Special needs daycare center near me: Day Care and Respite for Children with Special Needs

Опубликовано: January 8, 2023 в 1:16 pm

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Категории: Miscellaneous

Children with Special Needs | CCR&R of Midwestern IL

If you have a child with special needs, you may have to ask specific questions to find a situation that fits your family. You’ll want to look for a child-care provider who has experience working with children with special needs, who understands the challenges of working with children with special needs, and who knows how to adapt activities as needed. Most of all, you’ll want to find a provider willing to work with you to meet the needs of your child. In addition, you will want to share information with the provider about the specific diagnosis, as well as characteristics specific to the child to ensure the chosen provider is a good fit for the child and family.

In addition to the general questions and issues regarding finding quality child care, you may want to consider these points as well when deciding on care for a child with special needs:

Determining Your Need

Services: Will your child need to receive any special services by therapists or others while in the child care setting?  Should your child care provider be close to special service providers so you can transport your child easily for therapies or medical appointments?

Location: Must you find care in an area that your child’s program bus will transport to?

Best Fit: Does your child have any special health or behavioral needs that would make a large group setting such as a center or large school-age program less desirable?

Screening Child Care Providers

Many providers who are not used to caring for children with special needs may seem somewhat fearful about caring for your child.   This is normal.  Remember how you felt at first?  A positive attitude, and interest in learning more, and a belief that all children deserve quality care are the most important considerations when choosing a provider.  Here are some other questions to think about as you screen providers:

Attitude: What is the provider’s attitude toward disabilities in general and your child in particular?  Is it frightened, over-protective, pitying?  Or is there appropriate expression of interest and curiosity?

Routines:  How does the program handle things like eating, sleeping, and toileting?  Would it be a problem to fit your child into these routines?

Experience:  Does the program have other children with disabilities?  Have they cared for similar children in the past?  (You may want to try to contact the parents of these children if you can to see if the provider worked well for them)

Barriers:  Is there anything about the physical environment that would be hard for your child?

Talking with Potential Providers

It is more important to tell the provider about your child’s personality, likes and dislikes, and regular daily routines rather than about his or her diagnosis.   Disability labels such as cerebral palsy can be very scary for a child care provider who does not know what this diagnosis means.  Tell the provider about what your child can and cannot do.  Let the provider know how your child behaves around other children when you are away.  Describe any special adaptations or routines that your child needs.

For example, “Mac is four years old and has Down’s Syndrome.  He can run, draw with crayons, and sit still for a very short story.  His speech is about two years behind other kids his age.  He is very shy and needs extra encouragement to play with other kids.  He is also just learning to go potty on his own.”

Working with Your Provider

After you decide on a child care provider, be available and encourage questions. Make sure you share specific information about your child to help the providers understand and provide quality child care. Tell them:

  • How your child lets you know what he or she wants or needs

  • How your child gets around

  • What special equipment, if any, your child uses

  • What kind of help is needed, if any, to assist your child with daily routines like feeding, using the restroom, putting on clothes and shoes, etc.

  • What medicines your child takes, how much, and when

  • If a special diet is needed

  • What your child really likes to do

  • What activities are difficult for your child

  • What other agencies or programs provide special services to your child. (It’s a good idea to give your provider written permission to talk with or share written information with special service providers)


Your child care resource and referral program has services for providers serving children with special needs, such as technical assistance, training, and/or consultation and referrals to community agencies. Encourage your provider to Contact Us with any questions or concerns.

Child Care Services & Children with Disabilities

On this page:

Child Care Services Inclusion

The Americans with Disabilities Act (ADA) of 1990 protects children with disabilities and requires child care providers to serve children with disabilities if reasonable accommodations can be made. Child care providers cannot charge parents for the cost of making such accommodations available. 

TWC provides a higher amount of child care assistance funding (the inclusion assistance rate) for families we serve who have qualifying children with disabilities.  We require that a professional familiar with assessing the needs of children with disabilities be designated to certify a need for the inclusion assistance rate.

Workforce Development Boards administer child care funding provided by TWC through their Workforce Solutions offices. Eligibility requirements may vary by board area.

Workforce Development Boards work with:

  • Parents to verify a child’s eligibility for the inclusion assistance rate
  • Providers to assess the need for the inclusion assistance rate

For additional information or assistance contact your Workforce Solutions Office.

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Professional Development for Child Care Providers Caring for Children with Special Needs

Online courses and other resources are available to help child care providers learn about best practices in inclusive child care. The online courses and resources are developed and produced by the Texas A&M AgriLife Extension Service of the Texas A&M University System in cooperation with the Texas Department of Family and Protective Services, Child Care Licensing Division, using funds provided under the American Recovery and Reinvestment Act of 2009 and by the Texas Workforce Commission.

Professional Development Training for Providers Caring for Infants and Toddler with Special Needs has online courses covering a variety of inclusive child care topics.

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Inclusion Assistance Rate

The Texas Workforce Commission, through the Workforce Development Boards, provides funding at an inclusion assistance rate to eligible child care services providers. A board or its child care contractor may reimburse up to 190 percent of the provider’s reimbursement rate to assist in the care of a child with disabilities.

The inclusion assistance funding is available to providers serving low-income families to assist them in making reasonable accommodations for a child with disabilities. The inclusion assistance rate also is available to assist providers and families if a child’s disability requires more than just reasonable modifications for the child to be fully included in the child care provider’s daily activities.

For more information on inclusion assistance rates, see the Child Care Services Guide, Section B-700.

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Resources

State and Federal Programs for Children with Disabilities

Behavioral Issues

Professional Development

Organizations

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Child with special educational needs in kindergarten.

Department of Education and Youth of the Administration of the city of Alushta

Municipal preschool educational institution

“Kindergarten No. 8” Svetlyachok “Alushta

Regulations on the procedure

Organization of children with disabilities

in the municipal preschool educational institution” KINDERGARTEN №8 “FIREFLY” OF THE CITY OF ALUSHTA

implementing the main educational program of preschool education according to the model “partial integration of the child

with disabilities

in a functioning group of normally developing peers.

Alushta

2015

» for 2013 – 2020, the Federal State Standard for Preschool Education. These documents are about the implementation of the state-guaranteed right of the parents (legal representatives) of the child to include children with disabilities in any preschool educational institutions at the place of residence, regardless of the presence or absence of an adapted environment in them.

1. General.

1.1. This provision regulates the activities of the preschool educational institution for organizing the education of children with disabilities (hereinafter children with disabilities) in the municipal preschool educational institution

“KINDERGARTEN No. 8” FIRELYCHOK “of the city of ALUSHTA (hereinafter MDOU),

implementing the main educational program of preschool education according to the model “partial integration of a child

with disabilities in a functioning group of normally developing peers.

1.2. The educational model “partial integration of a child with disabilities in a functioning group of normally developing peers” is a new form of differentiation of education that allows solving the problems of timely active assistance to children who experience difficulties in mastering basic general education programs, development and social adaptation.

1.3. MDOU is responsible for the life of children with disabilities, the implementation of their constitutional right to education within the state educational standard, provides conditions for their education, upbringing, social adaptation and integration into society.

1.4. When organizing the education of pupils with disabilities, the MDOU is guided by the following regulatory documents:

Federal Law “On Education in the Russian Federation” dated December 21, 2012 No. 273-FZ Part 1 Art. 79.

· Order of the Ministry of Education and Science of the Russian Federation No. 1015 dated August 30, 2013 “On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs, Educational Programs of Primary General, Basic General and Secondary General Education”.

Letter of the Ministry of Education and Science of the Russian Federation dated 07.06.2013 No. IR-535/07 “On Correctional and Inclusive Education of Children” correctional) educational institution for students, pupils with developmental disabilities” (as amended on March 10, 2000 No. 212).

The procedure for organizing inclusive education in educational institutions of the Republic of Crimea that implement basic general education programs0051 2. Goals and objectives of organizing the education of children with disabilities in MDOU.

2.1. Goal: ensuring equal access to pre-school education and creating the necessary conditions for success in education for all children.

2.2. Tasks:

  • psychological and pedagogical correctional work with children who have

developmental difficulties, including those with disabilities: determining the form of preschool education and

modes of stay in an educational organization that correspond to the capabilities and special needs of the child;

– determination of the volume, content – the main directions, forms of organization of psychological and pedagogical support for the child and his family; -determination of the strategy and tactics (forms and content) of correctional and developmental work with the child. It also defines the criteria and forms for assessing the dynamics of the cognitive and personal development of the child, the degree of his adaptation in the peer environment;

– determination of the need, degree and directions of adaptation of the main educational program of the organization;

– determination of the need to adapt existing or develop new methodological materials;

– determination of the child’s individual needs for certain material and technical resources. Selection of the necessary devices, organization of the developing object-spatial environment.

– Identification of the child’s reserve capabilities, development of recommendations

teacher, parents (legal representatives) to ensure a reasonable differentiated approach in the process of remedial education and upbringing

3. The main activities
for organizing the education of children with disabilities (hereinafter children with disabilities) in MDOU

3.1. Conducting, with the consent of the parents (legal representatives), psychological and pedagogical diagnostics of the development of the child.

3.2. Implementation of corrective activities according to an adapted program.

3.3. Advising parents (legal representatives) on the issues of education, upbringing and development of children with developmental difficulties, including disabilities, providing recommendations on education and upbringing.

3.4. Consulting teachers and specialists of support services on the issues of education, upbringing and development of children with developmental difficulties, including disabilities, providing recommendations on education and upbringing.

3.5. Education of parents (legal representatives) on the issues of education, upbringing and development of children with developmental difficulties, including disabilities.

3.6. Education of teachers and specialists of support services on the issues of education, upbringing and development of children with developmental difficulties, including disabilities.

3.7. Education of teachers and parents (legal representatives) on the issues of social adaptation of children.
4. Provision of educational services for children with disabilities in MDEI.

4.1. Educational services for children with disabilities are provided in accordance with an individual educational route.

In accordance with the capabilities of children with disabilities, teaching methods are determined.

4.2. In order to organize inclusive education for children with disabilities

, MDEI creates conditions

for:

– ensuring unhindered access for children with disabilities

health opportunities in buildings and premises of MDOU;

– providing the necessary educational and methodological and visual

didactic aids;

– conducting correctional and developmental individual lessons;

4.3. The decision on the partial integration of a child with disabilities in a functioning group of normally developing peers is made by the head of the educational organization, taking into account the interests of parents (legal representatives) in agreement with the founder.

4.4. The enrollment of children with disabilities

groups is carried out in accordance with the established procedure in accordance with the conclusion of the psychological, medical and pedagogical commission.

4.5. The founder of an educational organization allocates in accordance with the established procedure

:

  • funds to create special conditions for education

for children with disabilities (special conditions

education – special educational programs, methods and means

training, textbooks, teaching aids, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), categories of people with disabilities, as well as

pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs for people with disabilities is difficult),

  • providing

additional professional education for teaching staff,

  • ensuring safe conditions for education and upbringing, protecting the health of

children, the focus of the educational program, categories of children and other

features of educational activities.

4.6. The founder and head of the MDOU are responsible for the organization, condition and quality of inclusive education.

4.7. Educational organizations provide psychological and

pedagogical support for children with disabilities

health specialists of the psychological service (educators-psychologists,

social pedagogues) of such organizations and the corresponding

pedagogical workers.

4.8. To provide psychological, medical and pedagogical support

children with disabilities in groups

with inclusive education in MDOU in accordance with

needs, individual typological features in the cognitive, physical, emotional and

development of pupils, small psychological, medical and pedagogical consultations are created with the obligatory participation of parents (legal representatives). 4.9. Members of the psychological-medical-pedagogical council participate in the development

  • of an adapted educational program for children with disabilities;
  • track the dynamics of the child’s development, evaluate the success in mastering the educational program.

4.10. The adapted educational program is approved by the head of the MDOU in agreement with the parents (legal representatives

) and is reviewed twice a year (if necessary

more often) in order to correct it.

4.11. In MDOU, the recruitment of groups with inclusive education is carried out taking into account the peculiarities of the psychophysical development of children with disabilities, as well as in accordance with the requirements of the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations.”

4.12. The number of children with disabilities in the group

with inclusive education should not exceed two pupils, while their developmental disabilities should be similar.

4.13. The occupancy of groups with inclusive education should not exceed 20 pupils, taking into account children with disabilities.

4.15. The content of education and the conditions for organizing the educational process

for children with disabilities in MDOU are determined by an adapted educational program, and for disabled people also in accordance with an individual program for the rehabilitation of a disabled person, taking into account individual

individual typological characteristics in cognitive,

physical, emotional and volitional development of students and recommendations

psychological-medical-pedagogical commission.

4.16. When organizing education for children with disabilities

health opportunities in MDEIs with inclusive education

it is expedient to use the opportunities for their education in the established order

according to an individual curriculum, along with the use of

modern educational technologies that ensure the flexibility of the

educational process and the successful development of educational programs by students

.

4.17. The student-centered orientation of the educational process

is provided by a tutor, assistant (assistant), providing students with disabilities with the necessary technical assistance, conducting group and individual remedial classes, providing access to the buildings of organizations engaged in educational activities. The tutor, assistant (assistant) takes part in the development and implementation of individual curricula and programs, adapts educational materials taking into account individual typological characteristics in the cognitive, physical, emotional and volitional development of students in this category. A tutor, assistant (assistant) is included in the staff list of educational organizations in accordance with the recommendations of the psychological, medical and pedagogical commission at the rate of one staff unit for every 1-6 students with disabilities.

4.18. Pre-school education of children with disabilities in MDOU is carried out

according to the curricula, programs, textbooks and manuals recommended

by the Ministry of Education and Science of the Russian Federation.

4.19. The schedule of organized activities for pupils with disabilities is compiled taking into account the individual characteristics of their educational and cognitive activities, the dynamics of mental capacity for work throughout the day and week.

4.20. MDOU organizes a subject-developing environment that provides different children with access to the development of their capabilities.

4.21 MDOU carries out intermediate and final diagnostics of the development of a child with disabilities, monitoring their social adaptation, the forms and terms of which are established by the main general educational program of the preschool educational institution.

4.22. Upon graduation from kindergarten, children with disabilities are sent to the PMPK to determine the form of education at school (general education or special correctional).

III. Financial provision

3.1. Educational services for children with disabilities are provided free of charge.

3.2. Additional costs associated with the implementation of the upbringing and education of a child with disabilities, not provided for by the special educational program for a child with disabilities, approved by the preschool educational institution, are made at the expense of parents (legal representatives).

3.3. Paid educational services provided for by the Charter of a preschool educational institution are provided to children with disabilities on a general basis in accordance with the legislation of the Russian Federation.

IV. Participants in the educational process

4.1. Participants in the educational process: teachers, parents and pupils.

4.2. Parents (legal representatives) have the right:

– to protect the legal rights of the child;

– contact the administration of the preschool educational institution to resolve conflict situations.

4.3. The pupil has the right:

  • to respect for human dignity;
  • for moral encouragement for success;

4. 4. The pedagogical worker has the rights provided by the law of the Russian Federation “On Education”.

V. Management procedure

The head carries out general management of the upbringing and education of children with disabilities, coordinates the activities of the kindergarten team and healthcare system specialists on the basis of an annual contract, and systematically monitors the effectiveness of work.

Inclusive education: how are children with special needs taught in Kazakhstan?

Inclusive education is education in which all children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system. The term itself is of Latin origin: “include” – “I conclude, I include.” Within the framework of inclusive education, it is not the child who must adapt to the learning process, on the contrary – the nature and pace of learning are adjusted to the needs of the child.

Other learning options available for children with disabilities:

  • Homeschooling;
  • Distance learning;
  • Special schools and boarding schools;
  • Correctional classes of general education schools.

The adaptation of children with special needs in general education schools is better than in specialized institutions, since children also receive social experience there. In addition, it is believed that healthy children, learning together with children with special needs, develop tolerance and responsibility, become more independent.

All international conventions, declarations, rules and legislation of the Republic of Kazakhstan regarding inclusive education can be downloaded here.

How many educational institutions in Kazakhstan provide inclusive education?

Vice Minister of Education and Science Fatima Zhakypova notes that in Kazakhstan the number of children with special educational needs (SEN) who need inclusive education is growing every year. In 2017, 60,006 children with SEN attended general education schools, in 2018 – already 61,336. According to the National Education Database, the conditions for inclusive education now exist:

  • in 20% (1232 out of 6159) kindergartens;
  • in 60% (4207 out of 7014 schools) of general education schools;
  • in 30% of technical and vocational education institutions (in 250 out of 821 colleges).

By the end of 2019, according to the Ministry of Education and Science, 30% of kindergartens, 70% of schools and 40% of colleges will be adapted for inclusive education.

“Conditions for the study and living of students with special educational needs have been created in 58 higher educational institutions. They have ramps, elevators, social facilities, libraries and more. For comparison: in 2018 there were 50 such universities, in 2017 – only 28 “, – says Zhakypova.

Who should equip schools for inclusive education?

If a child with special educational needs appears in the class, then the school with the department of education equips his study place with the necessary furniture and equipment, provides textbooks and psychological and pedagogical support (order of the Ministry of Education and Science of the Republic of Kazakhstan No. 595 chapter 2, paragraph 25). In addition, each such child should have his own assistant – a tutor (English tutor – mentor, guardian). This may be a current teacher or a specialist hired by the Department of Education.

A child with special educational needs, when entering school, must have a conclusion of the psychological-medical-pedagogical commission . It reflects recommendations for building the learning process in the school. Otherwise, the package of documents does not differ from what is provided for other children.

As Fatima Zhakypova notes, the list of what schools and kindergartens should be equipped with is in the order of the Minister of Education and Science of the Republic of Kazakhstan “On approval of the norms for equipping technical and vocational education organizations with equipment and furniture.” This is, in particular, tactile tracks , classrooms with dotted braille (books and posters) and special lights for visually impaired children, sanitary rooms and call buttons .

In addition to infrastructure, children with SEN need special textbooks.

“To date, 318 curricula have been developed for children with special educational needs in eight types of disorders. Textbooks and educational and methodological complexes have been developed for the blind and visually impaired, as well as children with intellectual disabilities in grades 1, 2, 5 and 7. In this textbooks are being developed for grades 3, 6, 8. Until the end of 2021, all classes will be provided with textbooks,” says Zhakypova.

In a university, if students with disabilities enter it, its administration must provide all the necessary conditions for studying, the vice minister emphasized.

How are tutors trained and how do they help children with SEN?

For the development of inclusive education, serious psychological, methodological and methodological training of teachers is needed.

“Every year more than 320 special teachers take advanced training courses on working with children with special educational needs on the basis of the National Scientific and Practical Center for Correctional Pedagogy. “More than 3,000 people have completed courses in three years,” the Ministry of Education and Science said.

Aiman ​​Mutaliyeva completed these courses. Now she works at school No. 83 in Nur-Sultan, looking after two boys who have entered the 4th grade. The woman previously worked as a primary school teacher, and is also a teacher-psychologist.

“I’ve been working as a tutor for four years now. To do this, I took special courses arranged by the Bolashak Foundation. We have 15 tutors and 45 children with special needs at our school. All conditions have been created for their training: there are separate rooms, exercise therapy (physiotherapy exercises) , psychologists, speech therapists. We have ergonomics rooms, we cook salads with children, learn how to clean and do other things that are necessary in life,” Aiman ​​Mutaliyeva said.

According to her, working with each child with SEN requires a special approach depending on the diagnosis.

“I now have two children, one has an autism spectrum disorder (ASD), the second has LC. Children with different diseases need a completely different approach. Children with ASD need social support, preparation for lessons, and a child with LC needs mainly help with Some children in our school are in wheelchairs, we help them move around. In general, I love all children and I am especially proud of their achievements. They love to go to school, communicate with children, swim in the pool, play the guitar, there are many interests to sing in the choir,” said Aiman ​​Mutaliyeva.

Saltanat Murzalinova-Yakovleva, head of the Public Foundation “Center for Social Inclusive Programs”, believes that the above courses are not enough for full-fledged work. Inclusive education should be a whole direction in education, she explained.

“Abroad, this is “special education teacher” . Such specialists undergo at least two years of training. When they tell me that our teacher will complete 5 days of training due to advanced training courses and will be free then for three years, I think that this is absolutely wrong approach. It should be a whole direction, it is a continuous process,” said Saltanat Murzalinova-Yakovleva.

How is a typical day at school for children with SEN?

A teacher from Petropavlovsk Olesya Moor has been working as a teacher-psychologist for 10 years. In the 2018-2019 academic year, at the KSU “Secondary School No. 21”, where she teaches classes, an inclusion support office (KPI) was opened. Olesya Moor told what results she had achieved over the year and described a typical day for a child with SEN at their school.

“Last year we had 7 children with special educational needs, this year there will be 10 of them. They are all different. Everyone has a different approach. The day of such a child at school begins with the fact that the tutor meets him and helps him get into the office “At the lesson, the child works with everyone. The tutor guides him, helps only if he is distracted. The child completes the tasks himself. If an abbreviated program for such children is prescribed somewhere, then it is observed,” said Olesya Moor.

Otherwise, the day of a child with SEN is no different from a normal day for another student, she says.

“He is not limited in anything, full access to everything. He also participates in all holidays, matinees. The only thing is that he has additional help from a tutor and classes with a speech therapist, defectologist and psychologist at KPI. Before that, many parents doubted about the school and wanted to leave for home schooling. Now they say that there is no home schooling – we will go, everything is working out! ” – said the teacher.

Parental opinion also suggests that schooling is better than other forms. A resident of the capital, Inna Guseva, mother of 11-year-old Veronika, told how school days go. The girl has a CP, she is moving into the 4th grade this year. According to Inna, the school always listens to the needs of her child and solves all problems together with her. The woman wants her daughter to continue to go to school with healthy children, learn to communicate with different people and improve communications. These skills, she is sure, will be useful to her in adulthood.

A tutor helps Veronika move around the school to complete assignments and get textbooks. As Inna said, at first the girl accepted this help, and then she felt ashamed that an adult woman was sitting next to her and helping in everything while other children coped on their own.

“The tutor and the teacher and I jointly decided that Veronika would try to do everything on her own, as best she could. Yes, she had problems: she could fill out the notebook incorrectly, leave a blank sheet and spread to another, but she coped on her own due to the fact that she was helped by classmates who were sitting next to her. She already had help not from an adult, but from her peers, “said Inna Guseva.

For some time Veronica tried to do everything on her own, the tutor only took her to the toilet or to the dining room. When she realized that she could not cope, the tutor came to the rescue. Inna Guseva believes that separate classes for children with SEN are not a solution.

“They must learn to communicate with healthy children, and healthy children must understand that there are people with disabilities in our society and they may need help,” added Inna Guseva.

How are children with special needs taught in schools?

A feature of the adapted program is that individual methods of assimilating information are used. That is, the student receives the same education as his classmates, but at the same time, special methods help him master it.

Nurgul Ulzhekova urges parents of healthy schoolchildren not to be afraid that the quality of teaching could allegedly suffer from the fact that there is a child with SEN in the class.

“The teacher just needs to choose an individual educational trajectory for this child. The Ministry of Education and Science says that if a child with special educational needs does not cope with the general education program, then his own individual educational program (IEP) will be developed for him according to his abilities,” – says the chairman of the public association “Society of Parents of Children with Disabilities” World of Equal Opportunities. “

Read also: Human Rights Watch: Children with disabilities in Kazakhstan do not receive quality education

Requirements for the level of training, content and maximum volume of the study load for children with special educational needs are prescribed in the state standard of general secondary education. This document, as Fatima Zhakypova explained, was developed in accordance with Article 56 of the Law of the Republic of Kazakhstan “On Education” (paragraph 3).

“The standard is the basis for the development of all curricula, textbooks and educational and methodological complexes, criteria for assessing the educational achievements of students, including those for students with special educational needs, uniform requirements for the material and technical, information and communication support of the educational process of educational organizations “, – said Fatima Zhakypova.

Why is full-fledged inclusiveness impossible without physical education?

If they somehow try to adapt the general education program for a special child, then physical education lessons, according to Nurgul Ulzhekova, are usually inaccessible to such children. Now, according to her, classes are held only in Nur-Sultan.

“We do not train trainers in adaptive physical education (AFC), and without physical education we cannot talk about a full-fledged inclusive education. Children grow up, they need to move. Sports, physical activity, outdoor games help them develop, this is the best way to rehabilitate such children,” said Nurgul Ulzhekova.

Public association “Society of Parents of Children with Disabilities” World of Equal Opportunities “, headed by Nurgul Ulzhekova, is engaged in the creation of sports sections for children with special needs.

“We organize extra-curricular activities and sports sections. We organize sports games, festivals, competitions. In the capital, we created the first model of how mixed groups can be organized: they have both healthy children and children with different diagnoses. We have good results , we believe that this can be applied in all regions.0003

Classes are held on the basis of our social partners, they provide us with venues: swimming pools , gyms. We have adaptive karate , adaptive taekwondo , we hold sports events on the street, involving as many children as possible. Since last year, we have been holding a republican children’s inclusive sports festival. This is an opportunity for teams from different regions to come and participate in different adaptive sports such as boccia , goalball and others,” said Nurgul Ulzhekova.

To participate in the festival, a child with a disability can assemble a team with healthy children. According to Nurgul Ulzhekova, this helps to strengthen friendly ties in the class.

“Goalball is a game for the blind with a ball with a bell inside. In one team we involve both a blind child and his friends, neighbors, classmates who see. We put on blindfolds so that everyone plays on equal terms. Boccia – this is a game of accuracy for children in wheelchairs who throw balls. We put healthy children on high chairs and they also play in the same team,” said Nurgul Ulzhekova.

Such classes are not available to all Kazakh children with SEN. Nurgul Ulzhekova explained this by the lack of specialists in adaptive physical culture (AFC). According to her, in Kazakhstan, universities train instructors in physical therapy, and adaptive is taught only in the form of elective courses. In Russia, for example, students study in this specialty for 4-5 years, there is also a master’s program in AFC, the speaker notes. To remedy the current situation, Nurgul Ulzhekova proposes a number of measures.

“The Ministry of Labor should increase the base salary of AFC coaches, physical education teachers in schools and introduce an additional payment for working with special children. Then there will be a demand for this profession. The Ministry of Education and Science should allocate grants for this specialty,” says Nurgul Ulzhekova.

Where can children who do not want to go to school study?

There is a Center for Social Inclusive Programs in Almaty. He has developed a program to support schools in an inclusive process, a school for a young tutor and a program for working with parents, and is now testing a three-stage transition of the school to an inclusive format using the Dana private school as an example. As its leader Saltanat Murzalinova-Yakovleva notes, this is so far the only such center in the country, and sometimes children prefer to visit such a center.

Almatinka Julia Klinkovich said that her daughter Polina studied at home for a long time due to cancer. Then she began to study at the Center for Social Inclusive Programs.

“We finished the 5th grade at a regular school. We missed a year because of an illness, Polina’s memory did not want to work because of strong drugs. Then we caught up with everything, but we don’t want to return to school. The treatment was long, school friends lost. The children grew up, they had other interests. Yes, and Polina herself has changed: before that she was athletic, and now skin and bones, bald, no muscles, she can’t walk, her face is paralyzed, “said Yulia Klinkovich.

According to her mother, the girl seemed to be left alone in a vacuum and it seemed to her that society was not for her. She managed to find new friends at the Center for Social Inclusive Programs. She has been studying there for the past year.

“Now my daughter is 14 years old, since September 1 we are going to the 9th grade. We are attached to the private school “Dana”. In the summer, the children study at the Central Department Store, the amusement park provides the center with a room on the 4th floor. The summer camp runs all three months. We have a theater studio, an art studio, a bicycle workshop, and needlework there. The children are busy from 10 am to 1 pm every day,” Yulia Klinkovich said.

According to her, children open up there, they are not afraid of bullying. In schools, Yulia Klinkovich notes, teachers are busy preparing for the UNT, SORs and SOCs, but, in her opinion, human values ​​are needed more than education. Therefore, the woman believes, there should be more playgrounds where children with special needs can learn and find friends.

What hinders the full implementation of inclusive education and how ready is society for this?

In Kazakhstan, there are a number of problems associated with the introduction of inclusive education, says Nurgul Ulzhekova, chairman of the public association Society of Parents of Children with Disabilities World of Equal Opportunities.0003

  1. lack of specially trained teaching staff;
  2. insufficient material and technical equipment of educational institutions;
  3. physical access barrier;
  4. misunderstanding on the part of society.

This is confirmed by the Ministry of Education and Science of the Republic of Kazakhstan.

“In fact, general education schools where children with special needs come are not quite ready for architectural access: there are no ramps, elevators. The staff, teachers are not quite ready. And, of course, the main problem is Parents of healthy children are not ready enough to have a child with a special educational need study in their class. Parents of healthy children get the impression that the educational process will suffer from this,” explains Ulzhekova.

She says that this direction in education is just beginning to develop in Kazakhstan. Parents of PLO children should know their rights and demand their observance.

“By law, every school is obliged to accept a child with special needs, they do not have the right to refuse. However, many parents do not know their rights and, as soon as they hear the first refusal, they turn around and leave. The school is obliged to accept, create conditions. If there is no tutor in this school “, parents can apply to the head teacher or director with a request that the child be assigned an assistant. The school administration, in turn, should ask the education department to allocate a position and then hire a specialist,” Nurgul Ulzhekova explained.

Saltanat Murzalinova-Yakovleva shares her opinion. She says that the work is carried out formally and no one is working on changing attitudes in society.