There is some uneasiness in the educational environment. There are cautious predictions that refusal to participate is possible in the near future. We have import substitution. And the mixed education of everyone with everyone is not our invention. And the fact that Russia signed various European conventions, that is, now everyone in the world does nothing but cancel their obligations to each other. This is some kind of logic. Truth is being rewritten, this is a good time to review all kinds of things and throw away the “useless” stuff. And participation in Russia did not go.
Accession to Russia did not go so far that it never appeared. It happened to him like a decaying monument downtown. You know, when the building was fenced with scaffolding, the scaffolding was covered with awnings with a facade view, as if they were preparing the house for repair, but the repair still does not begin. Now the tents are torn and the scaffolding has rotted, but still no repairs. This is not good. And now instead of starting the same job, they are building a new frame around it, changing the rags. From afar, the monument looks like a real restored palace. And so, instead of including it, we just had the appearance of it, and it still is. But some believed.
Ordinary people believed that they are the parents of unfortunate children with various disabilities. They took the children to general education schools, believing that the specialists would somehow solve the problems there, find an approach, apply the necessary methods, attract psychologists, speech pathologists, educators and create conditions. Many of them are so entwined with ideas of equality and brilliant insights that there are no people with disabilities – there are special children, schools are full of students who do not even understand what conditions are actually required.
The desire (desire, it should be noted, absolutely understandable) to move away from the non-normal discrimination of parents of children with disabilities led to something strange – many deviations from the norm were declared as a variant of the norm. norm. And if now everything is the norm, then why clarify something there, observe, correct? to be examined? Diagnosis? You have no right! Normal boy! Buy and learn! And walking with commissions is not free time for us.
And where are these commissions? Inspections in kindergartens and schools are official. No complaints – means healthy. Do you have any complaints? All right, make an appointment with a neurologist. Passing a survey on your own initiative is a complete quest. Good, attentive psychologists, neurologists, speech pathologists are not easy to find. And if you go through all these circles of hell, if you get transferred to a correctional school, then the devil knows where this kid will have to be taken. Or if it is not a direction, but a conclusion with a diagnosis and a list of recommendations, then again: to carry out these recommendations, you must simultaneously tie a knot and enter the British flag. And there is a school in the garden and they say everybody should be educated there.
Yes, it is important to note that children with intellectual disabilities often attend regular schools at the behest of the inclusion ghost. With such violations that you can not even notice from the outside. And if you suddenly imagine something like hypertelorism (increased distance between the eyes, which can be one of the signs of mental retardation), then they can be written as fascist. This physical barrier always makes sense, unfortunately. If the legs do not walk, they do not walk, which means that a humanistic pedagogical message cannot get rid of it. So we need ramps, specially equipped classrooms, desks, toilets. And precisely because technical equipment is more difficult to imitate, children with external, physical ailments are more often educated in specialized schools. The wheelchair user image can be used in social advertising, but parents of actual wheelchair users do not try to send them to district schools.
I will say more: There is a trend when parents try to place their children in some kind of boarding school without any specific evidence for this.
This is provided that such a boarding school is located nearby and specializes in certain non-criminal diseases in particular. For example, in St. In the Petrodvortsovy district of St. Petersburg there is a school for patients with scoliosis. And I know that many families are looking for opportunities for their children to obtain the necessary certifications so that only the children are admitted to boarding school, at least initially. The motif is simple. The school has small classes (7-10 people), each has a teacher and an assistant, exercise therapy is carried out, swimming pool, gym, regular examinations by medical professionals. All children have a preserved intelligence, so a child can attend a general education school at any time without loss.
But there are several such institutions, in fact, in our entire region there are only two: the already mentioned school for children with scoliosis, and another for children with mental retardation (mentally retarded). In total, eight types of correctional schools are distinguished, and there are even more problems in development: cerebral palsy, ZPR, ZRR, MMD, ODA, ASD, ADHD, ONR, UO and other disabilities. And how are you?
To argue that an ordinary district school can easily find an approach to a child with autism spectrum disorder (ASD) or even an almost innocent ADHD (attention deficit and hyperactivity disorder) – the pinnacle of infantilism – is the pinnacle of infantilism. Most likely, children with disabilities and their 33 classmates and teachers and the escort service (the only part-time psychologist and social pedagogue in the entire school) and eventually the administration will suffer. But everyone will claim that everything is fine until the end, everyone is working and doing their best.
Everything possible in terms of the work of the school administration is mostly limited to advising a problem child to pass a psychological, medical and pedagogical commission. But no one can insist on it, force it because inclusiveness, human rights, the inadmissibility of discrimination against anyone. But even if the parents finally examined the child, almost nothing would change, adults have the right not to report the diagnosis of their son or daughter to the school – a medical secret.
How then is inclusion possible? What can be a general talk about features if it is not clear what they are expressed and how to fix accordingly. Everything is very simple. Each school should have a small staff of doctors of various profiles, so that specialists can independently determine what violations someone has and work with almost all of them without revealing medical secrets. Everything is very simple… and very expensive. Incredibly, ridiculously expensive.
Of course, this is impossible. And now we have the opportunity to officially recognize it. Accept and decline inclusion. At least from the mass, mandatory. Inclusive schools can be an experimental alternative to correctional schools, but you should not try to convert every general education institution into them. And correctional pedagogy needs to be improved. It is urgent to restore what has already been optimized. We have a good foundation, it has not completely collapsed yet, now it’s time to stop further destruction of the system. Now we can afford to go our own way again, the situation in education is not so bad. But the road we took after Europe did not justify our hopes. Maybe there, in the West, it will lead to the goal, but in our view it has reached a dead end. It’s time to return.
The author expresses his personal opinion, which may not coincide with the editors’ position.
Source: Gazeta
