Introduction

The main goal of attracting disabled people to regular physical education and sports is to restore the lost contact with the outside world, create necessary conditions to reunite with society, participate in socially useful work and rehabilitate their health. In addition, physical culture and sports help the mental and physical improvement of this category of the population, contributing to their social integration and physical rehabilitation. In foreign countries, physical activity is very popular among disabled people for the purpose of rest, entertainment, communication, maintaining or acquiring good physical shape, the required level of physical fitness. People with disabilities, as a rule, are deprived of the possibility of free movement, therefore, they often experience disturbances in the activity of the cardiovascular and respiratory systems. Physical culture and health-improving activity in such cases is an effective means of preventing and restoring the normal functioning of the body, and also contributes to the acquisition of the level of physical fitness that is necessary, for example, for a disabled person so that he can use a wheelchair, prosthesis or orthosis. Moreover, we are talking not just about the restoration of normal body functions, but also about the restoration of working capacity and the acquisition of labor skills. For example, in the United States, 10 million people with disabilities, representing 5% of the population, receive aid from the state in the amount of 7% of the total national income. One can argue with the assertion that it was the sports movement of disabled people in the West that stimulated the legislative recognition of their civil rights, but there is no doubt that the sports movement of wheelchair users in the 50s - 60s. in many countries drew attention to their capabilities and potential. The World Program of Action for Persons with Disabilities states: "The importance of sport for persons with disabilities is increasingly recognized. Therefore, Member States should encourage all sports activities for persons with disabilities, in particular through the provision of adequate means and the correct organization of these activities."

physical culture disability health

The definition of "a person with disabilities health "

The term person with disabilities appeared in Russian legislation relatively recently.

In accordance with the Federal Law of June 30, 2007 No. 120-FZ on amendments to certain legislative acts of the Russian Federation on the issue of citizens with disabilities, the words "with disabilities" used in regulatory legal acts ... are replaced by the term "with OVZ ".

This is how the concept of "a person with disabilities" was introduced. However, the legislator did not give a clear normative definition of this concept. This led to the fact that this term was perceived as equivalent or close to the term "disabled". It is necessary to specially note the fact that these concepts are not equivalent. The fact that a person has the legal status of a disabled person does not mean the need to create additional guarantees for him to exercise his right to education. And a person with disabilities, not being recognized as a disabled person in the manner prescribed by law, may have special educational needs... They imply, in particular, the possibility of studying at a university according to an adapted educational program. The concept of "persons with disabilities" covers the category of persons whose livelihoods are characterized by any limitations or lack of ability to carry out activities in a manner or within the framework that is considered normal for a person of a given age. This concept is characterized by excessiveness or insufficiency in comparison with the usual in behavior or activity, it can be temporary or permanent, as well as progressive and regressive. Persons with disabilities are people with disabilities in physical and (or) mental development, having significant deviations from normal mental and physical development, caused by serious congenital or acquired defects and, therefore, needing special conditions for training and education. Thus, the group of people with disabilities includes persons whose health condition prevents them from mastering all or certain sections of the educational program outside the special conditions of education and training. The concept of restriction is considered from different points of view and, accordingly, is differently denoted in different professional areas related to a person with impaired development: in medicine, sociology, social law, pedagogy, psychology.

In accordance with this, the concept of "a person with disabilities" allows us to consider this category of persons as having functional limitations, incapable of any activity as a result of illness, deviations or developmental deficiencies, an atypical state of health, due to the non-adaptation of the external environment to the basic needs of the individual, from - for negative stereotypes, prejudices that distinguish atypical people in the socio-cultural system.

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

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

3) persons with speech impairments;

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

5) persons with mental retardation (PDD);

6) persons with disorders of the musculoskeletal system (cerebral palsy);

7) persons with disorders of the emotional and volitional sphere;

8) persons with multiple disabilities.

Employment Information for Graduates

The code	Name of profession, specialty, area of \u200b\u200btraining	Year 2015		Year 2016		Year 2017
		Number of graduates		Number of graduates	Number of employed graduates	Number of graduates	Number of employed graduates
030600.62	History	1	1
030301.65	Psychology	1	1
035700.62	Linguistics	1	1
050100.62	Teacher Education: Informatics	1	1
080400.62	Personnel Management	1	1
050100.68	Teacher education: history education	1	1
050720.65	Physical education	1	1
030300.62	Psychology	1	1
070901	Painting / Easel painting			1	1
44.03.05	Pedagogical Education / History and Social Science			1	1
44.03.02				1	1
44.03.03	Special (defectological) education / Special psychology			2	2
06.03.01.	Biology / Bioecology					1	1
44.03.02.	Psychological and pedagogical education / Psychology and social pedagogy					1	1
44.03.02.	Psychological and pedagogical education / Psychology and social pedagogy					1	1
45.03.02.	Linguistics / Theory and methodology of teaching foreign languages \u200b\u200band cultures (German + English)					1	1
44.03.01.	Pedagogical Education / Informatics					1	1
38.03.03.	Human Resources Management / Organization Human Resources Management					1	0

Moscow State Regional University is one of the leading universities in the Moscow region. We provide admission and training for students with disabilities / disabled people (with musculoskeletal disorders, vision, hearing, and other diseases).

The creation of an inclusive / barrier-free environment at MGOU is based on the ideas of an inclusive, humanistic, accessible education for all. Below we describe the conditions created at MGOU.

The educational activities of these categories of students are carried out in accordance with:

• Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”;
• by order of the Ministry of Education and Science of the Russian Federation dated 05.04.2017 No. 301 "On approval of the procedure for organizing and implementing educational activities on educational programs higher education - bachelor's programs, specialist programs, master's programs ";
• methodological recommendations for the organization educational process for training disabled people and persons with disabilities in educational institutions of higher education, including the equipment of the educational process from 08.04.2014, No. AK-44 / 05vn.

At our university you can get education in a wide range of specialties, you can get more information on the faculties and areas of training at the link:

Availability of equipped classrooms and other facilities... Each building of MGOU has classroomsadapted for students with disabilities and disabilities. They have a fairly wide doorway, there is a ramp (for streaming audiences), classrooms are connected to a free wi-fi network, there are also specialized study tables for students with musculoskeletal disorders, special computers). MGOU libraries are equipped with a remote access system, which is available for the visually impaired, and an electronic catalog has been created similarly. MGOU has a hostel located in the immediate vicinity of the academic building (suitable for students with disabilities). The dining room is equipped with a dedicated call button (for a wheelchair user), a ramp and tactile symbols.

MGOU has equipment for creating special conditions for students with disabilities of various nosologies, educational buildings are also architecturally accessible (padus, an elevator, special toilets, a speech correction apparatus, a sound-amplifying apparatus, a braille portable display, a printer with a raised dot font, a hearing aid, a complex for children with ODE , complex for the visually impaired, Tactile pictograms, Information terminal).

Access to educational buildings. Installed ramp, automatic doors, elevator.

Access to the information. Information terminals for people with disabilities have been installed on the ground floors; in addition, an electronic educational environment has been created at MGOU, which allows distance classes and provides access to all educational materials.

Disabled students study at various faculties: Special Pedagogy and Psychology; history, political science and law; psychology; Faculty of Law, etc.

Every year, our graduates with disabilities are employed in their specialty or continue their studies on master's programs.

In addition, the MGOU has a center for comprehensive support for students with disabilities and disabled people, which provides full support to the student (information, assistance in finding a job, paperwork, creating special educational conditions, psychological support, etc.).

MGOU teachers regularly undergo advanced training in the field of working with students with disabilities, attend training seminars and internships.

Since 1996, the Faculty of Special Pedagogy and Psychology has been operating at MGOU, which trains specialists in speech therapy, oligophrenopedagogy, and special psychology to work with disabled children and children with disabilities.

The University became the basis for the creation of the Association of Specialists for Working with Children with Disabilities of the Moscow Region.

Thus, our university is accessible to everyone.

IN last years considerable attention is paid to the problems of children with special health opportunities (HH). What are these and how to solve them? Let's try to figure it out.

Disabilities of health (HIA). What it is?

In scientific literature sources it is described that a person with disabilities is distinguished by certain restrictions in daily life. These are physical, mental or sensory defects. Therefore, a person cannot perform certain functions or duties.

This condition is chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Usually, people with disabilities tend to be isolated, are characterized by low self-esteem, increased anxiety and lack of confidence in their abilities.

Therefore, work must be started from childhood. Significant attention within the framework of inclusive education should be paid to the social adaptation of disabled people.

Three-bar scale of disabilities

This is the British version of it. The scale was adopted in the eighties of the last century by the World Health Organization. It includes the following steps.

The first is called "ailment". It refers to any loss or abnormality (psychological / physiological, anatomical structure or function).

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

The third stage is incapacity (disability).

Types of ovz

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

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

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

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

4. Changes in the static-dynamic function.

Children with disabilities who belong to the first, second and fourth categories are most of of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of teaching and upbringing.

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

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

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

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

There is also a pedagogical classification of violations.

It consists of the following categories.

Children with disabilities:

• hearing (late deaf, hard of hearing, deaf);
• vision (visually impaired, blind);
• speech (different degrees);
  intelligence;
• delayed psychoverbal development (PDD);
• musculoskeletal system;
• emotional and volitional sphere.

Four degrees of health impairment

Depending on the degree of impairment of functions and adaptation capabilities, the degree of health impairment can be determined.

Traditionally, there are four degrees.

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

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

Third degree of health impairment. It corresponds to the second group of disability in an adult. There is a high severity of disorders that significantly limit the child's abilities in his life.

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

Development problems of children with disabilities

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

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

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

Social policy of the state in the field of inclusive education

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

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

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

Inclusive education

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

However, the implementation of these tasks should be carried out at all levels, from kindergarten to school. Let us dwell on these stages below.

Creation of a "barrier-free" educational environment

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

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

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

Challenges and challenges of inclusive education

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

First, the collective of children does not always accept a child with disabilities as "their own."

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

Thirdly, many parents do not want their normally developing children to go to the same class with a "special" child.

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

Children with disabilities in preschool

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

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

Children with disabilities at school

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

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

This approach leads to the fact that the adaptation of both conventionally healthy children and children with disabilities is significantly hampered. This leads to additional, often insurmountable difficulties in the implementation of the teacher's individual approach.

Therefore, children with disabilities at school cannot simply study on an equal basis with others. For a favorable result, it is necessary to create certain conditions.

Main directions of work in the system of inclusive education

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

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

Secondly, it is necessary to constantly adjust the techniques and methods of teaching and education.

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

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, the development of cognitive activity, memory and thinking, the knowledge of their personal characteristics.

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

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

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

This Federal Law is adopted in order to create a legislative framework to meet the needs of persons with disabilities in education, adaptation and integration of these persons into society.

CHAPTER I. GENERAL PROVISIONS

Article 1. Basic terms

For the purposes of this Federal Law, the main terms have the following meaning:

Special education - preschool, general and vocational education, for which persons with disabilities are provided with special conditions for obtaining education;

Person with disabilities - a person with physical and (or) mental disabilities that impede the development educational programs without creating special conditions for education;

Child - a person under the age of eighteen;

Adult - a person who has reached the age of eighteen;

Disadvantage - a physical or mental handicap, confirmed by a psychological, medical and pedagogical commission in relation to a child and a medical and social expert commission in relation to an adult, as well as in cases established by this Federal Law by a repeated examination;

Physical disability - a temporary or permanent deficiency in the development and (or) functioning of an organ (organs) of a person, or chronic somatic or infectious diseases, confirmed in the prescribed manner;

Mental defect - a duly confirmed temporary or permanent deficiency in the mental development of a person, including impaired speech, emotional-volitional sphere, including autism, a consequence of brain damage, as well as impaired mental development, including mental retardation, mental retardation, creating learning difficulties;

Complex handicap - a set of physical and (or) mental disabilities, confirmed in the prescribed manner;

Severe handicap - a duly confirmed physical or mental handicap, expressed to such an extent that education in accordance with state educational standards (including special ones) is unavailable and learning opportunities are limited to obtaining basic knowledge about the world around them, acquiring self-service skills and acquiring elementary work skills or obtaining basic vocational training;

Special conditions for obtaining education - conditions of teaching (upbringing), including special educational programs and teaching methods, individual technical teaching aids and living environment, as well as pedagogical, medical, social and other services, without which it is impossible (difficult) to master general education and professional educational programs for persons with disabilities;

Integrated learning - joint education of persons with disabilities and persons without such limitations, through the creation of special conditions for education by persons with disabilities;

General Purpose Educational Institution - an educational institution created to educate people without health limitations to receive education;

Special educational institution - an educational institution created to train people with disabilities; special educational unit - a structural unit of a general-purpose educational institution created to train people with disabilities;

Educational institution of integrated education - an educational institution of general purpose, which has created special conditions for education by persons with disabilities together with persons who do not have such limitations;

Homeschooling - mastering general education and vocational educational programs by a person who, for health reasons, temporarily or permanently does not attend an educational institution, in which teaching is carried out at home by pedagogical workers of relevant educational institutions, including using distance learning aids;

A state registered educational obligation is a registered document establishing the obligation of the state authorities of the Russian Federation or state authorities of the constituent entity of the Russian Federation to finance the education of persons with disabilities in accordance with special standards when teaching them in educational institutions of all types and types, regardless of the forms of mastering educational programs;

Full state support - provision of persons with disabilities studying in state, municipal special educational institutions - boarding schools and special educational units - boarding schools of state, municipal educational institutions of general purpose, food, clothing, footwear, soft equipment, necessary equipment and individual technical means ... Article 2. Participants in relations regulated by this Federal Law

This Federal Law regulates relations between individuals and legal entities participating in the implementation of special education:

Persons with disabilities who are citizens of the Russian Federation;

Parents (other legal representatives) of children with disabilities, as well as legal representatives or duly authorized representatives of adults with disabilities;

Pedagogical, medical and other workers involved in the implementation of special education, as well as pedagogical workers from among persons with disabilities;

State bodies, bodies local government, state, municipal, non-state organizations, their officials, as well as persons participating in the implementation of special education. Article 3. Objectives of special education

1. Special education provides people with disabilities with education in accordance with their abilities and capabilities in a learning environment adequate to their health in order to adapt and integrate (reintegrate) these people into society, including acquiring self-service skills, preparing them for work and family life.

2. If a person with disabilities is recognized as a disabled person, special education is included in the individual rehabilitation program for a disabled person in accordance with the legislation on social protection of disabled people. Article 4. Legislation of the Russian Federation in the field of education of persons with disabilities

1. The legislation of the Russian Federation in the field of education of persons with disabilities includes the Constitution of the Russian Federation, the Law of the Russian Federation "On Education", this Federal Law, other laws and other normative legal acts of the Russian Federation adopted in accordance with them, as well as laws and other regulatory legal acts of the constituent entities of the Russian Federation in the field of education of persons with disabilities.

2. When regulating legal relations in the field of education of persons with disabilities, generally recognized principles and norms of international law and international treaties of the Russian Federation are applied. If an international treaty of the Russian Federation establishes other rules than those provided by the legislation of the Russian Federation in the field of education of persons with disabilities, the rules of the international treaty shall apply. Article 5. State policy in the field of special education

1. The state provides persons with disabilities with conditions for receiving free education in accordance with their abilities and capabilities, including promoting the development of integrated education.

2. The implementation of the state policy in the field of special education is carried out on the basis of the federal target program for the development of special education, which is an integral part of the federal program for the development of education. The federal target program for the development of special education is being developed with the involvement of public associations of persons with disabilities, public associations of parents (other legal representatives) of these persons and other public associations.

3. The Russian Federation and the constituent entities of the Russian Federation provide, in accordance with the legislation, tax, customs and other benefits to organizations providing special education. Article 6. Questions of special education under the jurisdiction of the Russian Federation

1. In the field of special education, the jurisdiction of the Russian Federation shall include:

1) the establishment of federal components of special state educational standards for preschool education and general education;

2) determination of the legal status of sign language, braille system, other special means of communication, receiving and transmitting information;

3) determination of common principles and standards for creating special conditions for education by persons with disabilities and the principles of final certification of these persons;

4) approval of standard regulations on special educational institutions of the corresponding types and types; determination of the specifics of the creation, reorganization and liquidation of special educational institutions, licensing of their educational activities, as well as the specifics of certification and state accreditation of special educational institutions;

5) establishing the specifics of funding and funding standards in accordance with the state registered educational obligation;

6) the establishment of benefits provided by federal law for persons working in the field of special education;

7) organization of research activities in the field of special education;

8) organization of state control over the quality of special education and state supervision and control over the implementation of the legislation of the Russian Federation in the field of special education of persons with disabilities; creation of conditions for the participation of public associations in solving issues in the field of special education.

CHAPTER II. RIGHTS IN THE FIELD OF SPECIAL EDUCATION OF PERSONS WITH DISABILITIES AND THEIR PARENTS (OTHER LEGAL REPRESENTATIVES)

Article 7. Rights of citizens in the field of special education

1. Citizens have the right to be examined in order to receive special education and state registered educational obligations.

2. Persons with disabilities have the right to:

1) free examination by a psychological, medical and pedagogical commission or a medical and social expert commission;

2) free medical-psychological-pedagogical correction of physical and (or) mental disabilities from the moment of their detection, regardless of their severity, in accordance with the conclusion of the psychological-medical-pedagogical commission;

3) free preschool education, primary general and basic general education from the age of six to eight years in accordance with the conclusion of the psychological, medical and pedagogical commission and the individual curriculum. the terms for mastering the basic general educational programs of primary general and basic general education are determined by standard regulations on educational institutions of the corresponding types and types and cannot be less than nine years;

4) receiving free education in a special educational institution, an educational institution of integrated education, a special educational unit or in a general educational institution in accordance with psychological, pedagogical and medical indications (contraindications);

5) free education in an educational institution, regardless of its organizational and legal form in accordance with state educational standards (including special ones), regardless of the form of obtaining education, guaranteed by a state registered educational obligation;

6) provision, in accordance with social or medical indications, with vehicles for delivery to the nearest appropriate educational institution. The procedure for the provision of vehicles is established by the Government of the Russian Federation. Article 8. Rights of parents (other legal representatives) of persons with disabilities

1. Parents (other legal representatives) of a child with disabilities have the right:

1) be present at the examination of the child

The Psychological, Medical and Pedagogical Commission, to discuss the results of the examination, to challenge the conclusion of this commission in the manner prescribed by paragraph 5 of Article 23 of this Federal Law;

2) participate in the development and implementation of individual training programs;

3) to attend free of charge, with the permission of the head of the educational institution, classes in state and municipal educational institutions of secondary vocational and higher vocational education, in order to obtain special knowledge for more effective upbringing and development of the child;

4) to reimburse the costs of teaching a child in a family according to an individual curriculum in the amount of the cost of education of a child at the corresponding stage of education in a state or municipal special educational institution, determined by state funding standards, including funds allocated from the state registered educational obligation, provided execution of an individual training program;

5) receive advice on special education issues from the psychological, medical and pedagogical commission.

2. The rights specified in subparagraphs 1 and 2 of paragraph 1 of this article are also granted to other legal representatives of persons with disabilities. The provisions of subparagraph 1 of paragraph 1 of this article shall apply to legal representatives of adults with disabilities, taking into account the provisions of paragraph 7 of Article 23 of this Federal Law. Article 9. State provision of persons with disabilities

Persons with disabilities are fully supported by the state in state, municipal special educational institutions-boarding schools and special educational units - boarding schools of state, municipal educational institutions of general purpose:

Deaf and hard of hearing;

Blind and visually impaired;

With severe speech impairment;

With dysfunctions of the musculoskeletal system;

Mentally retarded;

With pronounced (deep) violations of the emotional-volitional sphere and behavior;

Have learning difficulties due to mental retardation;

With complex flaws.

CHAPTER III. ORGANIZATION OF SPECIAL EDUCATION

Article 10. Forms of obtaining special education

Persons with disabilities can receive special education in special educational institutions, special educational units, educational institutions of integrated education, educational institutions of general purpose in the forms provided for by the Law of the Russian Federation "On Education".

Article 11. Homeschooling

1. For persons who, for health reasons, temporarily or permanently do not attend educational institutions, the relevant educational authorities are obliged to organize education at home.

The list of diseases, the presence of which gives the right to study at home, is established in the manner determined by the Government of the Russian Federation.

2. Homeschooling is carried out by an educational institution in which the persons specified in paragraph 1 of this article are constantly studying, or by the relevant educational institution that is closest to their place of residence, which has state accreditation, on the basis of the conclusion of a medical institution for children with somatic diseases, or on the basis of a psychological, medical and pedagogical commission or a medical and social expert commission in other cases. Homeschooling is carried out on the basis of an agreement between the educational administration, the educational institution, the student and (or) its legal representatives.

The form of the contract for homeschooling is approved by the federal state educational authority.

3. Homeschooling is funded in accordance with Article 29 of this Federal Law. Article 12. Education in a stationary medical institution

1. In order to realize the right of citizens to education, create conditions for its receipt, educational authorities and health authorities are obliged to organize education for children with disabilities who are undergoing long-term (more than twenty-one days) treatment in inpatient medical institutions, in accordance with general education programs.

2. The general educational institution at the location of the inpatient medical institution provides education for children in various forms. Organizational issues of education are regulated by an agreement between the inpatient medical institution and the general educational institution.

The form of an agreement on the organization of training in a stationary medical institution is approved by the relevant federal executive authorities, whose competence includes issues of education and health care.

3. Education in an inpatient medical institution is funded in accordance with Article 29 of this Federal Law. Article 13. Studying at a general educational institution

1. Persons with disabilities have the right to study in an educational institution of general purpose in accordance with the law of the Russian Federation "On Education" in the presence of an appropriate conclusion of the psychological, medical and pedagogical commission or the medical and social expert commission.

2. Persons with disabilities studying at a general-purpose educational institution have the right to use the services of an assistant during classes if there is a corresponding recommendation in the conclusion of the commissions specified in paragraph 1 of this article.

The rights and obligations of the assistant can be established by local acts of the educational institution. Article 14. Integrated learning

1. For persons with disabilities, integrated education is organized in accordance with psychological, pedagogical and medical indications (contraindications), if the educational institution of integrated education has the necessary special conditions for obtaining education. An educational institution of integrated education does not have the right to refuse such persons in admission to training due to their physical and (or) mental disabilities in the absence of contraindications to training and (or) vocational education and restrictions for working in a specific profession (specialty).

In an educational institution of integrated education, the number of persons with disabilities should not be more than twenty percent of the total number of students, pupils.

An educational institution of integrated education, from the day a person with disabilities is enrolled in it, enjoys the right to finance it from the federal budget and (or) from the budget of the constituent entities of the Russian Federation in the amount established by the state registered educational obligation.

2. The joint education and upbringing of persons with mental or complex disabilities and persons without such disabilities should not adversely affect the learning outcomes of persons without such disabilities. persons with mental or complex disabilities who successfully master the educational program of an educational institution of integrated education may be expelled for the impossibility of joint training from this educational institution on the basis of a decision of the council of the educational institution in agreement with the psychological, medical and pedagogical commission. At the same time, the executive authorities, whose competence includes education issues, within a month, take measures to continue these persons training in an adequate form for them. Article 15. Special educational institutions

1. In the Russian Federation, special educational institutions are created and operate, the types and types of which are determined in accordance with the educational programs they implement, rehabilitation activities and the age of students and pupils.

2. In the Russian Federation, special educational institutions may be created and operated for persons:

1) with speech disorders - severe speech disorders, phonetic-phonemic speech underdevelopment and impaired pronunciation of certain sounds;

2) with hearing impairment - deaf, hard of hearing and late deaf;

3) with visual impairments - blind, visually impaired and late-blind, with strabismus and amblyopia;

4) with mental disorders - mental retardation, mentally retarded, with deep mental retardation;

5) with dysfunctions of the musculoskeletal system;

6) with complex disorders, including deaf-blindness;

7) with disorders of the emotional-volitional sphere and behavior;

8) susceptible to chronic somatic or infectious diseases.

Special educational institutions can be created for joint training of persons with various physical and (or) mental disabilities, if this does not interfere with the successful development of educational programs and there are no medical contraindications for such training. Article 16. Speech therapy service

1. To provide assistance to children with various speech disorders and studying in general educational institutions, a speech therapy service is organized.

Based on the number of children in need of speech therapy assistance, this assistance can be carried out through:

Introduce the position of a speech therapist to the staff of a general-purpose educational institution;

Creation of a speech therapy office in the structure of the education management body;

Creation of a speech therapy center - an institution with the rights of a legal entity.

2. The standard regulation on speech therapy service is approved by the federal executive body, which is responsible for education issues. Article 17. Rehabilitation centers

1. For the purpose of teaching and (or) educating persons with complex and (or) severe disabilities, rehabilitation centers of various profiles are established. State rehabilitation centers (at least one in each constituent entity of the Russian Federation) are created by the federal executive body.

2. The tasks of the rehabilitation centers are the formation of communication and self-service skills, elementary work skills and the organization of classes according to individual educational programs.

Classes in rehabilitation centers are organized according to individual and (or) group training programs with the number of students in a group of no more than ten people, and with a complex defect - no more than six people.

3. The rehabilitation center is a legal entity. The standard regulation on the rehabilitation center is approved in the manner established by the Government of the Russian Federation. Article 18. Peculiarities of admission to educational institutions of persons with disabilities

Admission to educational institutions of persons with disabilities is carried out in accordance with the procedure established by the Law of the Russian Federation "On Education", and on the basis of the conclusion of the psychological, medical and pedagogical commission or the medical and social expert commission. Article 19. Transfer of persons with disabilities from special educational institutions to other educational institutions

1. Transfer of persons with disabilities from special educational institutions of one type or type to special educational institutions of another type or type, to educational institutions of integrated education or to educational institutions of general purpose is carried out on the basis of the conclusion of the psychological, medical and pedagogical commission or medical and social an expert commission and with the consent of the parents (other legal representatives) of minor children.

The issue of transfer is considered, as a rule, after a year from the date of admission to a special educational institution, if an earlier period of re-examination does not correspond to the interests of the student, pupil.

2. In the event of the reorganization or liquidation of a special educational institution, the educational management body, which is subordinate to this institution, ensures the transfer of students, pupils, with their consent or with the consent of their parents (other legal representatives), to other special educational institutions or to the corresponding educational institutions of integrated education. Article 20. Special educational institutions of a closed type. Special educational units of educational institutions created at institutions performing

Criminal penalties in the form of imprisonment

1. For children with physical and (or) mental disabilities, who have committed socially dangerous acts, who have reached the age of eleven years and who have been recognized as socially dangerous in court, special educational institutions of a closed type are created, the founders of which can only be federal executive bodies and executive bodies. authorities of the constituent entities of the Russian Federation.

The sending of such children to special educational institutions of a closed type is carried out by a court decision, taking into account the opinion of the psychological, medical and pedagogical commission in the manner prescribed by federal law.

2. In educational institutions created at institutions executing criminal punishments in the form of imprisonment, special educational units are created for convicted persons with disabilities. Article 21. Special state educational standards

1. For persons with disabilities, whose education in accordance with state educational standards is impossible due to the peculiarities of their physical and (or) mental disabilities, special state educational standards are established. Special state educational standards for vocational education are not established.

2. The procedure for the development, approval and introduction of special state educational standards is determined by the Government of the Russian Federation. Article 22. Features of the final certification of persons with disabilities.

1. The final certification of persons with physical disabilities and who have mastered educational programs of the appropriate level is carried out in accordance with the law of the Russian Federation "On Education".

2. The final attestation of persons with mental or complex disabilities and who have mastered educational programs for special educational institutions is carried out in the manner established by the federal executive body, which is responsible for education issues. Article 23. Psychological, medical and pedagogical commissions, medical and social expert commissions

1. Diagnostics of the physical and (or) mental disabilities of children, the establishment of their rights to special education and the creation of special conditions for receiving education, as well as consulting parents (other legal representatives) on all issues about the physical and (or) mental disabilities of children are carried out by constant interagency psychological, medical and pedagogical commissions.

Psychological, medical and pedagogical commissions are created at the rate of, on average, one commission for ten thousand children living in a given territory, but at least one psychological, medical and pedagogical commission on the territory of each constituent entity of the Russian Federation.

For scientific and methodological service

The psychological, medical and pedagogical commission and the resolution of conflicts between the commission and the parents (other legal representatives) of children with disabilities are created federal psychological, medical and pedagogical centers at the rate of one center for ten commissions, but no more than one psychological, medical and pedagogical center on the territory of each subject of the Russian Federation. If the number of commissions is less than ten in one subject of the Russian Federation, one federal psychological, medical and pedagogical center is created for several subjects of the Russian Federation. The creation of federal psychological, medical and pedagogical centers is carried out in agreement with the state authorities of the constituent entity of the Russian Federation, on the territory of which it is being created.

The procedure for the creation of psychological, medical and pedagogical commissions and federal psychological, medical and pedagogical centers and standard provisions on them are established by the Government of the Russian Federation.

2. The main functions of the psychological, medical and pedagogical commission are:

1) conducting the earliest possible free psychological, medical and pedagogical examination of children, identifying the peculiarities of their development in order to establish a diagnosis and determine adequate special conditions for obtaining education;

2) certification of the rights of a child with disabilities to special education, drawing up an appropriate opinion;

4) confirmation, clarification and change of a previously established diagnosis;

5) advising parents (other legal representatives) of children with disabilities;

6) advising pedagogical, medical and social workers on issues related to special conditions for children to receive education, their rights and the rights of parents (other legal representatives);

7) the formation of a databank on children with disabilities, childhood pathology (failure) and the provision of the collected information to the relevant educational authorities, health authorities and social protection authorities.

3. The composition of the psychological, medical and pedagogical commission must include:

Psychologist;

Doctors - psychiatrist, neuropathologist, orthopedist, otolaryngologist, ophthalmologist, therapist (pediatrician), physiotherapist;

Specialists in the field of special education - speech therapist, oligophrenopedagogue, deaf teacher, typhlopedagogue, social educator;

The work of the psychological, medical and pedagogical commission is attended by representatives of the relevant educational authorities, health authorities and social protection authorities.

4. Sending children to the psychological, medical and pedagogical commission is carried out at the request of the parents (other legal representatives), a court decision, as well as with the consent of the parents (other legal representatives) at the initiative of the relevant educational authorities, health authorities, social protection authorities, educational institutions, health care institutions, social protection of the population or public associations dealing in accordance with their constituent documents with the protection of the rights of persons with disabilities. When sending children for examination by a court decision, the consent of the parents (other legal representatives) is not required.

Health care institutions are obliged to send a child to the psychological, medical and pedagogical commission within ten days when clear signs of physical and (or) mental disabilities are established in him in order to determine special conditions for receiving education.

5. The results of the examination of the child are reflected in the conclusion of the psychological, medical and pedagogical commission, which is the basis for sending the child with the consent of the parents (other legal representatives) to a special educational institution, for organizing home education or for sending to educational institutions of integrated education. The members of the psychological, medical and pedagogical commission are obliged to keep professional secrets, including to observe the confidentiality of the conclusion.

In case of disagreement of the parents (other legal representatives) with the conclusion of the psychological, medical and pedagogical commission, within a month from the date of their submission of the application, the corresponding psychological, medical and pedagogical center shall conduct a second examination.

The conclusion of the re-examination can be appealed to the court. 6. Psychological-medical-pedagogical commission and

The Psychological, Medical and Pedagogical Center are legal entities.

7. The functions of the psychological, medical and pedagogical commission in relation to adults are performed by medical and social expert commissions.

The appeal of the conclusions of the medical and social expert commissions is carried out in the manner prescribed by the legislation of the Russian Federation. Article 24. Documents certifying the right to receive special education

1. The right to receive special education is certified by a document issued to a child (his legal representative) by a psychological, medical and pedagogical commission or an adult (his legal representative) by a medical and social expert commission. The form of the document is established in the manner determined by the Government of the Russian Federation.

2. Special conditions for obtaining education are determined on the basis of the conclusion of the psychological, medical and pedagogical commission or the medical and social expert commission.

3. On the basis of the documents specified in clauses 1 and 2 of this article, the executive authority, which is responsible for the financing of education, issues a state registered educational obligation to a person with disabilities (his legal representative). A state registered educational obligation cannot be a subject of civil circulation, including sale and purchase and a pledge, about which a corresponding entry is made in the state registered educational obligation.

The form of the state registered educational obligation, the procedure for calculating its price and the procedure for obtaining this obligation are established by the Government of the Russian Federation.

4. Officials of the psychological, medical and pedagogical commissions and medical and social expert commissions, in accordance with the legislation of the Russian Federation, are responsible for the accuracy of the information contained in the documents specified in paragraphs 1 and 2 of this article. Persons guilty of a deliberately incorrect conclusion, illegal issuance of documents specified in clauses 1, 2 and 3 of this article by a psychological, medical and pedagogical commission or a medical and social expert commission shall bear disciplinary, administrative, property and criminal liability established by the legislation of the Russian Federation ...

CHAPTER IV. ADMINISTRATION OF THE SPECIAL EDUCATION SYSTEM

Article 25. Bodies of administration of special education

1. Management of special education in the Russian Federation is carried out by the federal executive body, whose competence includes education issues, and by the relevant executive bodies of the constituent entities of the Russian Federation.

2. The executive authorities, whose competence include education issues, adopt and implement joint programs and conduct joint activities aimed at protecting the health of citizens, preventing disability, social adaptation of persons with disabilities, prevention of offenses, medical and social rehabilitation of persons with disabilities. health opportunities. Interdepartmental commissions can be established to coordinate these activities, exchange information and experience on special education issues.

The executive authorities, whose competence includes education issues, inform the psychological, medical and pedagogical commissions, the psychological, medical and pedagogical center and medical and social expert commissions about their decisions in the field of special education. Article 26. Peculiarities of reorganization and liquidation of special educational institutions, Reorganization and liquidation of state, municipal special educational institutions, can be carried out if the students, pupils are guaranteed to continue their studies in adequate special conditions for obtaining education. During the reorganization and liquidation of non-state special educational institutions, students and pupils are guaranteed the realization of their rights to education in state, municipal educational institutions of the corresponding types and types. Article 27. Features of licensing of educational activities of special educational institutions, their certification and state accreditation

1. Licensing of educational activities of special educational institutions is carried out in accordance with the Law of the Russian Federation "On Education" subject to the following conditions:

1) a license for the right to conduct educational activities is issued to educational institutions of vocational education, special educational institutions by the federal state educational administration, with the exception of special preschool educational institutions, special educational institutions for children with mental retardation and (or) mentally retarded children.

2) a special subject of examination is the availability of special conditions for obtaining education, for non-state special educational institutions also the possibility of financing them in accordance with the established standards.

2. Certification and state accreditation of a special educational institution are carried out in the manner prescribed by the Law of the Russian Federation "On Education", subject to the following conditions:

1) certification of a special educational institution is carried out with a positive result of the final certification of at least half of the graduates in the past academic year;

2) state accreditation of a special educational institution is carried out only by the federal state educational administration. Article 28. Control over activities in the field of special education

1. Control over activities in the field of special education shall be carried out by the relevant executive authorities and local self-government bodies within their competence in the forms provided for by laws and other regulatory legal acts.

Control over the activities of state, municipal educational institutions in which persons with disabilities study are carried out by their founders.

2. Public control over activities in the field of special education is carried out by public associations that, in accordance with their constituent documents, are concerned with protecting the rights of persons with disabilities.

3. The supervision over the implementation of the legislation on special education shall be carried out by the prosecution authorities.

CHAPTER V. PROVISION OF CONDITIONS FOR OBTAINING SPECIAL EDUCATION

Article 29. Financing of special education

1. Financing of an educational institution in which a person with disabilities studies is carried out by the founder, as well as at the expense of the federal budget or the budget of the corresponding constituent entity of the Russian Federation in the amount established by the state nominal educational obligation.

2. Financing of special education is carried out in the amount of the federal funding standard established for general educational institutions of the corresponding types and types in accordance with the Law of the Russian Federation "On Education".

At the expense of state registered educational obligations, payments are made for the creation of special conditions for education by persons with disabilities, the provision of these persons with textbooks, teaching aids, individual technical training aids and vehicles.

3. At the expense of the federal budget, expenditures are made to ensure the state registered educational obligations of persons with disabilities studying in educational institutions of vocational education, as well as in special educational institutions, with the exception of special preschool educational institutions, special educational institutions for children with mental retardation. development and (or) mentally retarded children.

4. The standards for financing state registered educational obligations at the expense of the federal budget are established in the manner determined by the law of the Russian Federation "On Education" for financing state and municipal educational institutions.

5. The state registered educational obligation is fulfilled when the person (his legal representative) transfers the documents provided for in Article 24 of this Federal Law to the administration of the educational institution to which the person is admitted for training.

6. Persons with disabilities enrolled in general-purpose educational institutions that do not have special educational units are not issued with state registered educational obligations.

If, according to the conclusion of the psychological, medical and pedagogical commission or the medical and social expert commission, the training of persons with disabilities is impossible without an assistant, then the labor costs of the student assistant and the cost of individual technical teaching aids shall be reimbursed in the manner determined for the state registered educational obligation and in in amounts not exceeding the size of the state registered educational obligation.

7. Financing of the speech therapy service is carried out by its founders.

8. The home education of persons with somatic diseases carried out on the basis of the conclusion of the medical institution, as well as their education during their stay in the inpatient medical institution, shall be financed by the educational institution in which these persons are constantly trained. Homeschooling of persons with disabilities, carried out on the basis of the conclusion of the psychological, medical and pedagogical commission or the medical and social expert commission, is financed from the state registered educational obligations.

9. Creation of the necessary conditions for the teaching activity of a specialist with disabilities is carried out at the expense of the founder of the corresponding educational institution. Article 30. Material and technical base of special educational institutions, educational institutions of integrated education and special educational units.

1. For a special educational institution, an educational institution of integrated education and a special educational unit in order to ensure the activities provided for by their charters, the founder (founders) or the body authorized by the owner assigns objects of ownership in accordance with the legislation of the Russian Federation.

2. The material and technical base of such educational institutions or educational units, depending on their types and types, includes premises, facilities necessary for students, pupils, as well as equipment and individual technical aids for training persons with disabilities, including for organization of correctional and rehabilitation rooms, organization of sports and mass events, catering, provision of medical services, recreational and treatment-and-prophylactic measures, household and sanitary and hygienic services, performing other functions provided for by the charter of the relevant educational institution or educational unit. Article 31. Scientific and methodological support of special educational institutions, educational institutions of integrated education and special educational subdivisions 1. The publication of textbooks and teaching aids for special educational institutions, educational institutions of integrated education and special educational subdivisions is carried out at the expense of the federal budget.

2. The Government of the Russian Federation provides scientific and methodological support for special educational institutions, educational institutions of integrated education and special educational units through its authorized bodies and institutions.

3. When developing and approving the federal budget, expenses are provided for scientific research in the field of special education.

CHAPTER VI. PROVISION OF SPECIAL EDUCATION WITH STAFF.

Article 32. Training of specialists in the field of special education.

1. Training of specialists in the field of special education is carried out in specialized educational institutions of secondary vocational and higher vocational education, in educational institutions of postgraduate vocational education, as well as in special faculties and courses of educational institutions of secondary vocational and higher vocational education.

2. The obligatory minimum of the content of the basic educational programs of secondary pedagogical and higher pedagogical education, established by the federal component of the corresponding state educational standard, includes the study of the basics of defectology and correctional pedagogy. Article 33. Social guarantees and benefits for employees participating in the implementation of special education.

1. Employees participating in the implementation of special education, in addition to the rights and benefits established by the legislation of the Russian Federation for employees of educational institutions, are granted the right to wages at an increased by 15-30 percent tariff rates (salaries), depending on the types and types of educational institutions, as well as the complexity of the work performed.

The list of relevant positions and jobs is approved in the manner determined by the Government of the Russian Federation.

2. In the event of an increase by the decision of the founder of the number of students, pupils in classes (groups) in excess of the standard number established for an educational institution of the corresponding type or type, the tariff rates (salaries) of employees specified in paragraph 1 of this article shall be increased by one percent for each the percentage of exceeding the normative number of students, pupils.

3. A blind teacher of the corresponding educational institution shall have the right to have a secretary, whose work is paid at the expense of the founder.

CHAPTER VII. INTERNATIONAL ACTIVITIES OF THE RUSSIAN FEDERATION IN THE FIELD OF SPECIAL EDUCATION.

Article 34. International activities of the Russian Federation in the field of special education.

1. The Russian Federation carries out international activities in the field of special education and contributes to the development of the international community in the field of special education, including on the basis of international treaties of the Russian Federation.

2. Bodies, institutions, state and non-state organizations associated with special education, interested individuals have the right to participate in international programs and projects in the field of special education, including the training of specialists.

3. Bodies, institutions, state and non-state organizations associated with special education are entitled, in accordance with the legislation of the Russian Federation:

1) establish links with foreign and international organizations of special education, including conducting joint research, exchange of specialists, technologies, programs, students, pupils;

2) create, with the participation of foreign persons, special educational institutions, as well as organizations to ensure their activities;

3) carry out independently foreign economic activity. CHAPTER VIII. FINAL AND TRANSITIONAL PROVISIONS

Article 35. Procedure for the entry into force of this Federal Law.

This Federal Law shall enter into force from the day of its official publication, with the exception of Clause 2 of Article 37, paragraphs 1 and 3 of Clause 3 of Article 37, Clause 2 of Article 38 of this Federal Law. Subparagraph 6 of paragraph 2 of Article 7 of this Federal Law shall enter into force on September 1, 2001. Article 36. Application of previously adopted laws and other normative legal acts in the field of special education.

Laws and other regulatory legal acts in the field of special education that were in force on the territory of the Russian Federation prior to the entry into force of this Federal Law shall be applied in the part that does not contradict this Federal Law, issued on its basis to other regulatory legal acts of the Russian Federation, laws and other regulatory legal acts of the constituent entities of the Russian Federation. Article 37. Procedure for Implementation of Certain Provisions of this Federal Law.

1. Expenses for the implementation of the provisions of this Federal Law shall be financed from the federal budget, unless otherwise provided by this Federal Law or an agreement between the Russian Federation and the subject (s) of the Russian Federation.

2. Creation of special conditions for obtaining education in state educational institutions is carried out at the expense of the founders and must be completed by September 1, 2001.

3. Creation of psychological, medical and pedagogical commissions at the rate of one commission for no more than one hundred thousand children living in a given territory, but at least one psychological, medical and pedagogical commission on the territory of each subject of the Russian Federation must be completed by January 1, 2000 year, in accordance with paragraph 1 of Article 23 of this Federal Law - until September 1, 2005.

The Russian Federation provides subsidies to the constituent entities of the Russian Federation in the event of a lack of funds to finance psychological, medical and pedagogical commissions.

The creation of federal psychological, medical and pedagogical centers should be completed by January 1, 2000. Targeted admission of students to educational institutions of higher professional education is planned taking into account the provision of psychological, medical and pedagogical commissions, psychological, medical and pedagogical centers and medical and social expert commissions with appropriate specialists. Article 38. On bringing the regulatory legal acts of the Russian Federation in line with this Federal Law.

1. To propose to the President of the Russian Federation to instruct the Government of the Russian Federation to bring its legal acts in accordance with this Federal Law.

2. The normative legal acts provided for by this Federal Law must be issued before January 1, 2000.

Disabled children, invalids of groups I and II, invalids from childhood, invalids due to military injury or illness received during the passage military service are eligible for admission to training at the expense of budgetary allocations within the established quota.

The admission quota for these categories of applicants is set annually by the Moscow State Pedagogical University in the amount of at least 10 percent of the total volume of control figures allocated by the Moscow State Pedagogical University for the next year, by areas and profiles of training.

Acceptance of documents for participation in the competition is carried out on time

For 1 year of bachelor's degree for full-time and part-time studies:

• from June 18 to July 10 - from persons applying for training in areas of training, upon admission to which additional entrance tests of a creative and (or) professional orientation are carried out and persons entering training based on the results of other entrance examinationsheld by MSGU independently;
• from June 18 to July 26 - from persons entering the Moscow State Pedagogical University only on the basis of the USE results.

For 1 year of bachelor's degree for correspondence courses - from June 18 to September 6.
The list of mandatory documents includes:

The list of required documents for applicants to the Bachelor's programs:

Statement of the established form

Passport and copy

Education document*
(or copy)

2 photos, size 3x4

COPY
REFERENCES 086-U **

** for those who enroll in the areas of training:

• 44.03.01 "Pedagogical education",
• 44.03.02 "Psychological and pedagogical education",
• 44.03.03 "Special (defectological) education",
• 03.44.05 "Pedagogical education" (with two training profiles).

To use the right to participate in the competition for places within a special quota, you need to provide a document confirming disability (if it is necessary to create special conditions during admissions tests, a document confirming disabilities or disabilities that require the creation of these conditions).

Information about the specifics of the entrance examinations for people with disabilities, disabled people

If you are a person with disabilities, disabled people, remember that you can not take the exam, but participate in the entrance tests conducted by the University.

Entrance examinations at MSPU are traditionally held in writing (with the exception of two subjects - literature and foreign language) on examination materials formed on the basis of the federal state educational standard of secondary (complete) general education. The entrance test in the Russian language is carried out in the form of presentation.

We will definitely provide for you unhindered access to classrooms, restrooms and other premises, we will ensure the convenience of staying in the building of the Moscow State Pedagogical University during the entrance examinations. Teachers and assistants will help you cope with all the difficulties that arise (take a workplace, move around, read and complete the assignment) and ensure that the following requirements are met:

1. Entrance tests are held in a separate auditorium.
2. The number of applicants in one classroom should not exceed 12 people (but if it is not difficult for you to have more applicants in the audience, including those with no disabilities, you will be able to pass the entrance examinations with them).
3. According to your written application submitted before the start of the entrance test, the time of the entrance test in relation to the time holding the exam on the relevant general education subject, may be increased, but not more than 1.5 hours.
4. You will be provided with printed instructions on the procedure for conducting admissions tests.
5. In the process of passing the entrance test, you will be able to use the necessary technical means.

We guarantee during the admissions tests:

and) for the blind: that the tasks of the entrance tests and instructions will be read to you by the assistant, and the answers to the written assignments you can dictate to the assistant;
b) for the visually impaired: provision of individual uniform illumination of at least 300 lux and (if necessary) the presence of a magnifying device; all tasks and instructions will be issued in an enlarged font (size 16 - 20);
in) for the deaf and hard of hearing: availability of sound amplifying equipment for collective and (if necessary) individual use, as well as the help of a sign language interpreter;
e) for people with musculoskeletal disorders: the ability to dictate the answers to the written assignments to the assistant or (optionally) to pass the test orally.