Management of a health-saving space for education of children with disabilities and handicapped children

The goal is to assess the health of students studying according to adapted basic general education programs and the conditions of health saving in the educational institution.

Materials and methods. A monitoring research in some educational institutions that provide education according to adapted basic general education programs in eight federal districts of the Russian Federation. The factors influencing on the state of children’s health in the training process were as follows: management of medical, hygienic, psychological, and pedagogical and health saving procedures. To objectivize the experimental data, questionnaire survey of teaching staff and parents, qualitative and quantitative analysis were carried out.

Results. Currently, in educational institutions, regardless of the form of implementation of the educational process (in special or inclusive education), different categories of students are included in education. So far, education is carried out according to several versions of the basic general education curriculum. Such necessity is caused by the reduction of the number of children of one category and increase of another one. Education of children of different psychological and pedagogical categories in one educational institution requires creation of optimal educational conditions, taking into account the special educational needs of each student. The spatial environment that supports the health of students is created in most schools for children with musculoskeletal disorders, and less often in schools for children with hearing and vision disorders. Complete compliance of classrooms and special technical equipment of the educational process with the special educational needs of children occurred not in all educational institutions. Factor analysis has identified the most important components of a school health environment, and the data of the cluster analysis has formed its typological variants. Science-intensive health-saving technologies are used only for the correction of posture and the prevention of visual overexertion. The most acute gaps are insufficient educational and methodological equipment, material and technical condition of institutions, the volume and management of medical care for students. Existing legislative and normative legal documents do not fully regulate the management of health saving measures and technologies for students with special educational needs and children with disabilities, the process of health saving in the education system, which negatively affects their health status.

Conclusion. The problems identified in the activities of educational institutions, in which children with special educational needs and children with disabilities study, to create a health-saving environment should be taken into account when supplementing and improving the content of legislative acts.

Contribution:
Lazurenko S.B., Fisenko A.P. — concept and design of the study;
Terletskaya R.N. — statistical processing;
Konova S.R., Terletskaya R.N. — collection and processing of material, writing the text;
Lazurenko S.B. — text editing.
All co-authors — approval of the final version of the article, responsibility for the integrity of all parts of the article.

Acknowledgment. The study had no sponsorship.

Conflict of interest. The authors declare no conflict of interest.

Received: December 08, 2022
Accepted: January 17, 2023
Published:  February 28, 2023

1. United Nations Educational, Scientific and Cultural Organization. World Conference on Special Needs Education: Access and Quality. Salamanca, Spain; 1994. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000110753/

2. Sycheva N.V., Efremova I.Yu. Education and social rehabilitation of disabled children in the Russian Federation. In: «Fundamental Science and Technology – Promising Developments». Materials of the XX International Scientific and Practical conference [Fundamental’naya nauka i tekhnologii – perspektivnye razrabotki. Materialy XX mezhdunarodnoy nauchno-prakticheskoy konferentsii]. LuluPress, Inc.; 2019: 86–9. (in Russian)

3. Mazina N.E. Inclusive education as a factor of increasing the adaptive potential of disabled children. In: «Professional Self-Development of the Individual in the System of Higher Professional Education». Collection of Scientific Papers [«Professional’noe samorazvitie lichnosti v sisteme vysshego professional’nogo obrazovaniya». Sbornik nauchnykh trudov]. Donetsk; 2020: 229–33. (in Russian)

4. Gus’kova E.A. Conditions for successful integration of students with disabilities to educational institutions. Nachal’naya shkola. 2019; (6): 18–22. (in Russian)

5. Sklyarova T.V., Zaytsev D.V., Zaytseva O.V. Inclusion of children-invalid into society: analysis from positions of critical sociology. Alma mater (Vestnik vysshey shkoly). 2019; (12): 22–6. https://doi.org/10.20339/AM.12-19.022 (in Russian)

6. Korneva A.N., Red’kina D.A. Inclusive education of disabled children. In: «Innovative Approaches in Modern Science». Collection of Articles Based on the Materials of the LXV International Scientific and Practical Conference [«Innovatsionnye podkhody v sovremennoy nauke». Sbornik statey po materialam LXV mezhdunarodnoy nauchno-prakticheskoy konferentsii]. Moscow: Internauka; 2020: 75–81. (in Russian)

7. Vorontsova E.V., Vorontsov A.L. The right of disabled children and children with disabilities to education: problems of ensuring inclusive education in the Russian Federation. In: «Topical Issues of Ensuring the Rights of People with Disabilities». Collection of Materials of the International Scientific and Practical Conference «Aktual’nye voprosy obespecheniya prav lyudey s invalidnost’yu». Sbornik materialov mezhdunarodnoy nauchno-prakticheskoy konferentsii]. 2019; 150–2. (in Russian)

8. Novikova V.V. Socio-legal aspects of the realization of the right of disabled children to education. In: «Actual Problems of Socio-Pedagogical Activity». Materials of the VII International Scientific and Practical Conference Dedicated to the Prominent Scientist-Teacher, Professor V.I. Kufaev [«Aktual’nye problemy sotsial’no-pedagogicheskoy deyatel’nosti». Materialy VII Mezhdunarodnoy nauchno-prakticheskoy konferentsii posvyashchennoy vidnomu uchenomu-pedagogu, professoru V.I. Kufaevu]. Kolomna; 2019: 70–5. (in Russian)

9. Zarubina A.V., Tsybikova S.G. Realization of the right to education of children with disabilities and children with disabilities in secondary schools (problematic aspects). In: Support of Socialization of Children with Special Educational Needs: Theory and Practice. Collection of Scientific Papers on the Results of the All-Russian Scientific and Practical Conference [«Molodezh’ v nauke: Novye argumenty». Sbornik nauchnykh trudov po itogam Vserossiyskoy nauchno-prakticheskoy konferentsii]. Irkutsk; 2020: 44–9. (in Russian)

10. Solomina Zh.N. Solomina Zh.N. The right to education of disabled children in Russia. In: «Youth in Science: New Arguments». Collection of Scientific Papers of the V International Youth Conference [«Molodezh’ v nauke: Novye argumenty». Sbornik nauchnykh rabot V Mezhdunarodnoy molodezhnoy konferentsii]. Lipetsk; 2020: 117–9. (in Russian)

11. Lazurenko S.B., Solov’eva T.A., Terletskaya R.N., Konova S.R. Problems of health protection of students with health limitations in educational institutions of the Russian Federation. Integratsiya obrazovaniya. 2021; (1): 127–143. https://doi.org/10.15507/1991-9468.102.025.202101.127-143 (in Russian)

12. Klochko E.Yu. Proposals for the implementation of an integrated interdepartmental approach in improving the mechanisms for organizing the education of children with disabilities and disabilities. Autizm i narusheniya razvitiya. 2018; 10(1): 3–12. https://doi.org/10.17759/autdd.2018160101 (in Russian)

13. Terletskaya R.N., Vinyarskaya I.V., Antonova E.V., Fisenko A.P., Chernikov V.V., Alekseeva E.I., et al. The situation of children with disabilities in contemporary legal, medical and social processes in the Russian Federation. Pediatriya im. G.N. Speranskogo. 2021; (4): 198–207. https://doi.org/10.24110/0031-403X-2021-100-4-198-207 (in Russian)

14. Organization of Special Educational Conditions for Children with Disabilities in Educational Institutions: Methodological Recommendations [Organizatsiya spetsial‘nykh obrazovatel‘nykh usloviy dlya detey s ogranichennymi vozmozhnostyami zdorov‘ya v obshcheobrazovatel‘nykh uchrezhdeniyakh: Metodicheskie rekomendatsii]. Moscow; 2012. (in Russian)

15. Goncharova G.A., Lazurenko S.B., Golubchikova A.V. Educational environment for children with special needs and disabilities in a modern school. Izvestiya Rossiyskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gertsena. 2021; (200): 7–17. https://doi.org/10.33910/1992-6464-2021-200-7-17 (in Russian)

16. Goncharova G.A., Lazurenko S.B., Drobysheva M.M. The health preserving technologies in process of teaching children with health limited capacities. Problemy sotsial’noy gigieny, zdravookhraneniya i istorii meditsiny. 2022; 30(4): 673–8. https://doi.org/10.32687/0869-866X-2022-30-4-673-678 (in Russian)