehabilitation environment and educational space adapted to the needs of disabled people.

The organization of accompanying services is substantiated by the theory of integrated development support, which is carried over to the vocational education of disabled people, which is due to a number of reasons:

Recognition of the principles of humanistic pedagogy, which proclaims a person's personality as the greatest value, obliging to create conditions for the maximum development of this personality;

Recognition of new approaches to the goals, content and performance of education;

The presence of a clearly visible trend of an annual increase in the number of disabled people wishing to receive vocational education, including in general educational institutions;

A significant increase in organizational, legal, technical, methodological, psychological, ethical difficulties arising on the path of a disabled person during the period of vocational education and after its completion.

The following are defined as the main goals of accompanying disabled people in the process of vocational education: the organization of psychological, methodological, technical and educational support for this category of students. As forms of escort organization, both specialized departments (at institutions of a general type or specialized for accompanying students of a given educational institution) and accompanying services are offered.

Accompanying services providing A complex approach to the rehabilitation of a disabled person in the learning process, his psychological, pedagogical and medical and social support, include methodological, psychological, social, medical, technical services.

Methodical service provides adaptation curricula and teaching methods, the introduction of modern educational, including specialized, and rehabilitation technologies, methodological support, the interaction of accompanying services, the supply of adapted educational materials and manuals.

Psychological service solves the following tasks: development of individual programs of psychological support for students in an educational institution; participation in professional selection and professional selection; psychological diagnostics; psychological patronage, psychological assistance in the form of psychotherapy, psychocorrection, consultations and trainings in group and individual form; teaching students self-knowledge, methods of social and business communication, psychological self-regulation and self-realization; psychological assistance to the teaching staff; psychological assistance to the family.

The social service solves the following tasks: coordination and control of the work of all accompanying services, keeping individual rehabilitation diaries; development of individual programs of social support for students in an educational institution; participation in professional selection, professional selection and enrollment, conducting social diagnostics and organizing work on the registration of applicants and recruiting groups; social diagnostics; implementation of social patronage; identification of a "risk" group from a social point of view, carrying out measures for social rehabilitation; an intermediary function between students and the institution, as well as institutions of the state rehabilitation service in the implementation of personal and professional plans; advising disabled people on issues of social protection, benefits and guarantees, promoting the implementation of their rights; social training (social and social and environmental skills), organization of cultural and sports and recreational work; promoting the rational employment of graduates in accordance with the acquired specialty and qualifications, cooperating with the employment service and employers; tracking the results of employment and professional activities of graduates, identifying the difficulties and problems they encounter in vocational rehabilitation.

The medical service participates in professional selection and professional selection by assessing the health status of applicants, specifying indications and contraindications for a specific specialty; c develops individual programs of medical support for students in an educational institution; coordinates and coordinates its activities with medical institutions; directs students to medical institutions to receive narrow specialized medical care, to spa treatment, prosthetics and orthotics; teaches students and their parents the implementation of medical rehabilitation measures at home, transfers medical knowledge, skills and abilities, carries out medical advisory and preventive work, sanitary and hygienic and medical education; monitors the state of health

vya students, medical patronage, setting permissible training and production loads and training regime; isolation from the number of students of groups of "risk" and "high risk" from a medical point of view; making a decision in case of emergency medical care; control of the sanitary state of the institution, quality control and recommendations for organizing food, including dietary; carries out medical and recreational activities.

The technical service provides auxiliary technical training aids (for example, specialized work tables, supports for sitting and changes in body position, etc.), the availability of premises (bridges, ramps, slopes, sound environment, visual environment, etc.), labor safety and adaptation of educational and workplaces in industrial training, equipment of educational, recreational and living environment for various categories of disabled people; individual advice on equipping students' workplaces and dwellings.

Such provision of the rehabilitation component in the process of vocational education of disabled people will ensure the high efficiency of mastering the profession of systematic, multidisciplinary support, its continuous nature, reliance on the positive internal potential of the child's development, interaction instead of influence, as well as the priority of the interests of the accompanying person, the independence and autonomy of the escort service specialists (always on the side child).

The long-term practice of specialized institutions of vocational education of the social protection system has shown that such an organization of the rehabilitation component of the learning process, based on the principles of continuous systematic, multidisciplinary support of the learning process, relying on the positive internal potential of the individual's development, provides a high efficiency of mastering the profession of PWD.

Currently, more and more educational institutions of vocational education of a general type are creating on their basis specialized departments, groups for the vocational training of students with disabilities, and an integrated approach to training is gradually being implemented. However, this activity is not provided either normatively, methodologically, technically or with personnel, which does not contribute to ensuring the preservation of the health of this category of students, their functional adaptation in the conditions of the existing system of vocational education.

The problem of effective integrated vocational education for disabled people in accordance with world standards should be addressed in the mainstream of the above areas both at the federal and regional levels.

Bibliography

1. Kantor V.Z., Murashko V.V. University in the system of continuous education of disabled people: social and psychological aspects of the rehabilitation and educational space. // Education throughout life: problems of the formation and development of lifelong education. - SPb: Leningrad State University im. A.S. Pushkin, 2002 .-- S. 183-191.

2. Nikulina G.V. Modern approaches to vocational training of visually impaired people // Social partnership in adult education, vocational training and retraining of the population: materials Ros. scientific-practical conf. - SPb .: RNPK, 2002 .-- S. 72-73.

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The processes of humanization taking place in society and associated with changes in the regulatory framework in a special way highlight the problems of creating a barrier-free educational environment for all categories of citizens. Various aspects of preparation for professional activity of young people with mental disabilities are acquiring particular relevance. For them, getting a professional education is one of the main and inalienable conditions for their successful socialization, full participation in the life of society, effective self-realization in various types of professional and social activities. This is due to the fact that most graduates of special (correctional) general education schools or boarding schools, only labor education aimed at vocational training provides correction and compensation for their psychophysical development and the possibility of employment in the sphere of material production in modern conditions of economic development of society (G.V. Vasenkov).

Professional and labor socialization of persons with mental disabilities is a combination of pedagogical tools aimed at the formation of:

basic learning activities in various educational areas and academic subjects;

readiness for conscious professional choice taking into account the cognitive and personal abilities and capabilities in the conditions of specially organized career guidance work;

a wide field of study in the field of future professional activity through the use of potential opportunities for additional education;

a holistic view of professional work, including knowledge about the content of work, the conditions for its implementation and the experience of social interaction in the work collective.

Various authors, considering the issues of professional and labor socialization of persons with disabilities, note four essential features of professional and labor socialization. First feature. Socialization is viewed as the leading goal, the main process and the key result of educational and professional work. Second feature. Limited opportunities for health and social development of students, pupils with mental disabilities, give the teacher the right to practical activities to determine the degree of inclusion of schoolchildren in the development of the profession. Third feature. Professional and labor socialization of persons with mental disabilities is carried out in specially created conditions in which the constantly expanding expedient activity of students is carried out. At the same time, the work of the teacher is recorded in a special way in the direction of maximum disclosure of labor skills and inclinations of young people. Fourth feature. The organization of educational and vocational training for persons with intellectual disabilities has a deliberate nature, which ensures the future labor success of the pupils. Intentionality sets the direction of the educational and labor process, consolidating the organizing role of the teacher in understanding the characteristics of modern production and social life in general.

The tasks of labor training of students with disabilities are: fostering a motivated, life-interested attitude to work and the formation of appropriate personality traits (the ability to work in a team, a sense of independence, self-affirmation, responsibility; correction and compensation by means of labor training for physical and mental development; vocational training for a productive workforce, which allows school graduates to work in production). These tasks are fundamental for all categories of children with impaired psychophysical development. They are of particular importance in relation to students with intellectual disabilities, for whom the role of vocational training is associated with the need to gain experience in a range of labor education profiles while still at school. This creates the basis for motivation for labor training, contributes to the formation of the foundations of labor skills and, ultimately, lays the foundation for successful socialization.

As practice shows, the solution of the tasks of labor training and the provision of employment for persons with mental disabilities should be carried out in an educational, adaptation and rehabilitation environment. educational organizations implementing adapted educational programs for people with mental retardation. Communication with practicing teachers and our experience prove that the conditions and content of vocational training created in them, designed adequately for the cognitive capabilities, physical status of students and their labor needs, are able to provide the student with the development of labor skills, professional programs, and the formation of a general culture personality, solving various development problems. This environment, if possible, compensates for the limitations of the life of a mentally retarded child, allowing him, after graduation, to act on the labor market in the areas accessible to him and to achieve a certain level of socialization.

At the school level, the problems of organizing vocational training for persons with intellectual disabilities are associated with the existing system of their vocational training and modern market socio-economic conditions that complicate their employment; are determined by the increased qualification requirements for the training of specialists and the peculiarities of the mental and physical development of students, making it difficult for them to master even professions that are accessible according to their capabilities; are associated with a limited number of professions in which persons with mental retardation can be employed, and even fewer of them, in which it is possible to carry out vocational training of students of correctional schools and boarding schools (G.V. Vasenkov, A.N. Graborov, G.M.Dulnev, V.Yu. Karvalis, L.S.Mirsky and others).

During the transition of students with mental retardation to the next stage of education, systemic problems of their professional training are highlighted, associated with the design and systematization of organizational and pedagogical conditions in institutions of various types and departmental subordination (professional rehabilitation and educational institutions, educational institutions of secondary vocational education, psycho-neurological boarding schools, alternative forms of vocational training, etc.). The main complex of problems is associated with the lack of readiness for psychological and pedagogical support of persons with disabilities of engineering and teaching staff at high level their professional skills. A mini-survey, carried out in February-May 2016 as part of a series of scientific and practical seminars on the vocational training of persons with disabilities, showed the lack of readiness of masters of vocational training to identify the characteristics of the psychophysical development of adolescents and youth with disabilities, ignorance of the basics of special psychology and pedagogy, difficulties in the implementation in practice of technologies of vocational education and psychological and pedagogical support of students with disabilities; difficulties in the design and implementation of adapted educational programs and educational and methodological complexes, in the implementation of current monitoring of progress and intermediate certification of students with atypical development. Insufficient competence of an adult - the organizer of vocational training complicates the process of socialization of pupils with disabilities.

A way out of this situation may be a mandatory requirement for masters of vocational training to master additional special competencies for working with persons with disabilities in the process of advanced training or professional retraining; inclusion in the staffing of a teacher-coordinator for work with persons with disabilities from among defectologists of profile specialization, etc. Only in this case, the processes of intellectual, personal and social advancement of pupils with disabilities in professional development can be considered as a process of their socialization.

Bibliography:

1. G.V. Vasenkov Vocational training of mentally retarded schoolchildren: diss. ... Doctor of Pedagogical Sciences. - Moscow, 2006 .-- 422 p.
2. T.I. Dubrova Development of the integration potential of vocational education institutions // Secondary vocational education. - 2011. - Issue No. 11. - P. 55-58.
3. Vocational guidance, vocational training and employment with mental retardation: method, manual / Ed. EAT. Starobina - M .: FORUM: INFRA-M, 2007 .-- 304 p.
4. Stepanova O.A. Complex rehabilitation of persons with disabilities in institutions of secondary vocational education // Innovations in vocational school. - 2012. - No. 8. - 60 p.