Miscellaneous

Your Child’s Rights in the School Setting

What’s the Same? Federal Laws for Public Education

If your child attends a public school in the United States, or a private school that accepts federal funding, they are guaranteed certain protections under federal law.  These boil down to access to Free, Appropriate Public Education (FAPE).  The two main pieces of legislation that protect this right are the Individuals with Disabilities Education Act (often shortened to “IDEA”), and Section 504 of the Rehabilitation Act of 1973.

The Individuals with Disabilities Education Act (IDEA) is a federal law that governs how states and federally-funded public agencies provide early intervention, special education, and related services to youth with disabilities. Although the law does not mention anxiety or OCD as specific disabilities, children may be eligible to receive special education services through an “Other Health Impairment (OHI)” or “Emotional Disturbance (ED)” classification.

Any parent or legal guardian can request an initial evaluation to determine if their child is eligible for special education services.  Medical reports and/or evaluations may be necessary to establish a child’s disability. Further information may need to be collected suggesting that commonly used treatment interventions were ineffective before a student is classified with an OHI. 

To qualify to receive services under an ED classification, a student must display one or more of the following characteristics over a long period of time, and to a marked degree that negatively affects (or has an “adverse impact on”) their educational performance:

• An inability to learn that cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears associated with personal or school problems.

Additionally, a student’s problematic behavior or emotional responses must be significantly different from age appropriate, cultural, or ethnic norms and data may be needed suggesting that commonly used research-based interventions were ineffective for consideration for an ED classification.

Individualized Education Plan (IEP)

Once a student is determined to be eligible to receive special education services, the specific services are then outlined in an Individualized Education Plan (IEP). An IEP should include the student’s present levels of academic and functional performance, their academic and behavioral goals, and the academic/behavioral supports needed to help the child achieve these goals.

Parents/legal guardians must be invited to participate on the team that develops the IEP, which generally includes the student’s teacher, a special education teacher, a school administrator, a school psychologist, and/or other school personnel. A parent/legal guardian also may invite others to attend IEP meetings, such as their child’s therapist, an educational advocate, or an attorney (visit “Who to Bring to a School Meeting” section to learn more).  Once an IEP has been established, it will be implemented and reviewed at least annually.

If a parent/legal guardian does not agree with the IEP, or the IEP team’s decision regarding special education eligibility, they must be informed how they can challenge the decision.  Parents/legal guardians can choose to have their child independently evaluated by someone outside of the school system, and the school may be required to pay for the evaluation.  While schools should consider all appropriately conducted evaluations, they may not be required to comply with the findings.

IDEA in a Nutshell:

• IDEA is a federal law, which means it covers public education everywhere in the US, and governs how states and federally-funded public/private agencies provide early intervention, special education, and related services to youth with disabilities.
• Though anxiety/OCD are not named as eligible disabilities under IDEA, any parent/legal guardian can request that their child be evaluated to see if they may qualify by having an OHI or ED.
• Students classified with an OHI or ED are eligible to receive special education services, which will become outlined in an IEP.
• IEPs describe the student’s present level of functioning, and outline specific goals for them to achieve and the supports that will be put in place to help them do so.
• Parents/legal guardians must be invited to participate in the creation of the IEP, and they are allowed to invite others to participate (such as their child’s therapist) at their discretion.
• IEPs are reviewed and updated at least annually, and evaluations of students take place at least every 3 years.
• IEPs may be transferable (“portable”) to other schools within the same state, but the process may need to be re-initiated if a student moves to a new state.

Section 504 of the Rehabilitation Act of 1973 guarantees rights to people with disabilities. It aims to decrease discrimination and promote equal opportunities by requiring schools to provide reasonable accommodations (e.g., extra time on tests, use of computer-aided instruction, etc.) for children with disabilities. These accommodations can address temporary (for example, a broken leg) or chronic (for example, asthma) problems, and defines disability as a physical or mental impairment which substantially limits one or more major life activity (for example, learning). Thus, 504 accommodations can be implemented quickly and flexibly. 

Children with anxiety and/or OCD may be eligible to receive 504 accommodations if their symptoms significantly limit at least one major life activity (e.g., walking, speaking, learning, reading, writing, performing math calculations, working, self-care) as determined by a school-based team that usually includes the same individuals who sit on IEP teams. 

Section 504 requires the review of multiple sources of information provided by different individuals (e. g., school psychologist, caregiver, teacher) prior to providing accommodations.  Similar to IEPs associated with IDEA, eligible 504 students receive accommodations through an Individual Accommodation Plan (IAP), more commonly known as a 504 plan. This plan lists specific accommodations and interventions that may help a student with their educational functioning and/or ability to benefit from educational services, as it relates to their disability. These plans often list specific instructional materials that a student may need, modifications to tests or assignments, grading and assessment changes, and behavioral interventions.

Section 504 in a Nutshell:

• Section 504 is part of a federal law, which means it covers public education everywhere in the US, which requires schools to provide reasonable accommodations for children with disabilities.
• These accommodations can address temporary or chronic problems, and uses a broad definition of disability for qualifying impairments.
• Children with anxiety/OCD may be eligible to receive 504 accommodations if their symptoms significantly limit at least one major life activity as determined by a school-based team, who will review multiple sources before providing accommodations via an IAP/504 plan.
• IAPs/504 plans list specific accommodations and interventions that may help a student with their educational functioning and/or ability to benefit from educational services, as it relates to their disability.

Centering Racial Equity

In any discussion of advocacy regarding disabilities and/or conditions that impact school functioning, it’s important to reflect on the potential inequities that occur for students of color in this space.  Research shows that there is a “significant disproportionality” that exists for BIPOC students, particularly when it comes to who is identified as needing special education services and how they are treated thereafter.  It is thus important for caregivers of BIPOC youth to be aware of both this potential bias, and of best practices that can help schools promote racial equity for students with anxiety/OCD.

Practice Recommendations 

(adapted from the National Center for Learning Disabilities)

1. Encourage the school to follow evidence-based evaluation processes to determine eligibility, seeking outside expertise/consultation on including considerations for cultural and/or linguistic differences as-needed.
2. Prompt administration to audit the district’s special education policies and processes, including those surrounding discipline, to identify biases and work to reduce them.
3. Find ways to develop relationships and create an open dialogue with schools to improve their understanding of your family’s context – remember that you are the expert in your/your child’s life!
4. Advocate for training/professional development for all relevant school personnel on disability identification and student support, with an emphasis on improving workforce diversity and culturally responsive practices.
5. Ask that the school prioritize accurate and transparent data collection and reporting, including standardizing data collection processes.

IEP vs. 504 plan/IAP?

A lot of parents/guardians wonder what the best course of action is for them to pursue for their child.  IEPs and 504 plans/IAPs may seem very similar, and it might be hard to decide which is more appropriate.  The main differences between them are largely in their eligibility criteria and the protections provided. 

Section 504 has a broader definition of disability, and a student would not need to have both an IEP and a 504 plan/IAP.  The decision between which a student receives would depend on the nature of their impairments and the interventions needed.

Both IEPs and 504 plans/IAPs provide school-based interventions and accommodations, including (but not limited to):

• Counseling (individual or group)
• Changes in the amount of time available to take tests or complete assignments
• Changes in where tests will be taken
• Provision of frequent breaks during instruction
• Shortened assignments
• A behavior improvement plan
• Preferential seating
• Transition plans
• A special pass to use the restroom/office

Only IEPs provide:

• More due process protections for students and caregivers, including:
  • Protection against the school district terminating services without parental/guardian notice or consent.
  • Ability for the student to continue with their plan while a “dispute” about their services is underway.
• More specificity regarding exact services provided and goals.

It may seem like IEPs are preferable due to the increased protections they provide.  That said, benefits of 504 plans/IAPs are:

• Less strict eligibility criteria.
• Quicker to receive and implement.
• More flexible – easier to modify/change as your child’s symptoms wax and wane.

What may Differ?  Local/State-based Protections

While IDEA and Section 504 are federal laws, and thus govern any publicly-funded education, there may be additional protections based on where you live.  The federal laws are the “bare minimum” of rights that states need to provide, but many states may have additional protections in place.

To learn more about your state’s educational legislation, click here.

What if they aren’t even going to school?

School avoidance can be a common issue for students with anxiety/OCD.   The School Avoidance Alliance has developed some specific information and suggestions for parents/guardians whose children struggle with school avoidance.  Click here to learn more about IEPs, and click here to learn more about 504 plans.

What is an IEP? | Parenting

You asked to have your child evaluated for special education services. Now it’s time for the IEP meeting, but you’re not sure what to expect. What’s in an IEP? How can you prepare for the meeting?

What is an IEP?

The IEP, Individualized Education Program, is a written document that’s developed for each public school child who is eligible for special education. The IEP is created through a team effort and reviewed at least once a year.

Before an IEP can be written, your child must be eligible for special education. By federal law, a multidisciplinary team must determine that (1) she’s a child with a disability and (2) she requires special education and related services to benefit from the general education program.

The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn’t specify how the IEP should look. Because states and local school systems may include additional information, forms differ from state to state and may vary between school systems within a state.

IEP team members

The members of the multidisciplinary team who write your child’s IEP include:

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• You, the parents, who have valuable insights and information about his strengths and needs and ideas for enhancing his education
• General education teacher(s) who can share information about classroom expectations and your child’s performance
• A special education teacher who has training and experience in educating children with disabilities and in working with other educators to plan accommodations
• An individual who can interpret the results of your child’s evaluation and use results to help plan an appropriate instructional program
• A representative of the school system who knows about special education services and has the authority to commit resources
• Individuals with knowledge or special expertise about your child that are invited by you and/or the school district
• Representatives from transition services agencies, when such services are being discussed
• Your child, when appropriate, and whenever transition is discussed

Contents of the IEP

The IEP is a document that is designed to meet your child’s unique educational needs. It’s not a contract, but it does guarantee the necessary supports and services that are agreed upon and written for your child.
At the least, the IEP must contain these pieces of information:

Present levels of educational performance

Information about your child’s strengths and needs is presented by teachers, parents, and the school staff who evaluated her. Comments will be made about how your child is doing in the classroom. Observations and results of state and district-wide tests and the special education evaluation, including individually administered standardized tests, are reviewed. Besides academic needs, any other areas of concern that have been identified, such as language development, behavior, or social skills, should be discussed, as well.

Goals

The next step is to write measurable goals that he can reasonably accomplish in one year. Goals are based on what was discussed and documented in present levels of educational performance and focus on his needs that result from the disability. Goals should help him be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs. Goals are not written to maintain skills or help him achieve above grade level.

The requirement for objectives and benchmarks — with which to measure progress toward goals — was eliminated from IEP requirements with the 2004 reauthorization of IDEA. However, the law now states that the child’s IEP must include “a description of how the child’s progress toward the annual goals … will be measured and when periodic reports on the progress the child is making toward annual goals will be provided” — for example, at the same time report cards are issued for all students.

This chart from Understood.org, a comprehensive resource for parents of kids with learning and attention issues, will help you tell if your child’s IEP goals are “SMART.”

Special education and related services

Once the IEP is written, the team has to decide how to put it into action. The school district is obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). So the IEP team considers the way — to the maximum extent appropriate for both — to educate your child alongside kids without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they’ll be delivered are identified. For most kids, the general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP:

• The extent, if any, to which your child will not participate with nondisabled kids in the regular class and other school activities
• When services will begin, where and how often they’ll be provided, and how long they’ll last
• Necessary transition services (age 16 or the first IEP that will be in effect when the child turns 16)

These special factors will be considered and addressed in the IEP, depending on your child’s needs:

• Supports and strategies for behavior management, if behavior interferes with her learning or the learning of others
• Language needs as related to the IEP if he has limited mastery, or proficiency, in English
• Communication needs
• Assistive technology devices or s ervices required in order to receive FAPE
• Necessary accommodations in the general education classroom

To see what an IEP looks like, visit Understood. org .

Your role at the meeting

Parents often feel overwhelmed when they attend an IEP meeting because so many people are there. The time goes by quickly, and you may feel rushed. Education jargon can be hard to understand, yet you’re supposed to be a full participant in the meeting. Here are some ideas that may help to reduce your anxiety, increase your participation, and facilitate the process.

• Communicate regularly with school staff so that you’ll have an idea of what the teachers may say at the meeting.
• Prepare your thoughts before the meeting by writing down the important points you want to make about your child. If you’d like, ask to have your information included in your child’s IEP.
• Take someone with you to serve as your support system. If a spouse or family member can’t attend, ask a trusted friend to go with you. If you decide to bring a friend or advocate, you should inform the school so they are aware of whom you’re bringing. Be prepared for them to question who the person is and why you have decided to include them in the meeting. The school should tell you if they have a specific policy on other attendees at the IEP meeting.
• Ask questions if you don’t understand the terms being used. If necessary, arrange to meet with individuals after the meeting to review their statements or reports.
• Try to stay focused and positive. If anyone becomes frustrated or angry, ask to have the meeting continued at another date. It’s hard to develop an IEP when emotions have taken over the process.
• Remember that you can sign to show you participated in the meeting, but you don’t have to agree to the goals or services at the meeting. You can take the IEP home to review, get input, and return later.

What happens next

Written parent permission is necessary before the IEP can go into effect. If you agree with only parts of the IEP, let the school know so services can begin for your child. Once you sign the first IEP, you have granted your permission for the school to provide ongoing special education services for your child.

Although you may change your mind after signing the IEP and withdraw your permission, you should be aware that this action may have legal implications. (Consult with an advocate before taking this action.) Write a letter to the school that tells why you’ve changed your mind and which parts of the IEP you disagree with. Most likely, the school will want to hold another IEP meeting to discuss your concerns.

The IEP is reviewed at least once a year. However, if you or the teacher believe that your child isn’t learning or making progress or has achieved the goals sooner than expected, a meeting may be scheduled to revise the IEP. If you feel that an IEP review meeting is needed, put your request in writing and send it to the school and/or district administrator.

Work collaboratively with the staff responsible for your child’s IEP. Ask what you can do to reinforce skills at home.

Visit Understood.org for a collection of resources on how to make sure your child’s IEP is working .

Reviewed February 2010

Individualized Education Programs (IEPs) (for Parents)

What’s an IEP?

Students who need extra help and support in school may be eligible for special education services in the form of an individualized education program (IEP). This program is offered free of charge to families of kids in public schools and outlines the goals and any support services that may be needed for a child to succeed in school.

The Individuals with Disabilities Education Act (IDEA) says that parents and guardians of students with disabilities or special health care needs are important members of their child’s education team. They should work with educators to develop a plan that helps kids succeed in school.

Understanding how to get and use these services will help your child be as successful as possible in school.

Who Needs an IEP?

Students who are eligible for special education services need an IEP. While there are many reasons that students could be eligible, some common conditions include:

• attention deficit hyperactivity disorder (ADHD)
• autism
• cognitive challenges
• developmental delays
• emotional disorders
• hearing problems
• learning problems
• physical disabilities
• speech or language impairment
• vision problems

How Are Services Offered?

In most cases, the services and goals outlined in an IEP can be offered in a general school environment. This can be done in the regular classroom (for example, a reading teacher helps a small group of children who need extra help while the other kids in the class work with the regular teacher.) The small group serves students with similar needs who are brought together for help.

Every effort is made to help kids learn alongside their peers who do not have disabilities. But sometimes the level of support needed can’t be met in a general classroom, so students are educated in a specialized learning classroom that is more appropriate for their needs. These classes have fewer students per teacher and allow for more one-on-one instruction. The teacher usually has training in helping kids with special educational needs. Students spend most of their day in a small group classroom and join the regular classes whenever possible — for example lunch, gym, or the arts.

What’s the Referral and Evaluation Process?

The referral process begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist.

The first step is to gather specific information about the student’s progress or academic problems. This may be done through:

• a conference with parents
• a conference with the student
• watching the student in class to assess performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps school officials decide the best next step. Sometimes new classroom strategies are all that’s needed to help a child become more successful. If this doesn’t work, the child will get an educational assessment, which can find a specific learning disability or other health impairment.

Note: The presence of a disability doesn’t automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school. To decide on a child’s eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who’s On the Team?

As a guardian, you can decide whether to have your child assessed. If you choose to do so, you’ll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading and math or developmental skills, like speech and language.

The professionals on the evaluation team can include:

• classroom teachers
• a psychologist
• a physical therapist
• an occupational therapist
• a speech therapist
• a special needs educator
• a vision or hearing specialist
• others, depending on the child’s specific needs

When the team finishes the assessment, a comprehensive evaluation report is developed. This report includes an educational classification and outlines the skills and support the child will need.

You can review this report before an IEP is developed. If there is something that you don’t agree with, work together with the team to come up with a plan that best meets your child’s needs.

How Is an IEP Developed? 

The next step is an IEP meeting with you and the team to decide what will go into the IEP. A regular teacher should also attend this meeting to offer suggestions for how the plan can help your child progress through the standard education curriculum.

At the meeting, the team will discuss your child’s educational needs — as described in the evaluation report — and develop specific, measurable short-term and yearly goals for each of those needs. You can take an active role in developing the goals and determining which skills or areas will receive the most attention.

The cover page of the IEP outlines the support services your child will get and how often they will be provided (for example, occupational therapy twice a week). Support services might include:

• special education
• speech therapy
• occupational or physical therapy
• counseling
• medical services like nursing or vision and hearing therapy

Services might also include transportation, test help or modifications, participation in special programs, and the inclusion of transition planning beginning at age 14.  

If the team recommends several services, the amount of time they take in the child’s school schedule can seem overwhelming. To ease that load, a professional may talk with your child’s teacher to come up with strategies that help but won’t offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child’s day isn’t interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child’s comfort and dignity should be a top priority.

Your child’s IEP should be reviewed annually to update goals and make sure your child is getting the support that’s needed. However, IEPs can be changed at any time on an as-needed basis. If you think your child needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns.

What Are My Legal Rights?

Guidelines (sometimes called procedural safeguards) outline your rights as a parent to control what happens to your child throughout the IEP process. For example, timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. When your child is referred, ask about this timeline and get a copy of your parents’ rights.

The parents’ rights also describe how you can proceed if you disagree with any part of the evaluation report or the IEP — mediation and hearings are some options. You can get information about low-cost or free legal representation from the school district or through early intervention programs.

Attorneys and paid advocates familiar with the IEP process will provide representation if you need it. You also may invite anyone who knows or works with your child whose input you feel would be helpful to join the IEP team. Federally supported programs in each state support parent-to-parent information and training activities for parents of children with special needs. The Parent Training and Information Projects conduct workshops, publish newsletters, and answer questions by phone or by mail about parent-to-parent activities.

What Else Should I Know?

Parents have the right to choose where their kids will be educated. This choice includes public or private elementary schools and secondary schools, including religious schools. It also includes charter schools and home schools.

But parents should know that the rights of children with disabilities who are placed in private elementary schools and secondary schools are not the same as children with disabilities who are enrolled in public schools.

Two major differences that parents, teachers, school staff, private school representatives, and kids need to know about are:

1. Children with disabilities who are placed by their parents in private schools may not get the same services they would get in a public school.
2. Not all kids with disabilities placed by their parents in private schools will get services.

The IEP process is complex, but it’s also an effective way to address how your child learns. If you have concerns, be sure to ask about the evaluation findings or the goals recommended by your child’s IEP team. You know your child best and should play a central role in creating a learning plan tailored to their specific needs.

Special Education: Getting Help for Your Child (for Parents)

What Is Special Education?

Many students qualify for extra help and support in school. This is called “special education.” Kids are eligible for special education if learning is impacted by a physical, cognitive, behavioral, or emotional condition. 

Special education ensures that all students who are eligible receive a free appropriate public education alongside their peers who are not disabled, as much as possible. Services can include:

• an individualized education program (IEP)
• supplemental aids and services, like a classroom aide
• speech therapy to help with speaking or communicating, and feeding needs
• occupational therapy to help with daily activities

If you have a concern about your child’s ability to learn, ask your child’s daycare or school for an educational evaluation. This sooner kids get the help that’s needed, the more successful they can be in school.

What’s the Law?

The Individuals with Disabilities Education Act (IDEA) makes sure that people with disabilities from birth to age 21 receive a free public education that’s tailored to their needs.

Children who qualify for extra help can receive a plan that sets learning goals and includes accommodations (supports to help with a general education) and modifications (changes to the general education) that promote success. Parents, teachers, therapists, school psychologists, and others work as a team to create the plan. Plans are offered based on ability and age:

• individualized family service plan (IFSP): This is given to infants and toddlers up to age 3 who have developmental delays or medical problems that can lead to delays (such as hearing loss, being born early, or genetic conditions like Down syndrome).
• individualized education program (IEP). This outlines a student’s present achievement levels and plots out reachable learning goals. It also includes any accommodations or modifications and related services (like therapy), plus a transition plan for life after high school if a student is 14 or above. The IEP includes yearly review and quarterly progress reports.

What Do I Do First?

Talk to your doctor. If your child has special needs that make it harder to learn or seems behind in development, tell your doctor. The doctor can see if your child could benefit from an evaluation or should be seen by a specialist (like a speech therapist or psychologist).

Request or agree to an evaluation. A child who may need extra help to reach milestones will be referred for evaluation. This can happen through your state’s early intervention program or your local school district. Evaluations use tests find a child’s strengths and challenges. You can request a free evaluation, even without a referral from your doctor. Here’s how:

• If your child is under age 3, call your state’s early intervention program.
• If your child is age 3 or older, call your local school district.
• If your child is older and struggling in school, ask for an evaluation at any time. Talk with teachers, the principal, a school guidance counselor, or psychologist to set up testing.

How Will My Child Be Tested?

The kind of tests given depend on your concerns and the needs of your child. Tests can check for language skills, motor skills, development, behavior problems, IQ, and achievement.

What Services Are Offered?

Babies & Toddlers

Babies and toddlers are enrolled in their state’s early intervention programs. Most services are given in the home and include help learning to walk, talk, play, and develop other skills. Families and caregivers learn how to help kids reach their goals and may get support managing problem behaviors or other concerns.

Before kids turn 3 years old, they are tested again to see if they need to continue with special education. If a child qualifies, a plan is put in place for preschool.

Preschoolers

After age 3, children usually get services outside the home. Preschoolers learn best when around their peers, and teachers help prepare them for kindergarten. This happens in special education preschools or other learning centers. If needed, a child may get extra services — such as speech therapy — to help meet learning goals.

After preschool ends, children can be evaluated again to see if they need to continue with special education services in elementary school.

School-Age Kids

Depending on the need, students from kindergarten age through age 21 may qualify for either an IEP or a 504 education plan. Students must be determined eligible by a multi-disciplinary team.

While the IEP provides special education services, including any modifications, and outlines goals, the 504 plan helps a child with a disability succeed with behavioral and/or environmental accommodations in a general classroom.  

The two plans might sound the same but a 504 plan is different from IEP. The main difference is that a 504 plan modifies a student’s regular education program in a regular classroom setting. A 504 plan is monitored by classroom teachers. A student with an IEP may receive different educational services in a special or regular educational setting, depending on the student’s need. IEP programs are delivered and monitored by additional school support staff.

Also, parental approval and involvement is required for an IEP, but not for a 504 plan. Full parental participation in the 504 plan process, however, is important for the student’s academic success.

Students with needs that go beyond what the school district can offer may be placed in an alternate school or program. These students will also require an IEP.

Teens

The IEP will start to prepare a child at age 14 for adult life. This is called “transition planning.” Transition planning focuses on what a teen wants to do after graduation — such as college or vocational school, working, or volunteering — and the skills needed to reach those goals.

The transition plan also includes where a young adult might live and whether he or she can live independently. It addresses life-skills education (like money management, transportation, personal care, and household chores), and sets a plan for switching to adult health care services.

How Often Are Plans Reviewed?

IEPs and 504 plans are reviewed every year. A major review, which can include a re-evaluation, happens every 3 years.

Can I Change My Child’s Plan?

You (or anyone one else on your child’s planning team) can ask for a review at any time. If you disagree with your child’s IEP, request a meeting with the IEP team to discuss your concerns. Guardians have the right to be in all IEP planning meetings, to look over school records, and to disagree with the plan and/or ask to change it. An IEP is considered to be a draft until the IEP team agrees to the plan and signs the document. 

If this effort does not get the results wanted, you can work with a mediator or make a “due process” complaint to help resolve the issues between you and the school district. You also can file a complaint through your state education agency or file a lawsuit.

Your child will continue with services while you go through the resolution process.

What Else Should I Know?

Your child’s pathway to learning may be different from what you expected. It may sometimes feel like an overwhelming process. But remember that you do not need to go through it alone.

Find support at school and in the community. Talk to other parents who have been through it before you. Join a support group, either online or in person.

With careful planning and patience, working together with the school, you can help your child learn and reach their full potential.

Progress in International Reading Literacy Study (PIRLS)

1. IAP
2. IAP Resources




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In the United States, nationally representative data on student achievement come primarily from two sources:
the National Assessment of Educational Progress (NAEP), also known as “The Nation’s Report Card”;
and U. S. participation in international education assessments, including PIRLS, TIMSS, ICILS, and PISA. While the international assessments may appear to have significant similarities with NAEP, each was designed to serve a specific purpose and each is based on a separate and unique framework and set of assessment items. Thus, each gives a somewhat different view of U.S. student performance.

To help readers understand the similarities and differences between the assessments and to help identify what the international education assessments and NAEP each contribute to the overall knowledge base on U.S. student performance in reading, mathematics, and science, NCES provides detailed information on the purposes, target populations, reporting levels, and content assessed through PIRLS, TIMSS, ICILS, and PISA in comparison to NAEP.

The following comparison reports are available, with the most recent ones listed first:

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IEP vs.

504 Plan: What’s the Difference?

School of Photography International Association of Photographers IAP

• IAP Creative Photography School has been operating since the beginning of 2007. The photography school was created to develop the creative potential of people who are passionate about photography, to help them master a difficult and at the same time wonderful hobby, and for some, a profession.
  The IAP Creative School of Photography is an authorized educational organization of the International Association of Photographers (IAP). The activities of the school are based on the principles of the Association, training is conducted in accordance with the code of the IAP Association. High quality standards of education according to international standards.

  Curricula:

  Full-time courses:

  • Full-time photography course for beginners
  • Full face-to-face photography course
  • Art photography course
  • Studio photography course
  • Wedding photography course
  • Advertising photography course

  Online courses:

  • Digital cameras and how to choose a camera
  • Online course for beginners, with face-to-face workshops
  • Full online photography course, with face-to-face workshops
  • Online photography course for beginners level 1
  • Online photography course for beginners 2 level
  • Online photography course for beginners levels 1 and 2

  Reviews

  Leave a review

  Review on the website

  Lilia Zodchenko

  05/21/2020

  Time of study: 2018-2020
  Teacher: Yuri Belsky and Ksenia Solomentseva

  I love this photo school. Learned a lot. Learned a lot. I would like to go through it all over again.
  Necessarily! If you want to go to some photography school. And learn to photograph professionally. You should definitely go to this school.
  Even now, in such a difficult time, teachers have found a way out and made online courses. On which there are many different courses, as well as on full-time education. There are different master classes.
  I advise Yuri Belsky and Ksenia Solomentseva as teachers.
  The best thing about studying is that you study comfortably, after training you will receive a certificate of completion and, most importantly, an independent job, earn money on your hobby. Over 8000 people have already tried it.

  Review on site

  Alexey Kolesov

  04/11/2019

  Time of study: November 2018
  Teacher: Yuri Belsky

  Many thanks to the teacher for very interesting and useful lessons. Now I don’t just know the material, I see mistakes in my past works and try to improve. Yuri Pavlovich was able to awaken inspiration in me. So now I just have time to translate my ideas into reality.

  Review on site

  Hope

  04/02/2019

  Time of study: September 2018
  Teacher: Yuri Belsky

  There is a wonderful atmosphere of creativity in the photography school. It is created by teachers, students are drawn into this process from the first minutes of the lesson. I am very grateful for the fact that I began to look at the world differently, to correctly evaluate my own and other people’s work. I have criteria that I can safely rely on.
  Well, in terms of studying photography, I thought I knew a lot. But teachers have discovered whole layers of new information, skills, knowledge.
  Moreover, teachers do not hide important nuances, they tell all the secrets.
  Completed two courses in succession. I’m still thinking of going to the wedding course.
  Thank you!

  Review on site

  Anastasia

  03/28/2019

  Time of study: May 2017
  Instructor: Yury Belsky

  Once I happened to look for a wedding photography school, I realized that I wanted to shoot this particular genre of photography, for its triumph, purity and beauty. That’s how I found Yuri Belsky’s photography school.
  In a short period of time, Yuri, as a teacher, has invested in us a lot of knowledge that can only be acquired from him. It was a very long time ago, but to this day I am proud that I studied with Yuri Belsky. At the end, as I remember now, we were given a disk with a whole mass of information, and personal developments and examples of Yuri Belsky, which are simply necessary in practice.
  I changed my place of residence many times, but I always carried this disk with me as a great value and a storehouse of everything related to photography. It was the individual development of Yuri Belsky, like the entire program that was taught on the course. There was knowledge about photography and the necessary programs, in general, everything to start your path of practice. Yuri shared the secrets of a professional.
  After that, there were many master classes and processing schools, but some teachers gave bases that can be taken from the Internet, and nothing that can be obtained individually, some professional secrets. I am very grateful to Yuri Belsky. His knowledge has made an invaluable contribution to the development of the art of photography. When I receive grateful feedback from clients, in this case I proudly say that I studied at Yuri Belsky’s photography school. Thanks to him for his talent, knowledge, skills and contribution to novice photographers.

  Review on site

  Andrew

  03/21/2019

  Time of study: September 2018
  Teacher: Yuri Belsky

  I am glad that I studied at this particular photo school. I searched long and meticulously. I compared prices, the number of training hours. But it turned out that this is not the most important and important thing. I understood this when I already walked around, listened to the teacher, looked at his attitude towards the listeners, his comments on our photos. And it turned out that this is the most important thing – the personality of the teacher. I got to Yuri Belsky, many people here praise him. I also read the previous reviews. Everything turned out to be true. Really very nice, knowledgeable, sympathetic person. A teacher with a capital letter. His higher art education is very important. Yuri tried to convey to us a creative, artistic perception of the world. And he does it very well. Thank you very much for your education!

  Review on site

  Konstantin

  01/12/2015

  Study time: September to December 2014 (two courses)
  Instructor: Yuri Belsky

  Firstly, I want to start by thanking our teacher Yuri Pavlovich Belsky. Yuri Pavlovich is not only a great photographer and mentor, but also a person with whom it is very interesting and easy to communicate. From the first day of training, students find themselves in a benevolent and positive psychological atmosphere, already on the way to classes I forgot about problems at home and at work, and fatigue melted before my eyes! We were all looking forward to the start of the next lesson. It was with great pleasure that I took the courses: for beginners and artistic photography. I want to take the rest of the courses in the future. Despite the fact that I have been fond of photography since childhood (I am now 34 years old), I started with film, in 2005 I switched to Canon Power Shot S2 IS, since 2012 I have been shooting with NIKON D7000. And when switching to a digital SLR, I ran into many problems and therefore I started from the basic course, and for good reason! I learned a lot for myself both about working with digital SLR cameras and about photography in general. The courses are well-structured, the presentation of the material is accessible and understandable not only to people with any experience in photography, but also to those who have taken a camera in their hands for the first time. An interesting presentation of the material makes the lessons fun and interesting, most of the lessons consist of practice, which helps not only to better master the theory, but also to form a creative look at familiar objects, as well as a creative approach to shooting these objects. A lot of both studio and location shooting, and most importantly, students receive as a bonus the proven and best software for working with photos, as well as additional plugins for it! And there is also further support and advice for students and much more. This is nowhere else! I reviewed many photography schools, spent about half a year choosing! I looked not only at the reviews, but also at the portfolio, but the portfolio somehow did not catch on. Until I went to this site and looked at wedding photos, as well as videos from classes, and here I was hooked, and in the end I settled on Yuri Pavlovich’s courses. And the failed shooting on the ruler, when my daughter went to first grade (the pictures were simply terrible in quality) accelerated my admission, and thanks to Yuri Pavlovich Belsky, I realized my mistakes and now I certainly won’t repeat them. Now I’m going to move photography from a hobby to a means of earning money, and now I know that I can do it! Summing up: if you really want to master photography at a professional level, want to make money with photography, or you just want to take high-quality, professional pictures for yourself, your relatives and friends, then Yuri Pavlovich Belsky’s courses are what you are looking for!

  Review on site

  michael

  08/13/2012

  Training time: 09/15/11-10/15/11
  Teacher: Yuri Belsky

  Studied with Yury Belsky on the wedding photography course. I have been shooting for a long time, but I wanted to learn something new. I really liked the courses because they covered many aspects of wedding photography: how to advertise, how to communicate with the newlyweds, how to shoot with an assistant, etc. Both theoretical and practical classes were interesting (photoshop, slideshow, photo books, shooting in the studio and on the street, shooting at a real wedding) I still keep in touch with him. If you have any questions, be sure to answer them! Very good courses and teacher!

  IAP School of Photography

  TEACHING PHOTOGRAPHY FROM ZERO TO ANY LEVEL

  ● Online and face-to-face courses. Anytime, anywhere
  ● Developing the creative abilities of our students
  ● Personal teacher!

  start nowlearn more

  Comfortable training

  Training for amateurs, enthusiasts, professional photographers!
  Study on your own schedule, from anywhere, with your own teacher.
  ALWAYS LOW PRICES!

  Certificate of Completion

  International Certificate.
  Our graduates work all over the world.
  Most of our students are trained consecutively in several courses.

  Independent work

  Make money from your hobby!
  Members of the IAP receive a high status recognized throughout the world.
  Great opportunities for talented people

  ● international association for art and art photography iap

  ● PHOTOBANK & GALLERY IAP

  Unites artists, photographers, regulates rules, protects rights and promotes the development of photography.

  Membership in the IAP gives the photographer a status recognized in all countries.

  Photographers have a great opportunity to earn on their passion, take orders from all over the world, show their art, create galleries of their work, write articles, blogs.

  LEARN MORE ON THE ASSOCIATION’S WEBSITE

  How to quickly learn how to take interesting high-quality photos?

  The best thing to do is go to a good photography school.

  Here, under the supervision of a competent teacher, you will gradually master a very interesting creative business – photography.
  The team of the IAP photography school helps not only to understand the camera, but also to develop creatively. We will teach you to see, feel and appreciate the beauty of the world better. You will master different types of shooting, including landscape, city, portrait, children’s, architectural, subject, studio.

  Photography is an important part of our lives

  ● These are captured emotions, precious moments.

  Photos help us return to the past and relive the happy moments of our lives. What we felt during the shooting, as if revived in reality.
  Any holiday, trip, any significant event is always a lot of photos.

  Needless to say how popular mobile photography is in all these situations? However, it has great limitations due to the size and design of the phone. In addition to megapixels, there are many more characteristics. The size of the lenses, the material from which they are made, apertures, matrices, image processors. All of them affect the quality of the resulting image.

  And if you’re shooting with a phone, it can’t be high. It’s technically impossible.
  But there are wonderful photographs with excellent quality. They convey the space perfectly. The pictures are rich and atmospheric.
  Detailing is excellent, the details are well worked out. In some photos, the background is blurred, the main subject is very highlighted.

  These photos are taken with SLR and system cameras.
  Those who can no longer put up with phone quality buy them.
  But then it turns out that shooting on a camera is much more difficult than on a phone. You need to learn different modes, settings. After all, automation makes pictures almost the same as a smartphone, that is, not very interesting.

  ● How to learn to shoot? Is it possible to educate yourself?

  You can get thousands of results on this search on the Internet. Some say: “50 pages will help you become a professional”, others – “after reading this article, you will master the art of creating photographs.”

  Flashy headlines give the wrong idea of ​​what you want to do. They try to prove to you that learning is a simple activity that does not require much effort. And this is not so.

  To master the art of photography, you need to know, understand and be able to apply a lot of things in practice. What articles on the Internet give is the simplest thing that can be explained. Sketchy, superficial knowledge that will only confuse.

  But you need everything to be systematic and understandable. There must be a complete picture. For what? So that you shoot consciously, with a guaranteed and predictable result. So that during photography there are no moments that would put you in a dead end.

  ● What about the artistic merit of your pictures?

  Who will tell you what is good and what is bad in them? Instagram will evaluate only likes and short comments. The advice of amateur bloggers will not help.

  ● Our experienced teachers

  can explain everything simply and clearly. Interesting shooting, discussions, exchange of experience, theory and practice – everything makes every lesson in our photography school interesting and exciting.

  ● We guarantee quality training

  Because we work according to the technologies and standards of our parent organization – the International Association of Photographers IAP.

  We always have a positive attitude, friendly atmosphere.

  ● Come study with us!
  
  Read reviews here ● On our photo school here ● On teachers here

  Recommended courses

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  Online course Digital cameras and how to choose a camera

  All about digital cameras and choosing a camera for your needs

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  LATEST NEWS
  

  Photography of architecture is always in demand and interesting

  One of these shoots was done as an elective course at our IAP School of Photography.
  The modern and very attractive architecture of Moscow City high-rise buildings was chosen as the object.

  There are different ways to relate to this high-tech island. Someone is delighted with him, believing that modern trends in architecture put Moscow among the most interesting capitals of the world. Others consider it an ugly birthmark on the body of a fine and traditional city.

  But the fact remains that the ultra-modern quarter rises above Moscow and always impresses with its variety of forms. Of course, it was necessary to decide on the construction of such a pretentious object. They began to build even under Luzhkov, the construction has not been completed to this day.
  But the common features have been attracting the eyes of the hosts and guests of the capital for a long time.

  View the entire gallery

  MOSCOW CITY
  on our VKontakte page
  

  Opens in a new window

  VIEW

  Moscow City is a very attractive place for photography enthusiasts

  On a not very large area, a large number of bright and dynamic surfaces are concentrated, twisting into the sky with their curves. The subject for shooting is very worthy.

  We take pictures of city sights while walking, traveling, traveling.
  Pictures, thanks to natural light, can be completely different. From low-contrast in cloudy weather, to, practically, the struggle of black and white in clear, sunny weather.

  Both can be filmed in such a way that the viewer will be surprised at the beauty and unusualness of familiar places.

  The main thing is to find a zest when shooting and processing. A photographer with a certain experience knows in advance how and what he will draw and what kind of look he will give to future pictures. Beginning photographers can be advised to take more pictures in order to gain more experience. True, in order to advance in learning quickly, it is desirable to have a good, experienced mentor.

  Photographing in the city is fraught with many obstacles, in the form of cars, advertising, numerous passers-by.
  Shooting high-rise buildings does not have these difficulties. But on the other hand, others arise, in the form of perspective distortions, when shooting from the bottom up, in a limited space.
  They are inevitable. True, there is the possibility of minimizing by choosing the shooting point, the focal dispersion of the lens, the angle of the camera.
  You can also correct something at the stage of photo processing. For this, there is Photoshop, RAW file converters.

  This photograph was taken at a wide angle, using some techniques. The main processing and color correction is done in the RAW file converter. The final look is finished in Photoshop, partly with the help of plug-ins, partly manually, on layers.

  Clear weather with small clouds made it possible to shoot with good shutter speeds with a covered aperture.

  Someone builds cities, someone photographs them, finding harmony and diversity in urban scenes. The city is the habitat of millions of people.
  It has long been learned to make this environment as comfortable and convenient as possible. But more importantly, she still must be beautiful.

  People, regardless of time, place, nationality, cultural traditions, age, gender, have a place in their souls reserved for beauty. Taste and sensations can be developed and not very, sensitive and not quite. But when meeting with true beauty, any heart will tremble, any soul will rise.

  They say beauty will save the world. Could this be true?
  True, Dostoevsky meant spiritual beauty. But spiritual development is determined, among other things, by our environment and habitat.

  Model shooting course advertising photographer

  An advertising photographer needs to be fluent in a variety of applied disciplines: thinking outside the box to present an object in a new, unusual way
  – good knowledge and understanding of lighting, be able to build different lighting schemes
  – have a very good taste in art
  – fully master the ability to work with all studio equipment
  – be able to work with models, make-up artists, stylists, build good relationships with them
  – understand well in psychology
  – be able to establish and maintain business relationships
  – understand marketing, build your own promotion
  – constantly improve your professional skills
  – know the latest world achievements in the field of advertising, technology

  Photos from the shooting at the advertising course

  Selected photos from the photo shoot can be viewed in our Vkontakte gallery. Opens in a new window

  View gallery

  Model shooting on the course advertising photographer

  This is in short. There are many more different nuances that help to become a sought-after specialist.
  Our advertising photographer course is quite unique. We try to give all of the above to our listeners, to develop in them the ability to work completely independently and at the same time successfully. There are many different shootings on the course, we try to cover everything that can be encountered in practice.

  Promoting your brand is never easy. But at the same time, if you master your specialty well, then you can not be very afraid of competition. Having excellent developments, a good portfolio, choosing the right development strategy, you can always successfully fit into the market and not be afraid to fall out of it.

  Photographing a model is very important for becoming any photographer, and advertising in particular. After all, advertising shooting is completely different than just shooting a model. We must learn to feel advertising, its pulse, breathing, means of expression.

  In advertising, shooting a model does not exist by itself, but serves to display the useful properties of the advertised object. It can be clothing, care products, objects, lifestyle, housing, etc.

  Despite the attractiveness of the model, it is not an advertised object. The model, with the help of ideas suggested by the photographer, must express the essence of what is advertised. From the model, therefore, too much is required. She must internally agree that she is not the main object in the frame, but a conductor of direction. She must artistically present the material in such a way as to give the right direction on the one hand, and on the other hand, convince the viewer of sincerity.

  An advertising image must be perfect in terms of aesthetics and strength of expression. Among the chaos of the world, with its constant instability, the viewer suddenly sees an island of beauty and harmony. Good advertising does not scream, it affects the senses. The viewer, not necessarily consciously, understands the ins and outs of advertising, the budget, how difficult or easy it was to create and present the image in a certain way.

  If one feels the power, the forces and means invested in advertising, the viewer transfers this not only to the object of advertising, but also to the manufacturer.
  Since we have invested so much in advertising, it means it was worth it, so the object has good consumer properties and is worthy of attention.

  In advertising, famous, beautiful models are used, on the image of which a lot of specialists worked. The fees of models participating in advertising campaigns are very high. But after all, it is not at all easy for models to maintain their image, their image.

  An advertising photographer is often fully involved in the creation of the main idea of ​​advertising, its direct implementation, in the form of ready-made images that convey the essence that is addressed to the consumer. Problems are solved very interesting and creative.
  Our photography school is trying to pass on all our accumulated experience to our students, in this case, those who have decided to become a professional in advertising photography. Feedback from our students who have completed the course makes us very happy and makes us feel that we are moving in the right direction.

  OUR PERFORMANCE

  High quality education at affordable prices. Learn comfortably with a personal teacher!

  Founded

  Specializations

  programs

  Gallery of photos of listeners online and full -time courses

  News of creative photo school IAP

  Photo Semlines

  Import Substitution

  It was very difficult to buy a technical

  Picnic Photo + sail

  Master classes and sailing trips on the island on the Volga

  More details 277

  Portrait of a girl in the city

  Summer portrait in the full course of photography

  More details 281

  200 mm on the lens, what is it?

  We were asked this question. Let’s explain with a diagram

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  Advertising photography in the studio

  Product photography with elements of shock

  More details 251

  Sports photography on a smartphone 9013 Basketball.5 Euroleague. Men. CSKA – ASVEL. Who has won?

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  Photography with a large depth of field

  Practical Macro Focus stacking

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  Boat trip on the Moscow River

  5

  Optional photography

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  Moscow City. Optional photography

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  Beauty advertising photography

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  Autumn portrait in the park

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  in Photoshop. ..

  March 20

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  TRAINING FOR AMATEURS AND PROFESSIONALS

  From zero to a high-class photographer. Support without time limit.
  Quality assurance of training according to the standards of our parent organization:
  International Association of Art and Photography IAP

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  JOIN US!

  LET’S LEARN EXCELLENT PHOTOGRAPHY!

  I WANT

  School of genetic technologies 2022

  School of genetic technologies 2022

  Spin the DNA helix! World of Biotechnology and Bioinformatics

  Dates: July 25 – August 5, 2022

  (for out-of-town participants: check-in from July 24, check-out – August 6)

  also masters, graduate students and researchers of biological, technical and bioinformatic specialties , held on the basis of the Academic University. Zh.I. Alferova.
  Participants will be provided with the most modern equipment, materials and information support.

  As part of the school, participants will immerse themselves in the modern world of genetic technologies and gain real practical skills in working on modern Russian equipment for PCR diagnostics and DNA sequencing. The participants of the school will learn how to process the received data in the modern bioinformatic platform BioUML. The school will be conditionally divided into 2 parts: theoretical and practical. During the theoretical part, participants will listen to lectures by leading Russian scientists on genetic technologies, single-molecule detection and methods for creating micro and nanodevices for biomedical applications. Participants will consolidate the acquired knowledge in practice during lab work .

  Equipment and consumables for laboratory work will be provided by the school’s partners Scientific and Production Company Syntol and the Institute of Analytical Instrumentation of the Russian Academy of Sciences, namely ANK-32 and ANK-48 nucleic acid analyzers, Nanofor-05 and Nanofor-SPS DNA sequencers “.

  All school participants who have successfully completed the educational program will be issued State Certificate on the development of an additional professional educational program for advanced training in the field of genetic research and technology (duration 72 hours)

  What topics will be covered during the School?

  We have chosen for you the most relevant topics and trends in the world of science in the field of genetic research and technology, in which we and our partners are experts and highly qualified specialists.

  School participants will learn about the following topics:

  – Introduction to genetic technologies;

  – Molecular diagnostics by PCR on ANK-32 and ANK-48 devices;

  – Nucleic acid sequencing methods;

  – Solution of genetic problems by Sanger and NGS sequencing on Nanofor-05 and Nanofor-SPS devices;

  – Methods for detecting single biomolecules;

  – Methods for creating biosensors, microfluidic devices and instruments for nucleic acid sequencing;

  – Bioinformatic analysis of sequencing data.

  View SCHOOL TIMETABLE

  Where will the school take place?

  In St. Petersburg, within the walls of the Academic University. Zh.I. Alferov – the only university in Russia founded by a Nobel laureate. The university is a world-class research and educational center with the most modern and high-tech equipment for making advanced scientific discoveries. The university has a team of scientists – leaders of the relevant scientific areas of the Russian Federation.

  What are the conditions for participants?

  – participation is free, there is no registration fee

  – free accommodation for non-resident participants in the dormitory of the Academic University

  – coffee breaks

  – tickets to St. Petersburg and back are paid by the participant or his university (if necessary, the organizers will send an official invitation)

  All applications are competitively selected. Seats are limited

  Who can participate?

  4th year undergraduate students, graduate students, graduate students and researchers.

  The field of study and experience must be relevant to the directions of the school

  Until July 05, 2022, fill out the form at the link

  Answer motivational questions in the form explaining why you should become a member of the school, and attach your CV (in free form) to the application.

  (both documents are in free form).

  The most motivated candidates will receive an invitation from the organizers!

  – current and modern knowledge in the field of genetic technologies

  – practical skills in conducting genetic research on Russian equipment

  – practical skills in bioinformatic analysis of DNA sequencing data

  – certificate of advanced training of the state sample

  (and of course communication, dating, great time in St. Petersburg)

  What else will be in the school program?

  – tour of the scientific center and museum of the Academic University. Zh.I. Alferov

  – excursion to the IAP RAS

  – evening events

  laboratory of Alferov University.

  Organizers:
  – Anton Bukatin, Ph.D. Associate Professor at Alferov University, Acting deputy director for scientific work of the IAP RAS;
  – Dmitry Mitin, Ph.D., senior researcher Alferov University.

  Our speakers:
  Anton Bukatin, Ph.D. Associate Professor at Alferov University, Acting deputy director for scientific work of the IAP RAS;

  Ivan Mukhin, Doctor of Physical and Mathematical Sciences, Professor, Head. laboratories of Alferov University;

  Yakov Alekseev, Ph.D., Deputy director for science of Sintol LLC;

  Pavel Melentiev, Ph. D., Head of the Laboratory “Nanoplasmonics and Its Applications in Biology and Medicine”, Institute of Spectroscopy of the Russian Academy of Sciences;

  Fedor Kolpakov, Ph.D. Laboratory of Bioinformatics, Federal Research Center for Information and Computing Technologies.

  Industrial partners
  Sintol LLC – a company that creates products, services and innovative test systems in the field of molecular diagnostics and genetic technologies

  Institute of Analytical Instrumentation of the Russian Academy of Sciences – develops new devices for biomedical and genetic research

  Institute of Spectroscopy of the Russian Academy of Sciences – a leader in the development of new methods for optical detection of biomolecules

  Federal Research Center for Information and Computing Technologies – a leader in the development of software products for genetic research

  Higher Engineering Physics School of Peter the Great St. Federal Scientific and Technical Program for the Development of Genetic Technologies for 2019-2027 (project 15.IP.21.0004)

  Still have questions…

  Feel free to email [email protected]

  We will answer!

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  School of photography of the International Association of Photographers IAP – photography school near Paveletskaya metro station

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  Russian Air Force – Interview of Vladimir Anokhin with Gavinsky Alexander Ignatievich, pilot 721 IAP 286 IAD

  Gavinsky Alexander Ignatievich year entered the Kyiv flying club. In 1940, after graduation, he was sent to the Polina Osipenko aviation school, but did not pass the medical examination. In August I returned to the flying club, I was accepted into the sports squad. There I flew UT-2 and UT-1.

  In April 1941 I was sent to the Kherson Pilot School. The war found me there, the school was evacuated to Borisoglebsk. There we found ourselves in the position of “aliens”, and we were “pushed back”. Nevertheless, there I flew on I-16. When the Germans approached Voronezh, the question of relocation arose, but we, three hundred cadets, were transferred to the infantry. There was such a “Tamerlan’s Grove” there, where we were prepared for a tank landing battalion. But the authorities realized that this was wrong, and the school moved to Troitsk, this is in the Urals. But there, at first, I did not get into the flight group, but ended up in the service personnel – guarding aircraft, etc.

  I was taken to the flight group in 1943, I completed the program on the I-16, then I taxied on the LaGG-3, then I flew on the Yak-1, but then there was a shortage of gasoline. Then they flew on La-5.

  I graduated from the school at the beginning of 1944, and was sent to the Higher Air Combat Officer School in Lyubertsy. There he met his former instructor in Borisoglebsk – Yatsenko, he was the deputy squadron commander there, Volk was the squadron commander. They flew there, very well, they flew a lot. There is also a link of foreign technology – Messerschmitts, and Focke-Wulfs.

  At the end of July 1944 we flew to the front.

  – Clarifying questions. In the spring of 1941, when you were admitted to the Kherson Pilot School, was there a premonition of war?

  We didn’t have that feeling. We kind of concluded an agreement with the Germans. But they flew over us. In Kyiv, in my opinion, in 1940, we boys ran to the Continental Hotel to look at the German pilots, who were either shot down somewhere in the Kyiv region, or were forcibly imprisoned.

  – June 22, 1941 remember?

  Well, I remember. We were in the camps six kilometers from Kherson. Usually on Sunday there was a “washing”. We walked to the bathhouse, washed ourselves, and went back along the dusty road. And it was called – “wash”! And then at night there were some explosions, an anti-aircraft gun fired, and we thought that these were exercises. And, it turned out – the naval base was bombed. In the morning they announced:
  – War!
  And I just received a telegram – my father died. I went to the head of the school to ask for a vacation. And he says:
  – War… If you want to fly, you must stay, but if you leave, you will be intercepted somewhere, and you will not return to aviation.
  I stayed and didn’t attend my father’s funeral, so…
  
  – Were you quickly evacuated from Kherson to Borisoglebsk?

  We got to Borisoglebsk only in September… By the way, in Povorino, this is a railway junction near Voronezh, we saw captured Germans for the first time.

  – When the Germans approached Voronezh, were there raids on Borisoglebsk?

  Borisoglebsk was bombed at night, impudently – the light in the navigational cabin is on, the navigation lights are on the wings, it goes at low level and shoots at the echelons. I was on guard, moonlit night, and I saw how the fascist set fire to a train of gasoline.

  – That is, the Germans were not afraid of opposition then?

  Who are they afraid of? Instructors were on duty at the I-16 with machine guns and weak engines.
  
  – In Troitsk in 1943, you were first taken out on a Yak in a spark, and only then did the Lavochkins come?

  I flew straight away in a single-seat Yak-1. And there were no La-5 sparks.
  La-9 had a good spark. And in general, the La-9 was a good plane, there the cockpit was already human, not like in La-5. They drove them from Gorky, landed in Minsk or Vilna, then from Vilna to Berlin – three hours and fifteen minutes.

  – Did you practice aerobatics at the school?

  We left the school with very little plaque.
  Ten or fifteen hours, no more. This is in total, of which there are three or four zones on the Yak, this is about two hours, and in a circle – this is another hour . .. Then the same picture on Lavochkin. After graduating from college on Lavochkino, I flew seven hours. But at the Higher Officer School I flew eighty hours. We flew in Lyubertsy – as much as you want, and practiced aerobatics.

  – What did you study in Lyubertsy?

  We worked out flying in a pair, in a link. Aerobatics. Ground shooting, cone shooting. They flew as much as they wanted.
  And more air battles: one-on-one, two against two…
  
  – Did you mention the unit of captured equipment?

  We only got to know her on the ground, we sat in the Messerschmitt’s cockpit. We didn’t have flights.
  We were shown the joint flight of Lavochkin and Focke-Wulf for comparison. They go together at a speed of five hundred kilometers, then they make a hill – first the Focke-Wulf leaves, and then Lavochkin catches up with him and leaves, but it was La-5FN forced with direct injection, 1870 hp. on afterburner. La-5 carburetor – he was weaker.

  – What are your impressions of the Messerschmitt’s cabin?

  Heaven and earth. Everything is compact and clean. There are no traces of VIAM B3 glue. In Lavochkin, if you don’t have a glove, you will definitely scratch your hand. Carelessly done – burrs were not cleaned.
  In Lavochkin, when you start the engine, you need to make a “fan” of movements.
  And yet, Messerschmitt, in my opinion, landed at a very low speed.

  – Have you been let out of the air combat school to join the regiment as a couple?

  Beketov Rashid Nursultanovich.
  January 1946

  Paired. My presenter is Beketov Rashid Nursultanovich. He already had sixty sorties.
  In Lyubertsy, I flew with the leader so that we flew to the 721st regiment in the evening, and the next day we were already included in the combat crew.

  – Did he come to Lyubertsy from the front?

  He is from the same 721st regiment, he was shot down ( January 12, 1944 he was wounded. I.Zh. ), after the hospital they sent him to Lyubertsy so that he could rest. He was a very good guy and pilot. In the air, we understood each other well …

  – By the time you arrived at the front, you already had about a hundred hours of flight time. Did you feel confident?

  Yes, almost a hundred flight hours.
  In August we already fought, we arrived at the front in Belarus, Pruzhany, in my opinion. The next airfield was already in Poland – Shevitsa, and then Biala Podlaska. In Poland, I made thirty sorties, and participated in two air battles.

  – What were your first impressions when you arrived at the front?

  We fed well! The school was hungry, they gave only those who flew … I had such a case: I was supposed to fly to the zone on a Yak, took off, and I see that they were bringing a second breakfast – a glass of cocoa and a piece of bread with butter. I think: “If I fly away, and this is thirty minutes, everyone will be snapped up and I won’t get it,” and sat down. Instructor runs:
  – Why sat down?
  I say:
  – Second breakfast is being taken.
  He says:
  – That’s it, I’ll count the “zone” for you, and you won’t fly into the zone anymore.

  – How did they feed you in high school?

  There is a restaurant type dining room. When I first came, I ended up at the same table with Andrei Shishlov. He and I were in the same flight group, with the same instructor, and together we ended up in the higher officer school, together we ended up in the regiment, sat down together at the same table.
  On the table – mustard and white bread. The waitress brought it and says:
  – Boys, you will now eat such a dinner, – and listed, but there are magazines – write down what you will eat tomorrow.
  While she was bringing dinner, we ate all the bread with mustard. The waitress saw this and said:
  – Nothing, everything will be fine in two or three days.
  In the Higher School of Air Combat, the food was very good.

  – And what happens – they fed even better at the front?

  At the front, they ate like this: they wake up early – one hour before dawn you have to be at the airfield. We arrived, everyone didn’t get enough sleep – a parachute under their heads, in covers – to fill up. They will bring breakfast, but somehow they don’t feel like it … And then work begins. And all the food was transferred to dinner. For dinner, they gave a stack … When the sorties were combat.

  – And if there were no sorties, then there were no hundred grams either?

  There were no “legal” ones, but there could have been “unauthorized” ones…

  – And what did you mean by the term “combat sortie” in your regiment?

  Cover flight, escort flight, reconnaissance flight, interception flight.

  – Has it ever happened that a sortie was not counted?

  I don’t know.

  – Do you remember your first sortie at the front?

  Bed: V. Kozlov, P.Vasin, A.Abramov.
  Seated: F.Voropaev, Lev Vitkin, A.Gavinsky, I.Khomenyuk
  Standing: N.Kuzin, V.Golyaev, V.Ponomarev, A.Shishlov, Yudashin, G.Alekseev, I.Moroz
  December 1944

  Four: Tregubov – Hero of the Soviet Union, (Tregubov Nikolai Mikhailovich), Vovka Smirnov (Smirnov Vladimir Fedorovich), Rashid (Beketov Rashit (d) Nursultanovich), and I – covered something near Warsaw, met the four Messerschmitts. But they were passive. We chased them – they left …
  But in the third sortie there was a real air battle, and a battle with superior forces. But the Germans were weak.
  How did it start: there are such cities north of Warsaw – Vyshkow and Pultusk, there was a crossing on the Narew River, and early in the morning we began to cover it. I think it was September 3rd. They took off and patrolled, but from the west, I did not see them, this is according to Rashid – three Focke-Wulf fours came from the west. Stormtroopers went with the task of bombing the crossings, but four of us climbed up to them.
  They dropped bombs and became fighters, and started an air battle with us – push us back so that the next groups attack the crossing. Trilevich was at the ground point ( regiment commander lieutenant colonel Trilevich Ivan Grigorievich. I.Zh, ), he says:
  – Hold on!
  And we arranged a carousel, and on the verticals. They fired at me twice, but didn’t hit, because Rashid warned me:
  – Zhorik! Focke-Wulf behind!
  I turned around and saw the German propeller spinning slowly. I think – “Now it will hit you,” and the handle from myself – once, but at that time there was a track above me … He had four guns …
  He jumped up, and Rashid was a little higher than me, and shot at him. I pulled myself up – I also fired, but my speed was less. Trilevich later said that he shot down this FV-190 Rashid. Trilevich was on the ground and saw it.
  And then it turned out somehow badly – we were still fighting over the bridgehead, and Tregubov and Vovka were already sitting at the airfield.
  Rashid said:
  – I won’t fly with them anymore.
  The regiment commander talked to Tregubov about something, and we were transferred from his 2nd squadron to the 1st squadron of Zhmulin Viktor Mikhailovich.
  Tregubov had Andrey Semyonovich Koshel, Afanasy Karpovich Bomko, Konstantin Sergeevich Kolyshkin, Alexey Fedorovich Isaev, Petr Viktorovich Chaika.
  And in the 1st were – deputy. commander Kabiskoy Alexander Sergeevich, Moroz Ivan Konstantinovich, Pronyakov Ivan Grigorievich, Rashid and I, Shishlov Andrey Ivanovich.
  A Yakushev Boris Ilyich – 3rd Squadron: Kozich Ivan Semenovich, Lipatov Alexey Pavlovich, Medvedev Dmitry Nikiforovich, Semenov Vasily Georgievich, Voropaev Fedor Ivanovich, Golyaev Vasily Petrovich.
  Okunev Arkady Alexandrovich (or Alekseevich) was the deputy. regiment commander and acted as head of the VSS, and Fateev Alexei Mikhailovich was the navigator of the regiment.

  – If Tregubov abandoned you, then it turns out that you and Beketov fought together against three fours of Focke-Wulfs.

  Yes. Then, when we left, an eight came, in my opinion, from the 739th regiment, and from this eight only one flew in ( according to the Memorial OBD, 5 pilots did not return on September 5. I.Zh. ), and there are good guys were.
  The Germans never broke the crossing. Then they told me that she was sunk, and you can’t see her under water, maybe that’s why the Germans didn’t bomb her …
  Then we began to fly to escort the Boston scouts at an altitude of six to seven thousand meters per one hundred and fifty kilometers.

  – Were anti-aircraft guns firing at you?

  Yeah. I had a case – the anti-aircraft gun fired, then the shell slapped! – How it hit, and my car turned over. I turned it back and forth, it seems to be controlled, but my lip was shaking (laughs) …
  Once I landed without gasoline at a foreign airfield. They returned from reconnaissance – “Boston” was accompanied by a couple, they went far. Above the Vistula, a red light came on, I told Rashid:
  – The light is on.
  He:
  – We must sit down.
  I did not take risks – I did not go home, but sat down at the airfield of the 165th regiment – it was closer to the front line than ours. Sat. I hadn’t taxied to the parking lot yet, but the engine stopped…

  – Did the German fighters try to intercept the reconnaissance aircraft?

  There was a case: we were walking home with Lodz, we looked out of the clouds – a single Junkers surfaced, Rashid says:
  – Now he … And he began to turn around on him, and then “hop!” – a pair of Focke-Wulfs.
  We are on the Junkers, and they are on us. Rashid abandoned them and they left us. In a word, they broke up. The fact is that if we shoot down their scout, but at the same time they shoot down ours, then, to put it mildly, we will not be thanked for this. The same for the Germans, and therefore dispersed.

  – Did you arrive at the front and flew to the combat crew the next day?

  Yes, the first sortie on the second day of my stay at the front. In my opinion, there was not even a flyby of the front line. But we were well prepared – I had almost a hundred hours of flight time, and I was perfectly oriented on the ground. I flew in the clouds, in Lyubertsy we flew in a closed cockpit, we were prepared for flights in difficult weather conditions, although there was no artificial horizon yet. Rashid and I broke through the clouds both in pairs and separately.
  And the Germans had taken at least two hundred hours of flight time, otherwise they were not allowed to go to war. But in 1944-1945, weaklings were already fighting with us. By the way, all their “record holders for those shot down” did not participate in battles much. For example, Hartman did not conduct air battles, he hit at speed from around the corner and left.
  Hartman was a strong pilot. His mother was the head of the flight school (inaccuracy : Hartman, under the guidance of his mother, an athlete-pilot, flew gliders in the aviation club since 1936. I. Zh. ), and when he got to the front, he had more than two hundred flight hours.

  – You say that you have two air battles, the first was on the third sortie, and when was the second air battle?

  Over Berlin. Then a division of bombers flew out, led by a colonel, Hero of the Soviet Union. Our division was commanded by Vasya Stalin. In our regiment, all three squadrons flew out – this is almost forty aircraft, Trilevich led the regiment.
  Only later did I figure out that the Reichstag area had been bombed.
  Bombed, apparently at the command of the leader. And we walked alongside them. At the exit, the bombers are overtaken by the four Focke-Wulfs, for some reason the second pair has gone somewhere, and only Rashid and I are on this four. Rashid shot at one but didn’t hit, I didn’t hit the second one, and the second pair saw us and immediately – a coup and left.

  – That is, the Germans did not accept the battle?

  Yes. But since we fired, the fight was credited to us.

  – And how would the shot down be counted?

  Well, let’s say, if we shot down, Rashid or I, then the shot down person would fall on the territory occupied by the Germans, and there would be no confirmation from the ground, but they would be counted if the gunners-radio operators confirmed.

  – Did you have any camera guns?

  We didn’t have photo-camera guns in the “Marshal’s” regiment, where Kozhedub served – the 176th Guards. There were many heroes there.
  And yet, a shot down and a downed one are “two big differences” – the photo machine gun recorded a hit, but after this hit, the “downed one” could fly home and land safely.
  
  – Did you fly La-7 at the end of the war?

  Yes, we retrained on the La-7 in September 1944, after the end of the fighting over the Vistula, we left for Gorky, and there we retrained on the La-7, flew over, and the Warsaw operation began already on the La-7. They retrained on La-7 near Gorky, the Seimas airfield. Akulenko, regiment commander. ( 2 app. Commander Akulenko Prokopy Semenovich. I.Zh. )
  
  – Was your regiment or the whole division retrained?

  Only our regiment, and the rest were on the La-5, we gave our La-5s to the 165th regiment.

  – How did your impressions of La-5FN and La-7 differ?

  La-7 is better. He somehow picked up speed easier and faster.
  The same two guns, but the switching was already pneumatic, and on the La-5 it was necessary to pull, and, in my opinion, the handle on the La-7 was normal, but on the La-5 there was such a ring, the trigger in the middle …
  By the way, when we graduated from the Lyubertsy school, Major General Zhukov, Hero of the Union, was the head of the school there. ( Anatoly Pavlovich Zhukov (1903-1993) was not a Hero of the Soviet Union. I.Zh. ). The planes were brought to Lyubertsy. We were gathered, in my opinion, twenty-four people – twelve of them were front-line soldiers. And the head of the school said:
  – Fly around, planes. If the plane makes five hundred kilometers per hour at an altitude of five hundred meters in a straight line without acceleration, then take it, it doesn’t give it – take it to that parking lot, and let it stand there, and choose another one.
  That is, you could choose the car yourself.

  – You had a chance to fly on Yaks – in the school, you flew a little, and yet, compare Lavochkin and Yakovlev?

  I am a supporter of Lavochkin. Firstly, it has a longer flight duration, and, in my opinion, it is stronger than the Yak, despite the fact that it is wooden. Not for nothing that after the war everyone switched to Lavochkin.

  – I have heard about Lavochkin’s shortcoming – it was hot in the cockpit, because of the air-cooled engine …

  Yes, it’s hot in the cab. In the summer, after the war, they flew in sleeveless jackets, which is not allowed, because pilots are dressed in leather in case of fire.

  – How did you fly, was the cockpit canopy constantly closed?

  Closed all the time. Back in Lyubertsy we were taught not to open under any circumstances.
  But the lantern had to be monitored, because a scratch would appear, and nervousness would begin in the air, doubts – what is it? Isn’t it an airplane?
  I drove my mechanic to cover the lantern with a bike cover. There were such mechanics – “techno”: they would tear the flannelette cover into footcloths, and close the lantern with a tarpaulin cover, and it would scratch.
  The Germans had good lanterns – oooh-yo!
  Many of us were afraid that the lantern would jam and you would not jump out. So it was with Kolyshkin, he was shot down over Zmievka, this is north of Orel. His lantern jammed, could not reset and emergency. He fell and thought: “Well, that’s it”…
  Then they called him a saint:
  – Just before the ground, as if someone took and leveled my plane and put it on plowing.
  He hit, lost consciousness, the Germans took him prisoner, but then he escaped from captivity, returned to the regiment, already in Belarus, and fought until the end of the war …

  – Was there anyone else besides Kolyshkin who was captured?

  More Bomko Sashka, Sychev (Sychev Petr Andreevich), he returned after the war.
  ( Dluzhitsky K A 16.8.42 fled from the German hospital in Kursk. Returned to the unit 12.25.42., Kyrchanov Stepan Fedorovich 5.2.43 was shot down in aerial combat, covering the Il-2. Fled from the Olau camp, was with the Slovak partisans 15.2.45 sent to the ZAP I.Zh.

  Nothing! What are you talking about, it’s only with these … The KGB officers could have it. These could inflate out of nothing. We had a pilot Klyushnev, we went on reconnaissance, he was shot down, he got into an emergency, managed to burn the plane and run away. He somehow found the Polish partisans, and fought with them. Then, when Poland was liberated, he came to the regiment, and he went to a camp somewhere near Vladimir. Then, at the end of the war, he returned to the regiment. But he came himself and came with a certificate – how many trains he blew up, and something else, a Polish seal, the signature of the commander of this detachment, but they did not believe him.
  ( Klyushnev Mikhail Emelyanovich, junior lieutenant. 08/28/1944 landed on enemy territory 40 km north of the city of Radom. I.Zh. )
  But what happened to Semenov Vasya. August 17, 1944 in Poland, he rammed the plane, jumped out. The girls bandaged him, he found our reconnaissance platoon, returned with them and ended up in the hospital. ( Returned from the hospital on 26.10.44 I.Zh. ). At this time, he was posthumously awarded the order.
  We went to Gorky for retraining, believing that Semyonov had died. The regiment commander gave the Order and documents to our chief officer Leshka Spiridonov (Aleksey Alekseevich Spiridonov, captain) and said:
  – Give Semyonov’s mother.
  She lived in Moscow, and he knew Semyonov’s family, they grew up together. Spiridonov comes into the yard, and Vasily’s sister comes to meet him, he says:
  – Here he brought Vasya an award …
  And she says:
  – Vasya is sitting at home, drinking moonshine.
  Vasya said that he, together with a reconnaissance platoon, crossed the Vistula, and he immediately went to the commander, and he said:
  – Your regiment is already in Gorky, now they will change your clothes, write out travel allowances for you, fly to Moscow – for the regiment.
  And he visited Moscow and then also came to Gorky, retrained with us, and flew to the front.

  – And besides Semyonov, did anyone in the regiment make a ram?

  Troitsky (Gennady Alexandrovich Major. I.Zh.), this is back in 1942 ( 29.4.42. Ramming of the Yu-88 reconnaissance officer at low level, Troitsky died. I.Zh. ). Like Kyrchanov also rammed. ( 19.8.1942 rammed Me-109. I.Zh. ). By the way, Kyrchanov is an honorary citizen of the city of Zvolen ( a city in central Slovakia. I.Zh. ).

  – How do you feel about a battering ram?

  You know, if it was necessary, I would do it too, in the heat of battle, if there is nothing to shoot with… But it is better to shoot!

  – Did you have to fly out to attack ground targets at the end of the war?

  I think they only stormed it once. There was such a bridgehead – Varkinsky, and they told us that not a single motorcyclist, not a single car would pass to this bridgehead, and they gave a piece – fifty kilometers, there and back. Well, we had a motorcycle and a car, and we filled them up with a couple. It’s still at 1944 over the Vistula.

  – Did you have cases in your regiment when someone wrote down a plane shot down by another pilot?

  I don’t know, and there was no such conversation.

  – Do you have two Orders of the Red Banner of War and the Red Star, all for the war?

  No, just one. They handed it over after the war, but the design was earlier, they said that it was for the same air battle, but I did not see the personal file. Two other orders are already for the development of jet ones.

  – For thirty sorties completed, a cash bonus was due. Were you paid?

  They paid, I went to the certificate, my mother paid.

  – Didn’t you donate it to the defense fund?

  They handed over to the defense fund when they subscribed for bonds.

  – What is the maximum number of sorties per day?

  They did three, but not systematically, but during operations.
  
  – But some German pilots write in their memoirs that they had to make twelve to fifteen sorties a day.

  Nonsense, count the time. Take summer, how much daylight is eighteen hours. The sortie continued – at least an hour, if he goes hunting, well, let it be forty minutes, twelve by forty how many? He flew in, he needs to be examined, he needs to be prepared, he needs to …
  Of course, if he moved to another and flew. Perhaps they flew like that, those who were not connected with anything, those who shot a lot of planes. But they did just that, they didn’t escort, they didn’t cover, they didn’t storm, it’s …
  There is a city of Fürstenwalde in Germany, where the Germans had a higher school of air combat. According to the type of this school, on the orders of Stalin, a school appeared in Lyubertsy.

  – As I understand it from your story – you were lucky, so to speak, you were never even hit?

  No, they were knocked out, on the third flight to Berlin.
  Anti-aircraft guns fired and a trail appeared behind me. I broadcast on the radio. I don’t remember who came up, looked, said:
  – He has some kind of train.
  It turned out that a shrapnel pierced the tank, but the gasoline did not catch fire, and just started to flow out.
  I left the group. He came to the attack aircraft airfield and tried to land, but the engine had already started to go haywire.
  I’ve started building the entry. The engine does not work well, it seems that the lane was free, but when I went to the straight line, it turned out that there was a lined silt in front of me – the lane was busy. And I already emergency lowered the landing gear, went straight, released the shields, and I think – “I’ll settle down somewhere nearby, sit down.” But it led me to the left and I fell on a 37-mm anti-aircraft battery.
  Well, back and forth, the wheels broke, it didn’t catch fire just because I didn’t have gasoline anymore, like that … I broke my forehead …
  I pulled out my parachute and went to the command post, told them to call ours…
  I saw how a German Gastello accomplished the feat there. It was like this: our troops are marching on Frankfurt in columns, one 87th emerged from the clouds, and a couple of Focke-Wulfs with it. And then our anti-aircraft guns began to hit him, and the height was eight hundred meters, and you can see how shells were hitting him directly, and he turned up, and into this column – how the explosion would shy away.
  Then we came to the city of Schvibus, me and three more people with me, also with parachutes, well, to the commandant. The commandant’s girls run around, he says:
  – Let’s have dinner now.
  Well, let’s have dinner. What was: American sausage and buckwheat porridge. The girls also brought a glass of white something. We sniffed – it smells good, it turned out to be liquor. We drank a glass and got drunk, because we had not eaten anything all day. And then it turned out, when they already found out in Germany – this is a liquor with a strength of sixty degrees.
  
  – When did Vasily Stalin come to your division?

  At the beginning of 1945, around January, after the Warsaw operation, the operation began without him. ( Colonel Stalin V.I. commanded 286 iad from February 25, 1945. I.Zh. )
  Before him was Ivan Ivanovich Ivanov, a very good division commander. By the way, he came to all our post-war meetings.

  – Have you personally seen Vasily Stalin?

  Oh, how many times in the flight canteen!

  – What kind of person was he?

  A normal man, he liked to drink and fight, and sometimes he was beaten (laughs). Normal division commander.
  When the war ended, he did not work well with Savitsky. But Savitsky was the right guy too…

  – Were planes assigned to pilots in your regiment?

  I don’t know how it was in others, but in our squadron they tried to follow this order: assigned to the pilot – aircraft, mechanic, weapons mechanic, minder. But in principle, if someone’s plane is not working, he flew on someone else’s.

  – Were there any additional badges on the planes in the regiment?

  We had a red spinner in our regiment, and a white spinner in 165, in my opinion, blue spinner in 739.

  – Were there registered aircraft in the regiment?

  Kazakhs presented Rashid with a La-5 plane with an inscription – “Flour grinders of Kazakhstan”. But he did not fly on it for long, he was given to his neighbors, and we went to retrain on the La-7.

  – Did you draw stars in a regiment on airplanes?

  I didn’t notice, it didn’t seem to exist.

  – Do you remember the side numbers, what color was applied?

  White, throughout the division.
  
  – Do you remember your airborne one that you flew on?

  “88”, “21”, “13”. The 88th was a La-5, it was given away, I flew in it from Lyubertsy.
  Then there was the “21st” – La-7, I landed it in the Shroda area outside the airfield. We went to cover Ilov, who went to reconnoiter the road that goes from Poznan to Frankfurt, this is to Schvibus. The weather was – the height of the cloud cover was one hundred and fifty to two hundred meters. It seemed to be nothing at first, and we went. They went out on the road to take pictures, and there were columns. As soon as the Germans began to beat, one Il was shot down, the second continued to take pictures – and he was shot down. Rashid’s radiator was knocked out, his oil pressure dropped and the engine was about to jam.
  We turned around, walked a little, saw the airfield – and sat down. It turned out that this was the airfield of Savitsky, the third corps, Yak-3s were stationed there. Rashid stayed with the plane, and I decided to fly away – I asked for gasoline to refuel – they didn’t give it, they say:
  – We don’t have enough ourselves.
  However, I flew home. At this time, a blizzard began, the height was one hundred and fifty meters, it was snowing, but I went out onto the road, went out to Shroda – in the city where the church is, I turn around – go for about two minutes, and the airfield will be.
  I’m going – there is no airfield, I turn around again and go out to the city, I walked and walked, I searched – I didn’t find it, and the light was already on: “Well, while the engine is running, I can choose where I will sit, and when it stops, I will have to land anywhere” . I chose the field, it was good that it was cold, I went in, extended the chassis, released the shields, everything was as it should be, sat down normally. The Poles have come, I say:
  – So and so, it is necessary to protect.
  And they ask me:
  – How can I get gasoline? Do you have?
  I say:
  – If there is, take it.
  They showed them how to drain the gasoline, opened the faucet, they brought a canister, filtered, filtered, filtered the canister and that’s it, no more.
  And there is a road nearby, I took the parachute on my shoulders, closed the lantern…
  It was not in the middle of the day, we took off about ten o’clock, and it was already about eleven. By the time I got there, I had already arrived at the regiment for dinner. They told me that they heard me walking over the airfield, they gave rockets, but there was such snow that I did not see. That’s how I left the “21st”.
  And then I got the 13th.
  
  – That is, the number “thirteen” was not considered unlucky?

  No.

  – Did you fall on the anti-aircraft battery on it?

  Yes.

  – And what did you fly after that?

  I don’t remember what number…
  There were several people like me, they brought us to Douglas – there is an airfield Malashkevichi near Brest, there were reserve planes – Lavochkins, we chose which one we wanted, and flew.

  – Did you make all sorties only with Beketov?

  Only with him, we were not beaten, the regiment commander ordered: “do not break.” Then, back in the war, I became a senior pilot. Abramov (Abramov Alexander Sergeevich) was listed as my wingman, he came in the spring of 1945. In my opinion, he made one sortie with me, in the last days of the war …
  We stood in Khshiritsa, and at night a long-range cannon of the Germans began to fire at our airfield, just went to bed – and she will fire two shots – everyone got up and everything … And in the morning you need to fly. And the commander of the army said:
  – Whoever finds this cannon will receive the Order of the Red Banner.
  Everyone started looking. Borya Yakushev (Boris Ilyich Yakushev) found her. The commander says to him:
  – You found her – now take a picture.
  Borya flew and photographed her. Commander:
  – Photographed – take four Ils, lead them there so that they bombed.
  But whether he had shot down, I don’t know. ( More than 265 sorties, 185 of them for reconnaissance, two personal victories. I.Zh. )

  – That is, Yakushev flew more often as a reconnaissance?

  Medvedev Dmitry Nikiforovich

  Yes. And he and Mitya Medvedev (Medvedev Dmitry Nikiforovich) brought such pictures – no one else managed to do it
  Borya is a good guy. He was a friend of Vasya Stalin. After the war, under Vasya Stalin, he became an inspector of the division, then a new name was introduced – senior instructor. After the war, Stalin went to Moscow and took Boris there.
  When I was leaving for Sakhalin, he came to Odessa, and we talked…
  That’s about Ivan Moroz. He was shot down over Warsaw, such an unorganized sortie was … So he said: they went in four – Rama Focke-Wulf 189appeared.
  It turned out to be a team of four – the navigator of the regiment, Lyova Vitkin (Vitkin Lev Markovich) and two flight commanders – Ivan Moroz and Ivan Prinyakov, and everyone wanted to knock down this frame. They were confused – everyone flew separately, not flying off … But Ivan says:
  – Already when they finished, it was already at sunset, he came home, so he looked at his back …
  And Ivan Prinyakov was his wingman, he catches up, and he asks:
  – Ivan, is that you?
  Well, and he says:
  – Me, me.
  This is a German – “yes, yes”, probably, they were on the same wavelength, or did the German understand Russian, or what? And then he turned on and interrupted the control. Well, Ivan jumped out and spent the night with the Poles.

  – That is, he caught up with Focke-Wulf, because Focke-Wulf and Lavochkin …

  Well, yes, yes, he caught up with him.
  Ivan told it like this. Then he says:
  – I felt so sorry – I jumped out and …
  And what else does he say, they gave us boots. I needed somewhere around the fortieth, I had a forty-second, large ones, and they too:
  – Jumped out and the boots flew off, the legs were pinched with straps, the footcloths unwound – and the legs are so blue, it’s a pity.
  Then, in the morning we look – it is coming, the parachute is carrying barefoot, the Pole brought it.

  – Especially since Rama was very hard to knock down.

  Hard. And somehow it worked out there, it was already the fourth sortie, they made three sorties, and it seemed like they relaxed like that, and then the regiment commander on alarm:
  – Who has the plane ready?
  Well, and collected these four, released.
  They were not flown, there was one private Leva, otherwise he was a regiment navigator, two flight commanders.

  – Moreover, Rama was very rarely shot down by someone personally, Rama usually went astray in a group, tenacious, maneuverable, and so on.
  I had to communicate with the Poles in Poland, what kind of relations were there?

  They didn’t like us, they had plenty, the restaurants were still private – everything was there. And so, the food was good.

  – Even after the Germans left, was there still enough money?

  Yes, they were fine.

  – Did artists come to you, were there front-line brigades?

  No.

  – And when there was a lull, there were no hostilities, were you released on dismissal?

  Sometimes we were given a kind of day off. There is no load, calm, it was October, in my opinion, we have already been on La-7. They flew in and landed at the airfield in Shevitsa, closer to the front line, where they were on duty and occasionally flew reconnaissance. They were given a day off. We had one, I don’t know where he went, in the likeness of Plug and Tarapunka, he told jokes, he was in a sanatorium. We had such – for a week, but this was after the war.

  – Wasn’t there during the war?

  During the war I don’t know, but after the war there were.

  – I heard that there were rest houses attached to the air armies.

  We, in my opinion, even with our corps had, but after the war in 1945 immediately, but during the hostilities was not.
  They stood in Schönefeld, in my opinion. Ivan and I went there, yes, for sure – Ivan and I, Prinyakov was there, they sent us there to rest, and there I found out – when parachuting, my parachute did not open and my classmate, Petka Griva from Kiev, crashed, and then I found out from there and came from Schönefelde in Dalgov, we lived together in the same room, to bury him. ( Mane Petr Kirilovich. 1922 ml. lieutenant. 08/31/1945 during a training jump, the parachute did not open. Primary burial place Germany, Brandenburg, Staaken, cemetery. I.Zh. )
  And then, we already had a stationary sanatorium in the town of Bad Zarow – it was a sanatorium of the 16th Air Army, we went there directly as a squadron. I was already in Medvedev’s squadron, where pilots were selected to learn how to fly MiGs at night, in difficult conditions, and I was transferred to that squadron, and we went to Badzarov with the whole squadron, with our wives and children, to rest. We lived in cottages, it was very good. One month I went to the Union to my relatives, and one month to a sanatorium – two months I had a vacation.

  – What did you do in your free time, cards, chess?

  No. Fish were caught both after the war and during the war. In Poland they caught, jammed. I saw a pike – shot from a pistol, she hop – belly up. And so are carps.
  In Poland, between Poznań and Warsaw, there are many artificial reservoirs. They went hunting for bunnies. But I’m not a hunter, I can’t when a hare cries and they shoot at him. And the guys went with trophy guns, even during the war. Basically, technicians snooped around the huts and brought them.
  My mechanic applied so many featherbeds under the plane. They spent the night all under the planes. If we were taken somewhere to the stationary, where you can live – in some kind of hut, then they had to under the planes. Like moles dug a hole, covered it – a dugout in short, well, there is a stove, and they laid rugs for themselves there. But it was all fast, because we sat at one point, made a sortie, and especially in 1945, after the start of the Warsaw operation, then Babadzhanyan moved forward there, so it was impossible to catch up with him. The weather is bad, we didn’t fly, but he went fifty kilometers ahead in about a day, he was a strong Armenian, then he was the commander of the district, here in Odessa.

  – The pilots are young, did you have relationships with women?

  And they didn’t even exist… There were, but not many. In battalions (BAO) women: cooks, waitresses, nurses, doctor.
  In our squadron Anya – Petka Chaika married her after the war.
  There was also one girl – a gunsmith, but someone not from ours, from another regiment, in my opinion …
  And Ivan Moroz’s wife was at the headquarters of the regiment.
  There were many girls in the bomber and assault regiments, their girls were mostly gunsmiths … Mitya Medvedev married Masha.

  – Were there dancing sometimes?
  
  There were dances, there were girls from the local population – Poles, Belarusians, but dancing is a closed event. .. at ten, we go to dinner, had dinner, went there, drank – it was already twelve, in the summer to get up an hour before dawn, dawn at five, it was at four you had to get up and it turned out that there was no time to walk.
  And so, usually, an hour before dawn, we were already somewhere under the plane, there were summer covers, there were also winter covers made on cotton wool, you can hide yourself with this winter cover, and it’s warm there – we filled up more, until they figure it out, make up someone where to fly .

  – Were there any omens and superstitions?

  There were – not to shave, not to be photographed, why there are few photographs, and not to meet a cat and a priest. Somehow we drove into the airfield, and the priest crossed the road. Viktor Mikhailovich Zhmulin did not fly that day, and the regiment commander did not say anything. The regiment commander himself was one of the old ones, he flew, in my opinion, back in the Civil War. He, in my opinion, had the Order of Lenin, and the Order of the Red Banner, this was before the war.

  – But did Kryukov fly to the Great Patriotic War? ( Kryukov Boris Georgievich, since 6.7.43 did not fly for health reasons. I.Zh. )

  What I remember – he flew a couple of times, but how did he fly:
  – Well, what is there, no Focke-Wulfs?
  – No.
  – Villain, get the plane ready.
  He called his mechanic “Villain”. He flew, and at that time – the Focke-Wulfs. The guys defended him, he sat down and, usually, you jump out of the plane and pee under the stabilizer, he rummaged and rummaged there:
  – “Villain”, get me … (Laughs).

  – Was there such a sign when you flew under the stabilizer?

  Rather need. Be sure to write to the dutik when you depart and when you arrive.

  – What can you say about the political workers of the regiment?

  Our commissar (Alexander Iosifovich Golubenkov), was fighting, inspired us. He himself is not a fighter, he is a navigator, he fought in Spain, He was an intelligent man. There are those who are corrosive in nature, but he understood everything, he could scold, but then the matter would not be allowed to go anywhere. He looked after people…

  – What was the political work like?

  Well, they issued a combat leaflet, this is the responsibility of the Komsomol organization. Newspapers, magazines were brought, lectures were organized.
  Lectures were usually given on the international situation, representatives from the division came, the instructors of the political department were trained in this regard.
  And there were also special officers. We had an elderly special officer, a very decent man. And after him there was a kid, he came in 1949, he did so much!
  Sashka Bomko, Kostya Kolyshkin, someone else came from captivity, “Proboscis” was his name, but I already forgot what his last name was. Kostya Kolyshkin ended his service in Novosibirsk, in my opinion, the regiment’s deputy commander for air combat tactics. Vasya Semenov – he graduated from the Academy and was the commander of the 215th regiment in Kamchatka, then, when at 19In the year 60, Nikita the “Kukuruznik” dispersed the Air Force of fighter aviation – he was offered to retrain for helicopters, he retrained and ended his service as commander of a helicopter division, somewhere in Lvov.

  – Did the pilots have any nicknames?

  There were, Rashid was “Benito”, Ivan Prinyakov – “Snub-nosed”, Ivan Moroz – “Khokhol”, I – “Zhorik”.

  – At the end of the war, did you have to meet with the allies in the air?

  It was August 1944, a shuttle raid of flying fortresses, and they landed in Poltava, there were B-29s in Poltava(actually B-24 and B-17), Mustangs and Thunderbolts accompanied them.
  We had a task, in my opinion, one sortie – within a radius of forty-fifty kilometers from the front line – to block German airfields so that fighters would not take off.
  The impression was very strong, they walked in tight formation with inversion, nine by nine, and the Mustangs run and spin around them.
  I don’t remember which airfield we blocked with the four, but they left and landed in Poltava, and I saw that they were coming.
  Interesting – then we asked:
  – Here comes a troika, but here comes one – but there are no two, what is it? Answered:
  – No one takes the place of the one who was shot down.
  
  – So they didn’t close formation?

  They didn’t close, no one takes someone else’s place…

  – And in the spring of 1945, when there were battles over Germany?

  We were seven kilometers south of Dalgov, Gatow – the British were stationed there, the Americans were stationed in Tempelhof, and the French were Kegel – this is north of Berlin. In the summer of 1945, air training battles were arranged mainly with the British.

  – And what did the British have there?

  Tempesta, he has such a “beard”, and…

  – So, who wins?

  On Lavochkin they fought him… Tempest – he turned great on the turn, but on the vertical he was worth nothing – he was no good.

  – Did you have to conduct a mock battle with the Mustangs?

  No, but having flown to us alone in Dalgov, somewhere at an altitude of thirty to fifty meters, he turned such a turn with jets, and the engine works like a bug. We had Lavochkin – ha-ha-ha-ha-ha, and this one is straight .., and it was clear that the black man was sitting there, turned around, such a turn bent the classic one and left.
  Then, all these films that we photographed … At first, Savitsky punished us, everyone who was spinning, ordered to stop all this, not to engage in training battles.
  In 1946, we were sitting in Grasdorf, the commander comes:
  – Those who fought air battles with the British are called to Dalgov. They put us on the bus and brought us. It turns out that in the combat training department of the Air Force they wrote the tactics of air combat, and there someone found out about us. They took away all the films that they photographed, and asked how they behave in the vertical, and so on, and then all this turned out to be in the book “Air Combat Tactics” from 1945 and before the advent of jet fighters.

  – Did you have to meet the Americans on earth after the war?

  I had to. And how it happened: I was near the Brandenburg Gate with Leva Vitkin, there was a black market there – the Americans came and traded in everything . ..
  And then a Harley motorcycle is being sold. Oh what a powerful car it was, it started with a starter!
  And we started talking, I see – he is already speaking Ukrainian, we are with him:
  – Where are you, who are you?
  The commander of the B-17 crew – he had a “C” in his buttonhole and one white spatula – turned out to be Ukrainian. His grandfather or father once migrated to America.
  Well, we kind of became friends.
  He offered to take us to the Willys. We agreed.
  He brought us to Schönefeld, they even let us into the garrison.
  He turned around and left.
  
  – I had to come across in my memories that in the spring of 1945, there were cases when the Americans or the British over Germany mistook ours for the Germans and attacked, did it happen to you?

  Maybe someone had it, but we didn’t.

  – In 1952 you were transferred to Odessa, until 1956 you are here in Odessa. So?

  Then he served on Sakhalin until 1960. And then – Khrushchev’s reduction, and I was reduced from the army. I was offered to retrain for helicopters and the post of deputy commander of the regiment. I didn’t feel like retraining anymore. And I retired as a lieutenant colonel.

  – What was the last type of aircraft you flew?
  

  I flew all kinds of MiG-17s, P, PF, F. Forced MiG-17F – I liked it the most, excellent aircraft. On the MiG-19, I don’t think that I flew, I only made two flights in a circle on it, it was just that I was supposed to by position, this was already somewhere in the 1960th year.

  – And in what year was your regiment transferred to jets?

  Until October 1949, they flew La-9. In September 1949, there were powerful exercises, then they fell ill with the “mass character” of flights. Bombers and fighters were collected from all over Germany, all this was lifted into the air – they practiced mass raids, like the American ones. We flew in from the exercises, probably stayed for two or three days, an Il-12 flew in for us and took us to Krechevitsy near Novgorod. We did not fly, and there was no money, and no weather.
  Then they received money from Leningrad, and began to stay in restaurants. There, one restaurant was on a barge, and the second in a hospital. And there was an incident with one of ours – Mishka Loganov. He was offended in that restaurant on a barge, he bought an ax from his grandfather and cut off part of the cables – and this barge began to turn around.
  The head of the garrison found out about this, and called the regiment commander, we then had Syrtsov Dmitry Dmitrievich, and said:
  – Leave so that I don’t see you, take all your people … retrained for MiGs, and then came back to Germany, still flew a little on La-9, and somewhere in December they began to receive the MiG-15. But they received such MiGs that had speed limits – they were with deadwood.
  Test pilot Arkhipov, or maybe Antipov, came to us, and he flew around all our planes, and on each plane a sign appeared in the cockpit – what is the maximum speed of this plane, the planes are different, it depended on the stiffness of the wing, left and right. And then they were taken away and given to the Chinese, and instead they sent us the MiG-15bis, they were already denser, and we already flew the MiG-15bis at night, and in difficult conditions and …
  And here, in Odessa, they arrived and the MiG-15s were stationed here, then we flew to Gorky and drove the MiG-17s, and then they flew the MiG-17, the MiG-17P, PF …

  Vladimir Anokhin
  October 2016

  Appendix

  Seated: I.G. Pronyakov, A.P. Khromov, R.N. Beketov, I.K. Moroz
  Standing: P. Vasin, A. Abramov , G.Alekseev, P.Daniin, V.Kozlov, A.I.Gavinsky
  December 1944

  Ohryzko
  March 29, 1949 Witzhtok, Germany

  A.G. Gavinsky

  B. Yakushev, A.A. Okunev

  A.F. Isaev, A.F. Isaev, A.S. Koshel, A.I. Gavinsky
  May 9, 1975, 30 years of Victory, Moscow

  1st row, 2nd from the left – K.S. Kolyshkin, 3rd from the left – I. K. Moroz
  1978 Kursk

  Semenov Vasily Grigorievich (standing) and Okunev Arkady A.
  October 1981 g., Gorky

  Konstantin Kolyshkin
  October 1981, Gorky

  9 Veterans 286 IAD
  Sit: 1st left – V. Gogolev (165 IAP), 4th – V. – V. IAP), 5th – B. Yakushev (721 IAP), 2nd from the right – K. Kolyshkin (721 IAP)
  Standing: 4th from the left – Evtyukhov (165 IAP), at the banner – V.G. Semenov (721 IAP), next – E. Shapovalov (165 IAP), M. Pridontsov (721 IAP), 2nd from the right – V.M. Zhmulin (721 IAP), I.K. Moroz (721 IAP)

  Links:
  
  Beketov Rashit Nursultanovich

  721 fighter regiment in the battle for Voronezh

  They defended their Motherland. 721st Fighter Aviation Regiment in the Battle of Voronezh

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