Children with disabilities as a socially vulnerable group. Disabled and handicapped person. What is the difference

The concept of "person with disabilities"

Most often under "people with disabilities"" in scientific literature It is customary to understand people who have certain limitations in everyday life associated with physical, mental or sensory defects.

The Dictionary of Social Work defines a person with a disability as "one who is unable to perform certain duties or functions because of a particular physical or mental condition or infirmity. Such a condition may be temporary or chronic, general or partial."

In 1980, the World Health Organization (WHO) adopted the British version of the three-tier disability scale:

a) disease - any loss or anomaly of psychological, or physiological, or anatomical structure or function;

b) limited ability - any limitation or loss of ability (due to the presence of a defect) to perform any activity in a manner or within such limits that are considered normal for a person;

c) incapacity (disability) - any consequence of a defect or disability of a particular person, preventing or limiting the fulfillment of any normative role by him (based on age, gender and socio-cultural factors).

According to the federal law "On the Social Protection of the Disabled in the Russian Federation" (1995), a disabled person is characterized as a person who has a health disorder with a persistent disorder of body functions due to diseases, the consequences of injuries or defects that lead to limitation of life and necessitate his social protection .

At present, as noted above, every tenth in the population of the Earth, i.e. more than 500 million people have some form of limitation in daily life due to physical, mental or sensory impairments. Among them are at least 150 million children. Every fourth family faces the problem of disability in one way or another. In the US, with a population of over 250 million, there are about 20 million people with disabilities.

Developed civilized countries seek to solve social problems associated with an increase in the number of people with disabilities based on a scientific approach to the formulation and solution of these problems, the use of material and technical means, a detailed legal mechanism, national and public programs, a high level of professional training of specialists, etc. .d.

And, nevertheless, despite the efforts made and significant progress in medicine, the number of people with disabilities is slowly but steadily growing. For example, there are 3-5% more children in need of special education every year. These are mainly children with congenital pathologies: cerebral palsy, blindness, deafness, mental retardation, etc.

The growth of disability in most countries of the world is associated with the complication of production processes, an increase in traffic flows, military conflicts, environmental degradation, a significant spread of bad habits (smoking, alcohol, drugs, toxic substances) and other reasons.

In Russia, only 6.2 million people with disabilities are currently registered with the social protection authorities. Every year, more than 1 million people are recognized as disabled for the first time, of which more than half are of working age.

The number of people with disabilities is steadily increasing in our country. Thus, the number of disabled people registered with the social protection authorities has increased by 56.8% over the past 5 years. Taking into account the transition of Russia to international criteria and the expansion of medical indications for establishing disability, according to experts, in the next 10 years we should expect an increase in the number of people with disabilities by 2-3 times.

In general, in preschool age 15% to 25% of children suffer from chronic diseases; among schoolchildren, 53% have poor health, and more than 1/3 of children aged 13-17 have chronic diseases (according to the Ministry of Health and Medical Industry, out of 6 million adolescents aged 15-17 who underwent preventive examinations, 94.5% had various diseases, a third which imposes restrictions on the choice of a future profession).

At the end of school, only 10% of graduates can be considered healthy (the health of schoolgirls is deteriorating especially rapidly: over the past 10 years, the number of healthy girls - school graduates - has decreased from 28.3% to 6.3%, i.e. more than 3 times.

Accordingly, the number of girls suffering from chronic diseases has increased from 40% to 75%), about 40% of school graduates have restrictions in choosing a profession for health reasons, and almost a third of young men are not medically fit to serve in the Armed Forces.

Children with disabilities - children with physical and (or) mental disabilities who have a disability due to congenital, hereditary, acquired diseases or the consequences of injuries, confirmed in the prescribed manner.

The term "children with developmental disabilities" refers to children in whom physical and mental disabilities lead to a violation of general development.

A violation of one of the functions leads the child to developmental problems only under certain circumstances, since its presence does not always entail further violations. So, for example, with hearing loss in one ear or visual impairment in one eye, the ability to perceive sound or visual signals is preserved. Violations of this kind do not limit children in the knowledge of the world around them, in communicating with other people, do not prevent them from mastering educational material and attend a public school. A child with developmental problems due to his disorder needs special conditions, special treatment and education.

Deputies of the State Duma of the Russian Federation adopted a federal law aimed at protecting children "with disabilities", the Law introduces such a wording instead of the term "with developmental disabilities" in a number of existing federal laws, in particular "On Education", "On Basic Guarantees of the Rights of the Child in the Russian Federation", "On physical culture and sports in the Russian Federation".

According to the authors of the draft law, the term "developmentally disabled" is traditionally associated in Russia with such a health disorder as "mental retardation" and does not take into account age-specific features. Therefore, an inferiority complex is formed in children already at an early age, which in the future is associated with significant problems for their family, social, educational or professional integration and adaptation. In most developed countries and in the documents of the World Health Organization, the term "persons with disabilities" is used to refer to this category of citizens.

Decree of the Government of the Russian Federation of August 18, 2008 No. 617 "On Amendments to Certain Acts of the Government of the Russian Federation on Educational Institutions in which Children with Disabilities Are Educated (Brought Up") a number of terminological clarifications are made to the acts of the Government of the Russian Federation on educational institutions in which they study (brought up) children with disabilities: the term "developmental deviations" is replaced by the term "disability", the words "psychological-pedagogical and medical-pedagogical commissions" are replaced by the words "psychological-medical-pedagogical commissions", instead of the words "deviations in psychophysical development" the words "deficiencies in physical and (or) mental development" are now used, etc. The Ministry of Education and Science of the Russian Federation, in agreement with the Ministry of Health and Social Development of the Russian Federation, was instructed to approve by December 31, 2008 the regulation on the psychological, medical and pedagogical commission. The statutes of educational institutions in which children with disabilities are trained (brought up) are subject to be brought into line with this Decree before 12/31/2008.

In the legal documentation, children with disabilities are defined as disabled and there must be appropriate grounds for recognizing them as such. The Federal Law "On the Social Protection of the Disabled in the Russian Federation" dated November 24, 1995 No. 181-FZ names three mandatory conditions for recognizing a citizen as a disabled person:

1. a health disorder with a persistent disorder of body functions due to diseases, consequences of injuries or defects;

2. limitation of life activity (complete or partial loss of a person's ability or ability to carry out self-service, move independently, navigate, communicate, control their behavior, study or engage in work activities);

3. the need to implement measures of social protection of a citizen.

The same law assigns the function of determining disability to the State Service for Medical and Social Expertise.

The Ministry of Labor and Social Development of the Russian Federation and the Ministry of Health (dated January 29, 1997) approved the classification of violations of the main functions of the human body:

1. Violations of mental functions (perception, attention, memory, thinking, speech, emotions, will).

2. Violations of sensory functions (vision, hearing, smell, touch).

3. Violations of the static-dynamic function.

4. Violations of the functions of blood circulation, respiration, digestion, excretion, metabolism and energy, internal secretion.

If we are talking about childhood, then children belonging to the first three categories make up the majority of the total number of disabled children with disabilities. All of them, regardless of the type of disorder, have deviations (to varying degrees) or developmental disorders and require special methods of study, education and training.

In the psychological and pedagogical literature, several concepts are used for the category of children that belong to the system of special education.

Children with developmental disorders - children lagging behind in physical and mental development due to organic damage to the central nervous system and due to impaired activity of various analyzers (auditory, visual, motor, speech).

Children with developmental disabilities - children who have the above listed deviations, but the degree of their severity limits their capabilities to a lesser extent than children with developmental disabilities.

Children with disabilities - children whose developmental disabilities provide them with the opportunity to use social benefits and allowances. Such children have always been called children with disabilities. Now in the psychological and pedagogical literature the term "problem children" is also often used.

The pedagogical classification of such disorders is based on the nature of the special educational needs of children with developmental disabilities and the degree of the disorder.

Here are the following categories of children with developmental disabilities:

1) children with hearing impairments (deaf, hard of hearing, late deaf);

2) children with visual impairments (blind, visually impaired);

3) children with speech disorders;

4) children with intellectual disabilities (mentally retarded children);

5) children with mental retardation (SPD);

6) children with disorders of the musculoskeletal system;

7) children with disorders of the emotional-volitional sphere;

8) children with multiple disorders (a combination of 2 or 3 disorders).

Depending on the degree of functional impairment (taking into account their influence on the child's social adaptation possibilities), the degree of health impairment is determined in a child with disabilities. There are four (degrees):

1 the degree of loss of health is determined in case of mild and moderate impairment of functions, which, according to the Instruction, are an indicator for the establishment of disability in a child, but, as a rule, do not lead to the need for determination in persons over 18 years of age;

2 the degree of health loss is established in the presence of pronounced disorders of the functions of organs and systems, which, despite the treatment, limit the child's social adaptation possibilities (corresponding to disability group 3 in adults);

3 degree of loss of health corresponds to group 2 disability in an adult;

4 the degree of health loss is determined with pronounced violations of the functions of organs and systems, leading to social maladaptation of the child, provided that the damage is irreversible and the treatment and rehabilitation measures are ineffective (corresponds to group 1 disability in an adult).

Each degree of loss of health of a disabled child corresponds to a list of diseases, among which the following main groups can be distinguished:

1.Neuro-psychiatric diseases take the second place (32.8%). Among children with these diseases, 82.9% are children with mental retardation.

The most common diseases in this group are cerebral palsy, tumors of the nervous system, epilepsy, schizophrenia and other endogenous psychoses, mental retardation (oligophrenia or dementia of various origins, corresponding to the stage of idiocy or imbecility), Down's disease, autism.

All these diseases are combined into one group, however, mental and mental disability follows, this is insisted by the International League of Societies for the Assistance of the Mentally Retarded and other organizations involved in the study of this category of people and / or helping them.

The term "mental disability" includes two significant components that "should be considered in accordance with biological age and the corresponding cultural background: intellectual retardation, which is below the average level and is present from an early age; a significant weakening of the ability to adapt to the social requirements of society" / 61 /.

Disabled children of this category very often have gross violations of all aspects of mental activity: memory, attention, thinking, speech, motor skills, emotional sphere. However, after special exercises and classes, they can achieve good results. The range of problems of such children requires, in general, the intervention of specialists in the field of pedagogy and rehabilitation (respectively, teachers and social workers) in close contact with the family.

The term "mental disability" is used to refer to the many shifts that affect emotional function and behavior. It is characterized by an imbalance of emotions of various kinds and degrees of complexity, impaired (rather than absent) understanding and communication, and misdirected rather than just inappropriate adjustment. Most often, such diseases occur suddenly and take the form of an acute shift, sometimes being the result of biochemical changes or drug use, experiencing severe or prolonged stress, psychological conflicts as well as for other reasons.

In childhood, shifts in the area of ​​emotions or behavior are more likely to occur. Symptoms of disease may be preceded by educational, social or personal difficulties.

Mental illnesses can take the form of acute, chronic or intermittent diseases, depending on it and on the specifics of the manifestation of the disease, treatment is prescribed. In this case, the intervention of specialists from the field of medicine and psychiatry is mandatory.

However, there is a combination of mental retardation with mental deficiency and other complications. This creates certain difficulties in diagnosing diseases and working with such children and requires good preparedness and training from specialists. Complications may appear at birth or later. The following reasons for their appearance can be distinguished: poor care for children with mental retardation, the susceptibility of such a child to workloads, stress, inattention on the part of persons to whom they are especially attached, etc.

2. Diseases of internal organs. Currently, they occupy a leading position in the structure of childhood disability, which is caused by the transition of diseases to a chronic form with severe functional impairment. Often this is due to late detection of violations and insufficient rehabilitation measures.

This group of diseases includes various diseases, pathological conditions and malformations of the respiratory organs (including chronic pulmonary tuberculosis), kidneys and urinary organs, gastrointestinal tract, liver and biliary tract (liver cirrhosis, chronic aggressive hepatitis, continuously recurrent ulcerative process, etc.), cardiovascular system (including malformations of the heart and large vessels), hematopoietic system (leukemia, Veriehof's disease, lymphogranulomatosis, etc.), musculoskeletal system (polyarthritis, etc. .).

Often, due to their illnesses, such children cannot lead an active lifestyle, peers can avoid communicating with them and including them in their games. There is a situation of mismatch between the need to carry out the normal life of the child and the impossibility of its full implementation. Social deprivation deepens due to the child's long stay in special hospitals, sanatoriums, where social experience is limited and communication is carried out between the same children. The consequence of this is a delay in the development of social and communication skills, an insufficiently adequate idea of ​​the world around a sick child is formed.

3. Damage and diseases of the eyes, accompanied by a persistent decrease in visual acuity to 0.08 in the best seeing eye up to 15 from the fixation point in all directions. Children with this disease accounted for 20% of the total number of children with disabilities.

The mental development of children with visual impairments largely depends on the time of occurrence of the pathology and on the time of the start of special correctional work, and these (mental development) defects can be compensated for by early and widespread use of the functions of intact analyzers.

M. R. Romanov characterizes such a child as fearful, with little contact. Therefore, he proposes to enrich the sensory and practical experience of these children, gradually including him in the circle of healthy peers. In working with this category of children, it is also recommended to use their special sensitivity to music.

4. Oncological diseases, which include malignant tumors of the 2nd and 3rd stages of the tumor process after combined or complex treatment, including radical surgery; intractable malignant neoplasms of the eye, liver and other organs.

At oncological disease crisis situations can be renewed or interrupted by more or less long periods of stabilization, during which the patient is rehabilitated. Features of treatment methods in combination with the age and interpersonal characteristics of the child lead to changes first in the physical and then in his mental state. Experts have found that more than half (56%) of parents note a deterioration in the character of their children as a result of illness, 62% of parents have difficulties in relationships with children. Such a child is marked by isolation and isolation (25%), as well as irritability, aggression and other manifestations of a neurotic nature (56%). Such children have practically no friends, except for the same sick children as they are. Thus, they are, as it were, fenced off from the outside world, which causes a delay in the development of social skills, social maladjustment.

5. Lesions and diseases of the organ of hearing. According to the degree of hearing loss, deaf and hard of hearing are distinguished. Among the deaf, two groups can also be distinguished, depending on the presence or absence of speech. The number of children with this disease is relatively small, they make up about 2% of all children with disabilities.

The characteristics of the behavior of a child with hearing impairment are diverse. Usually they depend on the causes of the violation. For example, in children with early limited brain damage, a hearing impairment is combined with increased mental exhaustion and irritability. Among the deaf there are closed, "strange", as if "staying in their own world" children. In deaf people, on the contrary, there is impulsivity, motor disinhibition, sometimes even aggressiveness.

6. Surgical diseases and anatomical defects and deformities.

7. Endocrine diseases.

Thus, it was possible to make sure that there is a fairly large list of diseases that lead to disability. These diseases undoubtedly "leave their mark" on the child's behavior, his relationships with others and in other areas of his life, creating certain "barriers" on the way of disabled children and their families to a normal life, to their integration into society.

Main problems of children with disabilities

Children with disabilities constitute a special social group of the population, heterogeneous in composition and differentiated by age, gender and social status, occupying a significant place in the socio-demographic structure of society. A feature of this social group is the inability to independently exercise their constitutional rights to health care, rehabilitation, work and independent life. Despite equal rights guaranteed by the Constitution to all children in Russia, the opportunities for exercising these rights in children with disabilities are different and depend on the social status of their parents.

The implementation of state-guaranteed rights and the satisfaction of basic needs, as well as the further inclusion of children with disabilities in society, is carried out by the family, school, medical and rehabilitation institutions, and society as a whole.

In connection with socio-economic transformations and the transition to market relations in all spheres of life of the Russian society, there is an aggravation of old and the emergence of new social problems associated with the socialization of children with disabilities, the solution of which requires new differentiated approaches that take into account the specifics of this population group, especially in the regions. Political, economic, socio-cultural transformations in Russia have led to an aggravation of the demographic situation, environmental degradation, stratification of the population in terms of income and quality of life, the transition to paid medical and educational services, the devaluation of the family as a social institution, an increase in the number of single-parent families, an increase in the number of street children and children with disabilities, the marginalization of the population, the change in moral norms and values ​​in society. All these circumstances contribute to the emergence of many social problems of children with disabilities.

The main social problems of children with disabilities are barriers to the exercise of the rights to health care and social adaptation, education, employment. The transition to paid medical services, paid education, the unsuitability of the architectural and construction environment for the special needs of disabled children in public infrastructure buildings (hospitals, schools, secondary and higher educational institutions), government funding of the social sphere on a residual basis complicate the processes of socialization and their inclusion in society.

A particularly significant social problem of children with disabilities is the lack of special laws and regulations establishing the responsibility of state authorities and administration, officials of institutions and organizations for the realization of the rights of children with disabilities to health care and social rehabilitation and independent existence. The solution of the social problems of children with disabilities related to their inclusion in society can only be comprehensive, with the participation of the authorities of social protection of the population, economy, health, culture, education, transport, construction and architecture, as well as in the development of a single, integral system of social rehabilitation. With the complex interaction of various state and public structures, it is possible to achieve such a level of adaptation of children with disabilities that they will be able to work in the future and make their own contribution to the development of the country's economy.

Specialists working with people with disabilities identified the following problems (barriers faced by a family with a disabled child and the child himself in our country):

1) social, territorial and economic dependence of a disabled person on parents and guardians;

2) at the birth of a child with special needs of psychophysiological development, the family either breaks up or takes care of the child, preventing him from developing;

3) the weak professional training of such children stands out;

4) difficulties in moving around the city (there are no conditions for movement in architectural structures, transport, etc.), which leads to the isolation of a disabled person;

5) lack of sufficient legal support (imperfection of the legislative framework for children with disabilities);

6) the formation of negative public opinion in relation to the disabled (the existence of the stereotype "disabled - useless", etc.);

7) the absence of an information center and a network of integrated centers for socio-psychological rehabilitation, as well as the weakness of state policy.

Unfortunately, the barriers mentioned above are only a small part of the problems that people with disabilities face on a daily basis.

So, disability is a limitation in capabilities due to physical, psychological, sensory deviations. As a result, social, legislative and other barriers arise that do not allow a person with a disability to be integrated into society and take part in the life of a family or society on the same basis as other members of society. Society has an obligation to adapt its standards to the special needs of people with disabilities so that they can live an independent life.

Pathological processes that develop in persons with disabilities, on the one hand, destroy the integrity and natural functioning of the body, on the other hand, cause mental inferiority complexes, characterized by anxiety, loss of self-confidence, passivity, isolation, or, conversely, egocentrism, aggressiveness, and sometimes and antisocial attitudes.

The most common deviations in the emotional-volitional sphere in people with disabilities include:

a) emotional lethargy

b) lethargy

c) dependence on caregivers,

d) low motivation for independent activity, including those aimed at correcting one's own disease state,

e) low adaptive potential.

To some extent, these features are the constituent elements of the psycho-organic syndrome, in part - the result of overprotection of a sick child in a socially prosperous family.

From point of view life situation, people with disabilities are characterized by alienation, isolation from society, dissatisfaction with their position, which is associated primarily with loneliness, with the presence of a problem of adapting to their position and the need to overcome psychological discomfort. It is difficult for them to find employment, participate in public life, creating your own family. Even working (and not being homeworkers) disabled people practically do not participate in the life of society, they often experience a wary, and even unfriendly attitude towards themselves from the administration and healthy colleagues.

Family problems.

All families raising children with disabilities can be divided into four main groups.

The first group - parents with a pronounced expansion of the sphere of parental feelings. Their characteristic style of upbringing is hyperprotection, when the child is the center of the entire life of the family, in connection with which the communicative ties with the environment are deformed. Parents have inadequate ideas about the potential of their child, mothers have an exaggerated sense of anxiety and neuropsychic tension. The behavioral style of adult family members, especially mothers and grandmothers, is characterized by an overly caring attitude towards the child, milk regulation of the family's lifestyle depending on the child's well-being, and restriction of social contacts. This style of parenting has a negative impact on the formation of the child's personality, which is manifested in egocentrism, increased dependence, lack of activity, and a decrease in the child's self-esteem.

The second group of families is characterized by a style of cold communication - hypoprotection, a decrease in emotional contacts between parents and a child, a projection onto the child by both parents or one of them of their own undesirable qualities. Parents fix excessive attention on the treatment of the child, making excessive demands on the medical staff, trying to compensate for their own mental discomfort due to the emotional rejection of the child. It is in such families that cases of latent alcoholism of parents are most common.

The third group of families is characterized by the style of cooperation - a constructive and flexible form of mutually responsible relations between parents and the child in joint activities. In these families, there is a steady cognitive interest of parents in the organization of the socio-pedagogical process, daily community in the choice of goals and programs for joint activities with the child, and encouragement of children's independence. The parents of this group of families have the highest educational level. The style of such family education contributes to the development of a child's sense of security, self-confidence, the need to actively establish interpersonal relationships in the family and outside the home.

The fourth group of families has a repressive style of family communication, which is characterized by a parental attitude to an authoritarian leading position (often the father's). In these families, the child is required to strictly fulfill all tasks, orders, without taking into account his intellectual capabilities. For refusal or non-compliance with these requirements resort to physical punishment. With this style of behavior in children, affective-aggressive behavior, tearfulness, irritability, and increased excitability are noted. It's in yet more complicates their physical and mental condition.

An important indicator of children's health is the standard of living and social status families. The presence of a disabled child in the family can be considered as a factor that does not contribute to the preservation of a complete family. At the same time, the loss of a father, no doubt, worsens not only the social status, but also the financial situation of the family and the child himself.

This clear trend in the change in the social structure of families indicates the need to strengthen social support for families with disabled children in order to strengthen such a family, to protect the vital interests of the family itself and all its members - adults and children.

Unfortunately, at present, society's support for a family with a disabled child is insufficient to preserve the family itself - the main support of children. The main economic and social problem of many families with disabled children is poverty. Opportunities for the development of the child are very limited.

Material, financial, housing problems increase with the appearance of a child with disabilities. Housing is usually not suitable for a disabled child, every 3rd family has about 6 m usable area per family member, rarely - a separate room or special facilities for the child.

In such families, there are problems associated with the purchase of food, clothes and shoes, the simplest furniture, household appliances: a refrigerator, a TV. Families do not have the essentials for caring for a child: transport, summer cottages, garden plots, telephone.

Services for a child with disabilities in such families are mostly paid (treatment, expensive medicines, medical procedures, massage, sanatorium-type vouchers, necessary devices and equipment, training, surgical interventions, orthopedic shoes, glasses, hearing aids, wheelchairs, beds, etc.). All this requires a lot of money, and the income in these families consists of the father's earnings and disability benefits for the child.

The father in a family with a sick child is the only breadwinner. Having a specialty, education, because of the need for more money, he becomes a worker, looking for secondary earnings and practically does not have time to take care of a child.

The large-scale involvement of family members in the processes of caring for disabled children is associated with the lack of a social infrastructure for serving people with disabilities, the lack of social patronage and pedagogical support, the imperfection of the system of social education for the disabled, and the lack of a "barrier-free environment". Treatment, care, education and rehabilitation of children take place with the direct participation of relatives and involve a large investment of time. In every second family, the unpaid work of mothers caring for children with disabilities is equivalent in time to the average working day (from 5 to 10 hours).

A special role in the forced release of mothers of disabled children from paid employment is played by the lack of mechanisms for the implementation of legislative norms regulating the rights of workers with disabled children. Less than 15% of employees use labor benefits (part-time work with job retention, flexible working hours, frequent use of sick leave for care or unpaid leave). Restrictions on the provision of these benefits arise when they complicate the production process, the organization of production, and lead to a loss of profit for the enterprise.

The transition of mothers of disabled children to the status of housewives is also facilitated by the absence of special programs that would ensure the retraining of parents, allow them to use home work, and organize paid employment that involves combining work with caring for disabled children.

Non-working parents caring for children today do not actually receive compensation for their work (it is hardly possible to consider the statutory payment of 60% of the minimum wage, which covers only one tenth of the primary needs of a person, as real compensation). In the absence of adequate social support for non-working parents from the state, the dependency burden in families increases, single-parent families find themselves in a particularly difficult situation. In this regard, maintaining the employment of parents of disabled children (men and women equally), maintaining their economic activity could become an important resource and condition for overcoming the poverty of families with disabled children, their successful socio-economic adaptation.

Caring for a child takes all the mother's time. Therefore, child care falls on the mother, who, having made a choice in favor of a sick child, is completely dependent on hospitals, sanatoriums, and frequent exacerbations of ailments. She relegates herself to such a distant plane that she finds herself overboard of life. If treatment and rehabilitation are unpromising, then constant anxiety, psycho-emotional stress can lead the mother to irritation, a state of depression. Often older children help the mother in care, rarely grandmothers, other relatives. The situation is more difficult if there are two children with disabilities in the family.

Having a disabled child negatively affects other children in the family. Less attention is paid to them, opportunities for cultural leisure are reduced, they study worse, get sick more often due to oversight of their parents.

Psychological tension in such families is supported by the psychological oppression of children due to the negative attitude of others towards their family; they rarely interact with children from other families. Not all children are able to correctly appreciate and understand the attention of parents to a sick child, their constant fatigue in an oppressed, constantly disturbing family climate.

Often such a family experiences a negative attitude from others, especially neighbors, who are annoyed by uncomfortable living conditions nearby (disturbance of peace, silence, especially if a disabled child with mental retardation or his behavior negatively affects the health of the children's environment). People around often shy away from communication, and children with disabilities practically do not have the opportunity for full-fledged social contacts, a sufficient circle of communication, especially with healthy peers. Existing social deprivation can lead to personality disorders (for example, emotional and volitional spheres, etc.), to a delay in intelligence, especially if the child is poorly adapted to life's difficulties, social maladaptation, even greater isolation, developmental deficiencies, including communication disorders. opportunities, which forms an inadequate idea of ​​the world around. This is especially hard on children with disabilities who are brought up in children's boarding schools.

Society does not always correctly understand the problems of such families, and only a small percentage of them feel the support of others. In this regard, parents do not take children with disabilities to the theater, cinema, entertainment events, etc., thereby dooming them from birth to complete isolation from society. V Lately parents with similar problems establish contacts with each other.

Parents try to educate their child, avoiding his neuroticism, egocentrism, social and mental infantilism, giving him appropriate training, career guidance for subsequent work. It depends on the availability of pedagogical, psychological, medical knowledge of the parents, since in order to identify and evaluate the inclinations of the child, his attitude to his defect, the reaction to the attitude of others, to help him adapt socially, to fulfill himself as much as possible, special knowledge is needed. Most parents note their lack of education of a child with disabilities, there are no available literature, sufficient information, medical and social workers. Almost all families do not have information about professional restrictions associated with a child's illness, about the choice of a profession recommended for a patient with such a pathology. Children with disabilities study in ordinary schools, at home, in specialized boarding schools according to various programs (general education school, specialized school, recommended for this disease, auxiliary), but they all require an individual approach.

The deterioration of the socio-economic situation adversely affects the health of children. The problem of disability is relevant, it requires urgent measures aimed at improving the level of children's health, the quality of psychological, pedagogical and medical measures that ensure adequate social adaptation of children with disabilities. A differentiated approach to the organization of educational work and the development of an integrated system for the rehabilitation of disabled children is on the agenda.

It is also required to strengthen the medical activity of parents in the prevention of chronic diseases in children and their rehabilitation. Despite the high educational qualification of parents, only a few of them receive information about the state of health of children from lectures, conversations of medical workers, use special medical literature. For most parents, the main thing is the information of acquaintances and relatives. It is also necessary to develop protocols for assessing the low activity of parents with a sick child, and recommendations for individual work with parents in order to improve their medical literacy in relation to the prevention of chronic diseases in children,

Concern for the psychological and physical health of a sick child is an immutable law both for health care and for all state and public organizations, but conditions should be provided under which a disabled child (and his parents) would take a responsible attitude to his health, help the body with his behavior and doctors to cope with the disease. Interagency cooperation in organizing a single rehabilitation space for children with disabilities, uniting the efforts of health authorities, committees on family, mothers and children, scientists from leading scientific medical institutions is important.

associated with disability wide circle social problems.

One of the most important social problems of persons with disabilities is the problem of their social rehabilitation and integration.

There are different approaches to the definition of the concept of rehabilitation (the term "rehabilitation" itself comes from the Latin "ability" "" - ability, "rehabilitation" - restoration of ability), especially among medical specialists. So, in neurology, therapy, cardiology under rehabilitation refers primarily to various procedures (massage, psychotherapy, therapeutic exercises, etc.), in traumatology and orthopedics - prosthetics, in physiotherapy - physical treatment, in psychiatry - psycho- and occupational therapy.

The Russian Encyclopedia of Social Rehabilitation is defined as "a set of medical, pedagogical and social measures aimed at restoring (or compensating) impaired body functions, as well as social functions and working capacity of patients and disabled people" . Rehabilitation thus understood includes functional restoration or compensation for what cannot be restored, adaptation to Everyday life and involvement in the labor process of a sick or disabled person. In accordance with this, three main types of rehabilitation are distinguished: medical, social (domestic) and professional (labor).

When interpreting the concept of "rehabilitation" we also proceed from its description in official documents of well-known international organizations.

According to the definition of the International Labor Organization (ILO), the essence of rehabilitation is to restore the health of persons with limited physical and mental abilities in order to achieve maximum physical, mental, social and professional usefulness.

According to the decision of the International Symposium of Former Socialist Countries on Rehabilitation (1964), rehabilitation should be understood as joint activities medical workers, teachers (in the field of physical culture), economists, leaders of public organizations, aimed at restoring the health and working capacity of the disabled.

The 2nd report of the WHO (World Health Organization) Committee of Experts on Rehabilitation (1969) states that rehabilitation is the coordinated application of medical, social, educational and professional activities to educate or retrain disabled people to achieve the highest possible level of functional activity .

A broad and comprehensive definition of rehabilitation was given at the IX Meeting of the Ministers of Health and Social Welfare of the Socialist Countries (Prague, 1967). This definition, which we also rely on in our study, after some correction looks like this: rehabilitation in modern society is a system of state and public, socio-economic, medical, professional, pedagogical, psychological, legal and other measures aimed at restoring impaired body functions, social activity and working capacity of patients and disabled people.

As emphasized in the materials of the WHO, the rehabilitation of people with disabilities is not limited to the narrow framework of the restoration of individual mental and physical functions. It involves a set of measures that provide an opportunity for people with disabilities to return, or as close as possible to a full-fledged public life.

The ultimate goal of the rehabilitation of disabled people is social integration, ensuring their active participation in the main activities and life of society, "inclusion" in social structures associated with various spheres of human life - educational, labor, leisure, etc. - and intended for healthy people. The integration of a disabled person into a certain social group or society as a whole implies the emergence of a sense of community and equality with other members of this group (society) and the possibility of cooperating with them as equal partners.

The problem of social rehabilitation and integration of persons with disabilities is a complex, multifaceted problem that has various aspects: medical, psychological, socio-pedagogical, socio-economic, legal, organizational, etc.

The final tasks of medical and social rehabilitation are: providing persons with special needs with the opportunity to lead a lifestyle that is as age-appropriate as possible; their maximum adaptation to the environment and society by teaching self-service skills, accumulating knowledge, acquiring professional experience, participating in socially useful work, etc., and from a psychological point of view - creating a positive self-image, adequate self-esteem, feelings of security and psychological comfort.

The socio-economic aspect of this problem is related to the standard of living of the disabled. The results of a number of studies conducted in our country [11] indicate that in this regard, people with disabilities represent a special social group that differs from the average population in terms of the level and quality of life, and active participation in social processes. They have below average wage, the level of consumption of goods, the level of education. Many people with disabilities have an unfulfilled desire to work, their social activity is below the average in the population. They differ in marital status and a number of other indicators.

So, persons with disabilities are a special social group of people that have socially significant features and require a special social policy in relation to themselves.

MOSCOW. The law “On Education” does not include the category of children with disabilities, which leads to discrimination and restriction of the right of people with disabilities to education, says Elena Kulagin. The law refers only to children with disabilities, which children with disabilities do not always include.
On December 3, the Civic Chamber of the Russian Federation held public hearings “On the report of the Russian Federation “On the measures taken to implement the obligations under the UN Convention on the Rights of Persons with Disabilities and the Strategy for Action in Relation to Persons with Disabilities”. The participants of the hearings, in particular, raised the issue of the right of disabled people to education. Experts believe that in the law "On Education" it is necessary to distinguish between the concepts of "disabled children" and "children with disabilities".

“According to various estimates, approximately 40,000 disabled children do not fall into the category of children with disabilities. This is real discrimination against children with disabilities. Children with disabilities and children with disabilities are completely different groups of children. On average, in the Russian Federation, there are two times fewer children with disabilities in the general education system than children with disabilities, ”said a member of the Working Group on the Development of Accessible and High-Quality Preschool and General Education for Disabled Children of the Commission under the President of the Russian Federation for Disabled People, Leading Researcher at the Institute of Socio-Economic Problems of Population of the Russian Academy of Sciences Elena Kulagina.

According to the expert, disabled children are mainly taught in regular classes, while children with disabilities study in correctional classes and schools. In addition, in Russia, children with disabilities, unlike children with disabilities, are 80% children with mental disabilities, mental retardation, and mental retardation. Disabled children tend to have fewer mental disabilities.

“It is important to understand this for building state policy,” Elena Kulagina emphasizes.

In addition, one third of children with disabilities are educated at home. At the same time, the Law “On Education” does not provide for special conditions and special standards for children with disabilities. In fact, everything is prescribed only for children with disabilities, notes Kulagina.

“If special conditions were created in schools for disabled children, they would not sit at home, no distance education unable to provide them with a full-fledged study,” says Kulagina.

The impossibility of dividing children with disabilities and children with disabilities into two different groups in law leads to confusion in the report on the implementation of the UN Convention, the expert points out. In particular, in the report in the section on education, the number of children with disabilities refers to the number of children with disabilities.

The fact that the law “On Education” needs to be amended is confirmed by the Deputy Chairman of the Coordinating Council of NGOs for Children with Disabilities and Other Persons with Disabilities, a member of the Council under the Government of the Russian Federation for Guardianship in the Social Sphere Elena Klochko.

“Obviously, children with disabilities and children with disabilities are two overlapping groups. According to the law, it turns out that children with disabilities are within the group with disabilities. This confusion leads to many problems,” Elena Klochko noted.

The issue of distinguishing between these two categories is debatable, says Larisa Falkovskaya, head of the department for the education of children with developmental and socialization problems of the Department of State Policy in the Sphere of Protection of Children's Rights of the Ministry of Education and Science of the Russian Federation.

“I do not fully agree with the distinction between categories. This issue needs not only economic expertise, but also legal expertise. I think it makes sense to hold such an event at the level of the Civic Chamber of the Russian Federation in order to decide on the concepts and what needs to be included in the law "On Education", - said Larisa Falkovskaya.

V last years Considerable attention is paid to the problems of children with special health needs (HIA). What is it and how to solve them? Let's try to figure it out.

Disabilities of health (HIA). What it is?

Scientific literature sources describe that a person with disabilities has certain limitations in daily life. We are talking about physical, mental or sensory defects. Therefore, a person cannot perform certain functions or duties.

This condition can be chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Usually, people with disabilities tend to isolation, are characterized by low self-esteem, increased anxiety and self-doubt.

Therefore, work must begin from childhood. Considerable attention within the framework of inclusive education should be given to the social adaptation of disabled people.

Three-bar scale of disability

This is the British version. The scale was adopted in the 1980s by the World Health Organization. It includes the following steps.

The first one is called "illness". We are talking about any loss or anomaly (psychological/physiological, anatomical structure or function).

The second stage involves patients with defects and loss of the ability to perform activities that are considered normal for other people.

The third stage is incapacity (disability).

Types of HIA

In the approved classification of violations of the basic functions of the body, a number of types are distinguished. Let's dwell on them in more detail.

1. Violations of mental processes. It is about perception, attention, memory, thinking, speech, emotions and will.

2. Violations in sensory functions. These are sight, hearing, smell and touch.

3. Violations of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.

4. Changes in the static-dynamic function.

Disabled children, who belong to the first, second and fourth categories, are a large part of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of training and education.

Psychological and pedagogical classification of children who belong to the system of special education

Let's consider this question in more detail. Since the choice of techniques and methods of training and education will depend on this.

• Children with developmental disabilities. They lag behind in mental and physical development due to the fact that there is an organic lesion of the central nervous system and impaired functioning of analyzers (auditory, visual, motor, speech).
• Children who have developmental disabilities. They differ in the deviations listed above. But they limit their possibilities to a lesser extent.

Children with disabilities, children with disabilities have significant developmental disorders. They enjoy social benefits and benefits.

There is also a pedagogical classification of violations.

It consists of the following categories.

Children with disabilities:

• hearing (late-deaf, hearing-impaired, deaf);
• vision (visually impaired, blind);
• speech (various degrees);
  intellect;
• delayed psychoverbal development (ZPR);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of health impairment

Depending on the degree of dysfunction and adaptation possibilities, it is possible to determine the degree of health impairment.

Traditionally, there are four degrees.

First degree. The development of a child with disabilities occurs against the background of mild and moderate functional impairment. These pathologies may be an indication for the recognition of disability. However, as a rule, this does not always happen. Moreover, with proper training and education, the child can fully restore all functions.

Second degree. This is the third group of disability in adults. The child has pronounced disturbances in the functions of systems and organs. Despite treatment, they continue to limit his social adaptation. Therefore, such children need special conditions for education and life.

The third degree of health impairment. It corresponds to the second group of disability in an adult. There is a large severity of violations that significantly limit the child's ability in his life.

The fourth degree of health impairment. It includes pronounced violations of the functions of systems and organs, due to which the child's social maladjustment occurs. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Problems of development of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental abnormalities that contribute to the formation of disorders of general development. This is the generally accepted position. But it is necessary to understand this issue in more detail.

If we talk about a child with minor disabilities, which we have already determined, then it should be noted that by creating favorable conditions, most of the problems with development can be avoided. Many violations are not limiters between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master the program material and study together with everyone in general education school attend regular kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, special education, upbringing and treatment.

Social policy of the state in the field of inclusive education

In Russia, in recent years, certain areas of social policy have been developed that are associated with an increase in the number of children with disabilities. What is it and what problems are being solved, we will consider a little later. For now, let's note the following.

The basic provisions of social policy are based on modern scientific approaches, available material and technical means, a detailed legal mechanism, national and public programs, a high level of professional training of specialists, and so on.

Despite the efforts made and the progressive development of medicine, the number of children with disabilities is steadily growing. Therefore, the main directions of social policy are aimed at solving the problems of their education at school and stay in a preschool institution. Let's consider this in more detail.

Inclusive education

The education of children with disabilities should be aimed at creating favorable conditions for the realization of equal opportunities with peers, education and ensuring a decent life in modern society.

However, the implementation of these tasks should be carried out at all levels, from kindergarten and ending with school. Let's take a look at these stages below.

Creating a "barrier-free" educational environment

The basic problem of inclusive education is to create a "barrier-free" educational environment. The main rule is its accessibility for children with disabilities, solving the problems and difficulties of socialization.

In educational institutions that provide their support, it is necessary to comply with general pedagogical requirements for technical equipment and equipment. This is especially true for the implementation of household needs, the formation of competence and social activity.

In addition, special attention should be paid to the upbringing and education of such children.

Problems and difficulties of inclusive education

Despite the ongoing work, the education and upbringing of children with disabilities is not so simple. The existing problems and difficulties of inclusive education are reduced to the following positions.

Firstly, a group of children does not always accept a child with disabilities as "their own".

Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in implementing teaching methods.

Third, many parents do not want their normally developing children to be in the same class as a "special" child.

Fourthly, not all disabled people are able to adapt to the conditions of ordinary life without requiring additional attention and conditions.

Children with disabilities in a preschool

Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Since the process of mutual adaptation is very difficult for the child, parents and teachers.

The priority goal of the integrated group is the socialization of children with disabilities. For them preschool becomes the starting point. Children with different abilities and developmental disabilities must learn to interact and communicate in the same group, develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to maximize the existing boundaries of the world around them.

Children with disabilities at school

The priority task of modern inclusive education is to increase attention to the socialization of children with disabilities. An approved adapted program for children with disabilities is needed to study in a general education school. However, the currently available materials are scattered and not integrated into a system.

On the one hand, inclusive education in general education schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.

Such an approach leads to the fact that the adaptation of both conditionally healthy children and children with disabilities is significantly more difficult. This leads to additional, often insurmountable difficulties in the implementation of the individual approach of the teacher.

Therefore, children with disabilities in school cannot simply learn on an equal basis with others. For a favorable result, certain conditions must be created.

The main areas of work in the system of inclusive education

For the full development of a child with disabilities at school, it is necessary to work in the following areas.

Firstly, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Her activities will be as follows: to study the features of the development of children with disabilities and their special needs, to draw up individual educational programs, to develop forms of support. These provisions should be recorded in a special document. This is an individual card of psychological and pedagogical support for the development of a child with disabilities.

Secondly, constant adjustment of the methods and methods of training and education is necessary.

Thirdly, the escort group should initiate a revision of the curriculum, taking into account the assessment of the child's condition and the dynamics of his development. As a result, an adapted version of it for children with disabilities is being created.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, and understanding one's personal characteristics.

Fifth, one of the necessary forms of work is work with the family of a disabled child. Its main goal is to organize assistance to parents in the process of mastering the practical knowledge and skills necessary in the upbringing and education of children with disabilities. In addition, it is recommended:

• actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
• provide counseling to parents;
• educate the family in the techniques and methods of assistance available to them;
• organize feedback parents with an educational institution, etc.

In general, it should be noted that inclusive education in Russia is just beginning to develop.

the main problem modern society- perception of people with disabilities as inferior. And while this problem exists, it is very difficult for people with disabilities to be in public places.

Almost everyone knows about people with disabilities. What is it, or rather, who are they? Now in our country they are not shy about talking about this, showing sympathy for individuals slightly different from the main mass. However, each of us needs to realize that adults and children with disabilities may well learn and live in society, just like everyone else. The main thing is to help them as much as possible. This article will talk about all the difficulties and opportunities associated with the concept of HIA.

What it is

Disability health: what is it about? In various sources, HIA are described as some deviations from the norm in the physical, sensory or mental plane. These are peculiar human defects that can be both congenital and acquired. And precisely for these reasons, such people cannot perform certain functions either completely or partially, or perform them with outside help.

Similar features of children with disabilities caused different emotional and behavioral reactions in those around them. However, times are changing, and today children with such problems are treated more and more adequately. For them, special conditions are created in education (developed additional programs education), society, various shopping malls, cinemas, hospitals, etc.

Meanwhile, the reaction of others to this disease is one thing, but how do children themselves feel with such limitations? Experienced psychologists say that for a child, this is, first of all, a difficult psychological barrier. Children with disabilities may consider themselves a burden or unnecessary to this world. Although this is far from true. And the main task of every representative of modern society is to help them understand this.

People with disabilities

It is clear that limited health opportunities are not only in children, but also in adults. And if children do not always understand their ailments due to age, then an adult is able to realistically evaluate them. An adult is able to perceive himself as he is. And it is important to let him know that he is no different from others, despite his health problems.

Try to understand people with disabilities. What is it, and how do people live with it? Do not treat a person with pity, do not show him this, do not put him in an awkward position. Avoid questions related to his illness and do not point to him. Act as if you are a completely healthy person. If you have to communicate with him, and someone accompanies him, contact directly the person with whom the dialogue is being conducted. Look specifically at this person, in his eyes. Behave in a relaxed manner, do not show tension, insecurity or fear. Remember: such people most of all need banal human communication, understanding, acceptance and friendliness.

Types of restrictions

HIA is a decoding that sometimes causes panic in people. They immediately imagine a “vegetable” with which it is absolutely impossible to interact. Even experienced teachers sometimes refuse to work with such children. However, often everything is not so bad and terrible. With such people it is quite possible to conduct the process of training, work and any other activity.

There are some groups of HIA, which include children with disorders of hearing and vision, communication and behavior, speech functions, with mental retardation syndrome, with defects or modifications of the musculoskeletal system, with complex disorders. Indeed, these words sound very unpleasant, but children with similar diseases often perceive everything that happens around them much better than ordinary children. Their mental abilities often exceed the skills of ordinary schoolchildren by several times, they read a lot of different literature, develop talents for writing poems or stories, creating paintings, fakes. Due to the fact that they are deprived of some of the usual types of pastime, they manage to concentrate on something more important and interesting.

Atmosphere in the family

Families with children with disabilities are precisely those that need to be monitored constantly. It is in such families that much attention should be paid not only to the child himself, but to all family members. More precisely, it is important to understand in what conditions a special child grows and is brought up, what kind of relationship with each other in the family, how the relatives themselves relate to a sick child.

Indeed, in some cases, the child’s illness can be aggravated due to the fact that some negative things happen in the family. Children with disabilities require, first of all, special care and concern from their parents. A family in which a beneficial atmosphere reigns can not only help the child, but also significantly affect the elimination of the disease or weaken its effect. In the same place where there is no mutual assistance and understanding of family members, the situation of a sick child can only become worse.

School for children with disabilities

Another important aspect that affects an unusual child is the school. As you know, it is there that children manifest themselves in different ways. Each child is unique in its own way, has a character, hobbies, views and manner of communication and behavior. And there is also a place for children with disabilities. It is for this reason that the GEF HIA exists. The Federal State Educational Standard for Children with Disabilities are certain recommendations for teachers that are designed to help in their work.

These standards include detailed examples curricula, recommendations for teaching children with disabilities, requirements for the professional qualifications of the teachers themselves. On the basis of these recommendations, children receive education on an equal basis with everyone else. Thus, the Federal State Educational Standard for HIA is an auxiliary effective standard, and not a method of making teachers work harder in the educational process. However, some may see it differently.

Special Program

In turn, teachers, on the basis of this standard, develop academic plan. It includes all sorts of aspects. Not only the teachers themselves, but also the higher management of the educational institution should control the learning process. An adapted program for children with disabilities can be developed in various forms.

Naturally, much depends on what kind of illness the child has, what are the causes of his illness. Therefore, the teacher must draw up a detailed description of the student, where he will indicate all the necessary information. It is necessary to study the conclusions of medical commissions, information about the family, the order of the course of the disease or deviation. An adapted program for children with disabilities consists of many stages, which is why detailed information about the child is needed.

Further, a detailed curriculum is drawn up with the arrangement of all tasks and goals. The special conditions under which the student receives education are taken into account. The program is also aimed not only at education, but also at the correctional component, and at the educational one.

Learning objectives

Teaching children with disabilities requires not only professional knowledge, but also some personal qualities of teachers. Of course, such children need an individual approach: it is important to understand them and be tolerant in the learning process. expand space educational environment it is possible only if the child is not pressured, not allowed to close, feel awkward or unnecessary. It is important to reward the student for his academic success in a timely manner.

The education of children with disabilities should be structured in such a way that their reading and writing skills develop. It is necessary to exercise continuous control over the alternation of practical and mental activity. This is necessary so that children do not get tired, because, as you know, limited opportunities can take a lot of strength from a child, both physical and psychological. At the same time, it is very important to organize the learning process in such a way that a child with disabilities interacts with other students, is part of a team, and not a separate link.

Accompanying process

Accompanying children with disabilities chooses the process of interaction with other students as one of the main tasks. Throughout the entire education of the child, the accompanying person must provide comprehensive assistance not only in the development, upbringing and education, but also in the social development of the individual. An accompanying person can be not only a teacher, but also a psychologist, defectologist, social pedagogue or other specialist. The determining factor is precisely the presence of a special education for the accompanying person.

Accompanying children with disabilities also includes assistance in learning when interacting with other teachers and parents. The activity of such a specialist is aimed at developing the memory, attention, speech and practical skills of the child. It is worth setting such a pace in the learning process that will be most familiar to the student, allowing him not only to perceive information, but also to develop it and his skills, qualities, and abilities.

Tasks of the teacher

Naturally, the learning process is not always easy for ordinary children, and for patients it is even more difficult. Disabilities (HIA): deciphering this abbreviation gives quite extensive information to people if they are not specialists or have simply never heard it. Teachers, psychologists and other workers often encounter such children.

Unfortunately, the number of children with disabilities is constantly increasing. This is influenced by a number of specific factors, ranging from the heredity of the parents to the mistakes made by doctors. In addition, the growth in the number of children with disabilities is influenced by the rapid development of industry, leading to environmental problems that subsequently affect the whole society.

The only good news is that the modern education sector is trying to develop more and more professional teaching methods that children with disabilities can use. The school tries not only to give knowledge and skills to students, but also to influence the development of their natural potential, the ability to adapt to further independent life in society.

Is there a future after school

There is an opinion that young children usually perceive unhealthy children more easily than it happens in adults. This statement is true in its own way, because younger age the manifestation of tolerance occurs by itself, since children do not have any barriers in communication at all. Therefore, it is important to integrate a child with disabilities into the learning process at an early age.

Even in kindergartens, educators know about disabilities, what it is, and how to work with such children. If earlier it was practiced to form separate groups in which children with disabilities were trained, now they are trying to organize the educational process together with ordinary children. This also applies to kindergartens and schools. It is clear to everyone that after graduation from school, a student should go further, to a university, a secondary specialized educational institution, in order to acquire professional skills that should help him in the future.

Indeed, universities also create conditions for teaching children with disabilities. Universities willingly accept such people in the ranks of students. Many of them are able to learn fruitfully and produce very good results. This, of course, also depends on how the learning process at school was previously organized. Children with disabilities are ordinary children. It's just that their health is a little worse, and not at all their fault. Modern world more and more provides ample opportunities for the personal realization of such children, develops a fundamentally new model of society's attitude towards them, creating new conditions for development and formation.

Understanding ordinary people

In this way studying proccess worth building and implementing based on many aspects. Children with disabilities differ not only from healthy children, but also from each other. They have different diseases, in different forms and with different prospects for recovery. Some can be helped with the help of operations, rehabilitation, health programs, others cannot be helped or there are means to slightly improve their health. Undoubtedly, each of them in his own way experiences, expresses emotions, experiences any feelings. But they are all very sensitive to the world around them and people.

Those who know about HIA, what it is, strive to selflessly help sick people, provide support and understand them. And even though these are not always specially trained specialists, not professional psychologists, but ordinary people, they are also able to inspire a sick child with faith in the best. Sometimes it lifts the spirits and affects the feelings of the child much more than professional accompaniment or training.

Children with disabilities

Children with disabilities are children with disabilities or other children aged 0 to 18 years who are not recognized as children with disabilities in the prescribed manner, but who have temporary or permanent deviations in physical and (or) mental development and need to create special conditions training and education.

General characteristics of children with disabilities

The main categories of children with disabilities include: 1. Children with hearing impairment (deaf, hard of hearing, late deaf); 2. Children with visual impairment (blind, visually impaired); 3. Children with speech disorders (logopaths); 4. Children with disorders of the musculoskeletal system; 5. Children with mental retardation; 6. Children with mental retardation; 7. Children with behavioral and communication disorders; 8. Children with complex disorders of psychophysical development, with the so-called complex defects (deaf-blind, deaf or blind children with mental retardation).

Hearing disorders.
The category of children with hearing impairments includes children with persistent bilateral hearing impairment, in which verbal communication with others through oral speech difficult (hearing loss) or impossible (deafness). Hearing loss is a persistent hearing loss that causes difficulty in speech perception. Hearing loss can be expressed in varying degrees - from a slight disturbance in the perception of whispered speech to a sharp limitation in the perception of conversational speech volume. Children with hearing loss are called hearing-impaired children. Deafness is the most severe degree of hearing loss, in which intelligible perception of speech becomes impossible. Deaf children are children with profound, persistent, bilateral hearing loss acquired during early childhood or congenital.

Speech disorders.
Children with speech disorders include children with psychophysical disorders of varying severity, causing disorders in the communicative and generalizing (cognitive) functions of speech. From other categories of children with special needs, they are distinguished by normal biological hearing, vision and full-fledged prerequisites for intellectual development. The identification of these differentiating features is necessary to distinguish from speech disorders observed in children with oligophrenia, mental retardation, the blind and visually impaired, hearing impaired, children with RDA, etc.

Visual disturbances.
The blind children. These include children with visual acuity from 0 (0%) to 0.04 (4%) in the better seeing eye with correction glasses, children with higher visual acuity (up to 1, i.e. 100%), in whom the boundaries of the field of view are narrowed to 10 - 15 degrees or to the point of fixation. Blind children practically cannot use vision in orientation and cognitive activities. Visually impaired children are children with visual acuity from 0.05 (5%) to 0.4 (40%) in the better seeing eye with correction glasses. Children with low vision, or children with borderline vision between low vision and the norm, are children with visual acuity from 0.5 (50%) to 0.8 (80%) in the better seeing eye with correction.

Musculoskeletal disorders.
The term "disorders of the musculoskeletal system" is collective in nature and includes movement disorders that have an organic and peripheral type of genesis. Movement disorders are characterized by impaired coordination, tempo of movements, limitation of their volume and strength. They lead to the impossibility or partial violation of the implementation of movements by the musculoskeletal system in time and space. Disorders of the functions of the musculoskeletal system can be both congenital and acquired. Deviations in development in children with pathology of the musculoskeletal system are characterized by significant polymorphism and dissociation in the degree of severity of various disorders.

Mental retardation (MPD).
Mental retardation (MPD) is a psychological and pedagogical definition for the most common deviations in psychophysical development among all children occurring in children. Mental retardation is considered as a variant of mental dysontogenesis, which includes both cases of retarded mental development (“delayed mental development”) and relatively persistent states of immaturity of the emotional-volitional sphere and intellectual insufficiency that does not reach mental retardation. In general, this state is characterized by heterochrony (different time) manifestations of deviations and significant differences both in the degree of their severity and in the prediction of consequences. ZPR is often complicated by various mild, but often persistent neuropsychiatric disorders (asthenic, cerebrasthenic, neurotic, neurosis-like, etc.), which disrupt the child's intellectual performance.

Mental retardation.
Mentally retarded children are children who have a persistent, irreversible impairment of mental development, primarily intellectual, that occurs in the early stages of ontogenesis due to organic insufficiency of the central nervous system.

Multiple violations.
Multiple disorders of child development include combinations of two or more psychophysical disorders (vision, hearing, speech, mental development, etc.) in one child. For example, a combination of deafness and low vision, a combination of mental retardation and blindness, a combination of musculoskeletal disorders and speech disorders. Other terms are also used as synonyms in the literature: complex defect, complex developmental anomalies, combined disorders, combined disorders, and, more and more asserted recently, complex defect structure, complex disorder structure or multiple disorder.

Children's autism.
Childhood autism is currently considered as a special type of mental development disorder. All children with autism have impaired development of communication and social skills. Common to them are affective problems and difficulties in establishing active relationships with a dynamically changing environment, which determine their attitudes towards maintaining constancy in the environment and the stereotype of their own behavior.