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 accept and train students from disabilities health / disabled people (with impairment of the musculoskeletal system, vision, hearing, with 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.

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

Definition of "person with disabilities"

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, who is not 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.

Acting

(as amended on December 14, 2016)

On the education of persons with disabilities in the city of Moscow

CITIES OF MOSCOW

On the education of persons with disabilities in the city of Moscow

Document with changes made:
(Official website of the Moscow City Duma www.duma.mos.ru, 07.07.2014);
(Official website of the Moscow City Duma www.duma.mos.ru, 26.12.2016).
____________________________________________________________________

This Law regulates relations related to the realization of the right of persons with disabilities to education of any level and orientation in accordance with their abilities and capabilities, for the purpose of social integration of these persons, including their acquisition of self-service skills, preparation for work, including professional, activities and family life.

Chapter 1. General provisions

Article 1. Scope of this Law

This Law applies to:

1) disabled children, other persons who are not recognized as disabled children in the prescribed manner, but who have temporary or permanent disabilities and need to create special conditions for education (upbringing), as well as disabled people and other persons with disabilities over the age 18 years of age studying in basic vocational educational programs of primary vocational, secondary vocational and higher vocational education;

2) parents (legal representatives) of the persons specified in paragraph 1 of this article;

3) teaching and other workers involved in the education and training of persons with disabilities, as well as teaching staff from among persons with disabilities;

4) executive authorities of the city of Moscow, state educational institutions of the city of Moscow (hereinafter referred to as state educational institutions) and non-state educational organizations, relevant officials and managers, as well as associations of legal entities, public and state-public associations operating in the field of education.
(Clause as amended, entered into force on July 15, 2014 by the Law of the city of Moscow dated June 25, 2014 N 37.

Article 2. Basic concepts

For the purposes of this Law, the following basic concepts are applied:

1) limitation of health capabilities - any loss of mental, physiological or anatomical structure or function or deviation from them, entailing a complete or partial limitation of the ability or ability to carry out everyday, social, professional or other activities in a manner and to the extent that are considered normal for a person, other equal age, social and other factors. Depending on the extent to which compensation or recovery is possible, the disability may be temporary or permanent;

2) special conditions of education (upbringing) - special educational programs and teaching methods, textbooks, teaching aids, didactic and visual materials, technical teaching aids for collective and individual use (including special), means of communication and communication, sign language interpretation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access of all categories persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free environment for life, without which the development of educational programs by persons with disabilities is impossible (difficult);

3) inclusive education - joint education (upbringing), including the organization of joint training sessions, leisure activities, various types of additional education, persons with disabilities and persons without such limitations;

4) early assistance - family-oriented complex psychological, pedagogical and medico-social assistance to children of infancy and early childhood who have developmental disorders of various functions or deviations from them, as well as the risks of their occurrence at an older age, and those in crisis situations to families raising such children.

Article 3. Provision of state guarantees of the right of persons with disabilities to receive education

1. The executive authorities of the city of Moscow create conditions for persons with disabilities to receive education of any level in state educational institutions in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow by:
The law of the city of Moscow dated June 25, 2014 N 37.

1) conducting a free examination by the psychological, medical and pedagogical commission;

2) the implementation of a free qualified psychological, medical and pedagogical correction of health limitations (hereinafter referred to as the correction of health limitations) from the moment of their detection, regardless of their severity, in accordance with the medical opinion and (or) the conclusion of the psychological, medical and pedagogical commission;

3) creation in state educational institutions of special conditions of education (upbringing) for persons with disabilities in accordance with psychological, pedagogical and medical indications (contraindications), medical opinion and (or) the conclusion of the psychological, medical and pedagogical commission;

4) creating conditions for the rehabilitation and habilitation of persons with disabilities using methods physical culture and sports in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow on the basis of recommendations of an individual rehabilitation or habilitation program or a medical opinion;
The law of the city of Moscow of December 14, 2016 N 47.

5) providing an opportunity, taking into account medical recommendations and (or) recommendations of the psychological, medical and pedagogical commission, to receive education in state educational institutions of any type and type in the forms provided for by federal legislation, laws and other regulatory legal acts of the city of Moscow;

6) provision of disabled people, including disabled children, with computer equipment, communication facilities and software when receiving education at home using distance learning educational technologies;

7) providing people with disabilities, including disabled children, in accordance with medical and social indications, with transport services for the period of education to visit state educational institutions;

8) providing the opportunity to use the services of sign language interpreters, assistants on the basis of recommendations of an individual rehabilitation or habilitation program or a medical opinion;
(Clause as amended, entered into force on January 6, 2017 by the Law of the city of Moscow dated December 14, 2016 N 47.

9) providing an opportunity to study in additional educational programs and receive additional educational correction services;

10) providing an opportunity to master basic and additional professional educational programs, taking into account individual psychophysical characteristics and capabilities based on the choice of a work profile;

11) ensuring employment after graduation in accordance with the received education and (or) professional training in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow;

12) securing other rights and guarantees in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.

2. The executive authorities of the city of Moscow ensure the organization of information and educational work with citizens in order to form positive ideas about persons with disabilities and to prevent discrimination in all spheres of life.
The law of the city of Moscow dated June 25, 2014 N 37.

3. The executive authorities of the city of Moscow are implementing joint programs and activities aimed at protecting the health of citizens, preventing disability, improving the education and training of persons with disabilities, their social adaptation based on an individual rehabilitation or habilitation program or a medical opinion, ensuring unhindered access for persons with disabilities to the facilities of the social, transport and engineering infrastructure of the city of Moscow. Interdepartmental commissions can be created to coordinate this activity, exchange information and experience.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37 by the Law of the City of Moscow dated December 14, 2016 N 47.

4. The organizational basis of the policy of the city of Moscow to ensure the state guarantees of the right of persons with disabilities to receive education are the state programs of the city of Moscow.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

Article 4. Participation of parents (legal representatives) in the education and training of persons with disabilities

The executive authorities of the city of Moscow create conditions that provide the opportunity for parents (legal representatives) of persons with disabilities:
(The paragraph as amended, entered into force on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.

1) choose an educational institution (taking into account the medical opinion and (or) the conclusion (recommendations) of the psychological, medical and pedagogical commission);

2) choose the forms of education (taking into account the medical opinion and (or) the conclusion (recommendations) of the psychological, medical and pedagogical commission);

3) be present at the examination of the child by the psychological, medical and pedagogical commission, discuss the results of the examination, get acquainted with the conclusion and challenge it in the central (city) psychological, medical and pedagogical commission and in court;

4) participate in the development and implementation of an individual curriculum, individual education and training programs;

5) attend, in agreement with the administration of the educational institution, classes in the relevant educational institution in order to participate in the process of education and training of a person with disabilities;

6) to receive advice on the upbringing and education of a child with disabilities at the place of their education, as well as in psychological, medical and pedagogical commissions and institutions providing psychological, pedagogical and medical and social assistance;

7) participate in the management of an educational institution;

8) receive reimbursement of the costs of educating a child in a family in the amount determined by the standards of financial costs per student in a state educational institution of the corresponding type and type;

9) enjoy other rights and guarantees in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.

Chapter 2. Organization of education and training of persons with disabilities

Article 5. Forms of organizing the educational process for persons with disabilities studying in basic and additional general education programs of primary general, basic general, secondary (complete) general education

1. The executive authorities of the city of Moscow create conditions for the inclusive education of persons with disabilities in state educational institutions.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

2. For persons with disabilities who are unable to receive inclusive education, classes (groups) of compensatory education, special (correctional) classes (groups) are opened in state educational institutions.

3. For persons with disabilities who are unable to study full-time, conditions are created for receiving education in other forms, including using distance learning technologies.

4. Organization of the activities of classes (groups) for persons with disabilities for the implementation of educational programs, including the definition of admission rules, the maximum occupancy of classes (groups), requirements for the content of education and the organization of the educational process, the provision of rights, social guarantees and measures of social support to students and employees, carried out in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow.

5. In order to overcome the limitations of the students' health, the correction of such limitations is carried out.

6. Correction of health limitations is carried out directly by the state educational institution, if the number of persons with disabilities enrolled in full-time education exceeds six people. If the number of such students is less than six people, the correction of health limitations is carried out on the basis of an agreement between a state educational institution in which persons with disabilities study, with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution. The approximate form of the agreement is approved by the executive authority of the city of Moscow authorized by the Moscow Government.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

Article 6. Preschool educational institutions that carry out the correction of health disabilities and special (correctional) educational institutions

1. The executive authorities of the city of Moscow create preschool educational institutions for persons with disabilities that carry out the correction of disabilities, as well as special (correctional) educational institutions.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

2. Preschool educational institutions that carry out the correction of health limitations are created for people with:

1) hearing impairment - deaf, hard of hearing and late deaf;

2) visual impairment - blind, visually impaired and late-blind, with strabismus and amblyopia;

3) speech disorders - general underdevelopment speech of different etiology, underdevelopment of the phonetic-phonemic side of speech, stuttering and other speech disorders;

4) disorders of the musculoskeletal system;

5) mental retardation of various genesis;

6) mental retardation, including severe mental retardation;

7) complex defects, including deaf-blindness;

8) disorders of the emotional-volitional sphere and behavior;

9) other developmental disorders.

3. Special (correctional) educational institutions are created for deaf, hearing impaired and late-deaf, blind, visually impaired and late-blind children, children with severe speech impairments, musculoskeletal disorders, mental retardation, for mentally retarded children and children with other disabilities ...

4. Preschool educational institutions that carry out the correction of health disabilities, as well as special (correctional) educational institutions may be created for joint education of persons with various disabilities, if such training does not interfere with the successful development of educational programs and there are no corresponding medical contraindications.

5. In preschool educational institutions that carry out the correction of health limitations, as well as in special (correctional) educational institutions, purposeful work is carried out to correct the health limitations of students, pupils and their social integration in the implementation of basic and additional general educational programs, additional educational programs and programs before vocational training.

6. In preschool educational institutions that carry out the correction of health disabilities, as well as in special (correctional) educational institutions, groups of short-term stay may be opened or special educational units can be created to carry out, according to the profile of the institution, the correction of disabilities and social integration of persons with disabilities, students in other educational institutions, in the conditions of a medical organization providing medical care in stationary conditions, at home, as well as those receiving education in other forms (except full-time).
The law of the city of Moscow of December 14, 2016 N 47.

7. Specialists of preschool educational institutions that correct health limitations and special (correctional) educational institutions provide advice to teachers of other educational institutions and parents (legal representatives) of persons with disabilities on their education and training. The procedure for rendering such assistance is determined by the executive authority of the city of Moscow authorized by the Moscow Government.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

Article 7. Homeschooling

1. For persons who for health reasons temporarily or permanently do not attend educational institutions, with the consent of their parents (legal representatives), the executive authorities of the city of Moscow create conditions for home education.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

2. Homeschooling is carried out by educational institutions on the basis of a medical certificate. The list of diseases, the presence of which gives the right to study at home, is determined in accordance with the regulatory legal acts of the Russian Federation.

3. Homeschooling is organized on the basis of an agreement between the executive authorities of the city of Moscow that manage education, the educational institution, the student and (or) his parents (legal representatives). The approximate form of the contract for homeschooling is approved by the executive body of the city of Moscow authorized by the Moscow Government.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

4. Individuals studying at home using distance learning technologies are provided with computers, communication facilities and software for the period of their education at the expense of the Moscow budget.

5. Correction of health limitations of persons studying at home is carried out on the basis of an agreement with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution. The approximate form of the agreement is approved by the executive authority of the city of Moscow authorized by the Moscow Government.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

Article 8. Education and upbringing in a medical organization providing medical care in stationary conditions

(Part as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

1. The executive authorities of the city of Moscow create conditions for education and upbringing in accordance with educational programs of the appropriate level for persons with disabilities who are on long-term (more than 21 days) treatment in medical institutions providing medical care in inpatient conditions.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37; as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

2. Organizational issues of education and upbringing provided for in this article are regulated by an agreement between a medical organization providing medical care in inpatient conditions and a state educational institution implementing educational programs of the appropriate level and located, as a rule, in close proximity to this medical organization.
(Part as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

3. The approximate form of the agreement on the organization of education and upbringing in a medical organization providing medical care in inpatient conditions is approved by the executive authority of the city of Moscow authorized by the Moscow Government.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37; as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

4. Correction of health limitations of persons studying in a medical organization providing medical care in inpatient conditions is carried out on the basis of an agreement with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution ...
(Part as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

5. The approximate form of a contract with a state educational institution for children in need of psychological, pedagogical and medical and social assistance, or a special (correctional) educational institution is approved by the Moscow City executive body authorized by the Moscow Government.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

Article 9. Training of persons with disabilities living in organizations of stationary social services

(Title as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

1. In order to carry out complex medical, social and professional rehabilitation of persons with disabilities living in organizations of inpatient social services, structural divisions and (or) special classes (groups) are created in their structure by the decision of the Moscow city executive authority authorized by the Moscow Government implementing educational programs of the appropriate level, and labor training workshops in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37; as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

2. The organization of inpatient social services corrects the health limitations of the persons living in it, provides consultative, diagnostic and methodological assistance to their parents (legal representatives) on medical, social, legal and other issues, develops individually differentiated training programs, implemented by him independently or with the involvement of state educational institutions that implement educational programs of the appropriate level.
(Part as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

3. The approximate form of the agreement on the organization of training in the conditions of the organization of stationary social services is approved by the executive body of the city of Moscow authorized by the Moscow Government.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37; as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

4. Taking into account the needs of persons with disabilities, permanent, five-day and daytime forms of stay are organized in the organizations of stationary social services.
(Part as amended by the Law of the City of Moscow dated December 14, 2016 N 47.

Article 10. Vocational education and employment of persons with disabilities

1. The executive authorities of the city of Moscow create conditions for persons with disabilities to receive in state educational institutions of primary vocational, secondary vocational, higher vocational, additional vocational education, vocational training in accordance with the level of general educational or vocational training they have by forming state assignments to train personnel and provide the educational process with adequate material and technical, didactic and methodological teaching aids, taking into account the specifics of the limitations of the health of these persons and the medical indications for training and work.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

2. State educational institutions of primary vocational, secondary vocational and higher vocational education carry out psychological, medical and pedagogical correction of disabilities of students' health, aimed at restoring or compensating for impaired functions.

3. When mastering basic and additional professional educational programs using distance learning technologies, disabled people, including disabled children enrolled in basic professional educational programs of primary vocational, secondary vocational and higher vocational education, are provided with computer equipment, communication means and software at the expense of the budget of the city of Moscow.

4. The executive authorities of the city of Moscow take measures for the employment of persons with disabilities upon completion of training in accordance with the received education and (or) professional training in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow, by providing services for vocational guidance and adaptation, creation of additional jobs for people with disabilities and specialized organizations that use the work of people with disabilities, reserving and quoting jobs for people with disabilities, taking into account options for the labor forecast of people with disabilities, providing subsidies to enterprises and organizations that use the work of people with disabilities.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

Article 11. Psychological, medical and pedagogical commissions

1. In order to identify children with disabilities and (or) behavioral deviations, conduct their comprehensive examination and prepare recommendations for providing them with psychological, medical and pedagogical assistance and organizing their upbringing and training, a central executive body of the city of Moscow, authorized by the Moscow Government, creates a central (city) and territorial (district) psychological, medical and pedagogical commissions.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

2. The order of organization and the main directions of the activity of the psychological, medical and pedagogical commissions are determined in accordance with federal legislation.

3. Recommendations on the creation (change) of special conditions for education (upbringing), contained in the conclusion of the psychological, medical and pedagogical commission, are binding on state educational institutions and non-state educational organizations in which persons with disabilities are trained.

Article 12. Comprehensive psychological, pedagogical and medical and social assistance

State educational institutions for children in need of psychological, pedagogical and medical and social assistance, special (correctional) educational institutions and preschool educational institutions that carry out the correction of disabilities, provide persons with disabilities and their parents (legal representatives) with a comprehensive psychological pedagogical and medical and social assistance aimed at:

1) identification, psychological, medical and pedagogical diagnostics and correction of health limitations;

2) the development of individual training programs and the organization of individual and (or) group classes aimed at the formation of self-service skills, communication, elementary work skills in persons with complex and (or) severe disabilities;

3) the implementation of psychological and pedagogical support for persons with disabilities and their parents (legal representatives);

4) consultative, diagnostic and methodological assistance to parents (legal representatives) of persons with disabilities on medical, social, legal and other issues;

5) informational and methodological support of pedagogical and other employees of educational institutions in which persons with disabilities study;

6) implementation of a comprehensive system of measures for social adaptation and vocational guidance of persons with disabilities.

Article 13. Early assistance service

1. In order to provide comprehensive psychological, pedagogical and medico-social assistance to persons with disabilities in infancy and early childhood, from the moment they identify developmental disorders of various functions or the risk of their occurrence at an older age in state educational institutions in which necessary conditions, an early assistance service can be created.

2. The main activities of the early assistance service are:

1) conducting a psychological, medical and pedagogical examination of children in infancy and early childhood;

2) providing comprehensive correctional and developmental assistance to infants and young children;

3) providing advice to parents (legal representatives) on the upbringing and education of children and organizing psychological and pedagogical support for the family of a child with disabilities of infant and early childhood.

3. The executive authorities of the city of Moscow authorized by the Government of Moscow inform the population about early assistance services and the services they provide.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

Article 14. Peculiarities of admission of persons with disabilities to state educational institutions

1. The admission of persons with disabilities to state educational institutions is carried out in accordance with the general procedure established by federal legislation, laws and other regulatory legal acts of the city of Moscow for the admission of citizens to state educational institutions, taking into account the specifics established by this Law.

2. A state educational institution shall not have the right to deny admission to persons with disabilities due to the presence of such restrictions, with the exception of cases established by federal legislation and the laws of the city of Moscow.

3. Refusal to admit a person with disabilities to a state educational institution may be appealed in accordance with the procedure established by federal legislation, laws and other regulatory legal acts of the city of Moscow.

Article 15. The procedure for transferring and changing the form of obtaining education for persons with disabilities

1. A person with disabilities is transferred to another educational institution or to another form of education on the basis of the conclusion of the psychological, medical and pedagogical commission and with the consent of the parents (legal representatives) of the minor child in case of failure to master the educational program in the chosen educational institution and according to the chosen form. The transfer issue is considered, as a rule, after school yearif an earlier date does not correspond to the interests of the student, pupil.

2. Joint education and training of persons with disabilities and persons without such limitations should not adversely affect the learning outcomes of the latter. If the psychological, medical and pedagogical commission establishes the impossibility of joint training of persons with disabilities who successfully master educational programs, and persons who do not have such restrictions, on the basis of a decision of the self-governing body of the educational institution, the executive body of the city of Moscow in charge of education, in agreement with the parents (legal representatives) of minor children and taking into account the recommendations of the psychological, medical and pedagogical commission, takes measures to continue education by persons with disabilities in another educational institution or in another form of education.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

Article 16. Final certification of persons with disabilities

1. Final certification of persons with disabilities is carried out in accordance with federal legislation, laws and other regulatory legal acts of the city of Moscow in an environment that excludes the influence of negative factors on the health of such persons, and is organized taking into account the characteristics of their psychophysical development and individual capabilities.

2. In order to exercise the right of persons with disabilities to receive secondary vocational and higher professional education, the executive authorities of the city of Moscow authorized by the Moscow Government provide students with disabilities, upon their written application, the opportunity to participate in a single state exam, carried out in the manner prescribed by federal legislation, and create organizational and technological conditions for them, taking into account their psychophysiological characteristics and recommendations of the federal executive body exercising control and supervision functions in the field of education.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

3. Persons with disabilities, trained by individual curricula and those who have not mastered the educational program of general education or educational programs for students, pupils with disabilities, including educational programs of special (correctional) educational institutions, are issued a certificate of graduation from an educational institution, which indicates the subjects by years of study, the programs of which have been mastered. The categories of students, pupils who are issued a certificate of graduation from an educational institution, and the procedure for issuing a certificate are determined by regulatory legal acts of the Russian Federation.

Article 17. Interaction of executive authorities of the city of Moscow, state educational institutions, non-state educational organizations, other organizations, associations of legal entities, public and state-public associations when creating conditions for the education and training of persons with disabilities

(Title as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

The interaction of the executive authorities of the city of Moscow with organizations in the field of education of persons with disabilities is carried out on the basis of the principles:
(The paragraph as amended, entered into force on July 15, 2014 by the Law of the City of Moscow dated June 25, 2014 N 37.

1) ensuring the full and equal participation of persons with disabilities in education, social development and employment in accordance with their abilities and capabilities;

2) involvement of public organizations of people with disabilities and organizations using the work of people with disabilities in decision-making in the field of education and training of people with disabilities, the development of program documentation, the use of reinforcing and alternative methods, methods and formats of communication, educational methods and materials to provide support to people with disabilities in the high-quality development of educational material;

3) the creation of an effective system of education and professional training of pedagogical workers involved in the education (upbringing) of persons with disabilities, in the field of correctional pedagogy, special psychology, peculiarities of the psychophysical development of persons with disabilities, methods and technologies for organizing the educational and rehabilitation process for such persons;

4) stimulating the participation of organizations, associations of legal entities, public and state-public associations in ensuring the material and technical conditions of the educational process of persons with disabilities, the production of specialized educational, rehabilitation, medical equipment, technical training aids, job creation and targeted employment of persons with disabilities.

Chapter 3. Financial and material-technical provision of education for persons with disabilities

Article 18. Financing of education of persons with disabilities

1. Financing of state educational institutions in which persons with disabilities study is carried out at the expense of the budget of the city of Moscow on the basis of an individual staffing table in accordance with the financial cost standards approved by the Government of Moscow for the next financial year. The financial cost standards include the costs of creating special conditions for training (upbringing) persons with disabilities.

2. Expenses for the provision of disabled people, including disabled children, with transport services for the period of education to visit state educational institutions shall be reimbursed in the manner determined by the Moscow Government.

3. Compensation of expenses to parents (legal representatives) for independent education of a child with disabilities at home in accordance with an individual training program is carried out in accordance with the procedure established by regulatory legal acts of the city of Moscow, in the amount of the cost of training (raising) a child in a state educational institution for the corresponding level of education.

4. Reimbursement of expenses to parents (legal representatives) for training a person with disabilities in a non-state educational institution (organization) is carried out in the amount of the cost of training in a state educational institution in the manner determined by the regulatory legal acts of the city of Moscow.

Article 19. Material and technical support for special conditions of education (upbringing)

1. The executive authorities of the city of Moscow create in state educational institutions that provide training for persons with disabilities, conditions that provide an opportunity for such persons to freely access the buildings and premises of the educational institution, organize their stay and study in this institution: visual, sound and tactile media, handrails, ramps, special elevators, specially equipped training places, specialized training, rehabilitation, medical equipment, as well as equipment and technical training aids for individual and collective use, including for organizing correctional and rehabilitation rooms, organizing training using distance educational technologies, organization of sports and mass events, food, provision of medical services, health and treatment-and-prophylactic measures, household and sanitary-hygienic services, performance of other functions necessary for the full education (upbringing) of persons with disabilities and the implementation of the correction of disabilities.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

2. The publication of textbooks and teaching aids, including digital educational resources, didactic and visual materials necessary for the training (education) of persons with disabilities, is carried out at the expense of the budget of the city of Moscow, regardless of the circulation.

Article 20. Measures of social support for pedagogical and other employees participating in the training (upbringing) of persons with disabilities

1. The executive authorities of the city of Moscow create conditions for special training of pedagogical and other workers involved in the training (upbringing) of persons with disabilities, in the field of correctional pedagogy, special psychology, peculiarities of the psychophysical development of children with disabilities, methods and technologies of organization educational and rehabilitation process for such children.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

2. Pedagogical and other employees of state educational institutions participating in the training (upbringing) of persons with disabilities are established additional payments in the manner determined by the Moscow Government.

3. Pedagogical workers who train people with disabilities using distance learning technologies are provided with computer equipment, communications and software.

4. A pedagogical worker with disabilities, subject to the appropriate conclusion of the institution of medical and social expertise, has the right to have an assistant.

5. Creation of the necessary conditions for teaching activities of a pedagogical worker with disabilities is carried out in the manner prescribed by federal legislation, laws and other regulatory legal acts of the city of Moscow.

Chapter 4. Final and transitional provisions

Article 21. Responsibility for violation of the requirements of this Law

Persons guilty of violating the requirements of this Law shall be held liable in accordance with the legislation of the city of Moscow.

Article 22. Entry into force of this Law

1. This Law shall enter into force 10 days after its official publication, with the exception of Part 3 of Article 10, Parts 2-4 of Article 18, Part 3 of Article 20 of this Law.

2. Part 3 of Article 20 of this Law shall enter into force 10 days after its official publication in relation to teachers who train persons with disabilities using distance learning technologies for basic and additional general education programs, and from January 1, 2011 - in in relation to teachers who train people with disabilities using distance learning technologies for basic and additional professional educational programs.

3. Part 3 of Article 10 and parts 2-4 of Article 18 of this Law shall enter into force on January 1, 2011.

Article 23. Transitional Provisions

1. Prior to the creation in state educational institutions of the conditions provided for in part 1 of Article 19 of this Law, in order to organize the system of inclusive education, the executive authorities of the city of Moscow that administer in the field of education, in accordance with the needs of the population in the provision of appropriate educational services, shall determine the state educational institution (institutions) on the territory administrative district (district) of the city of Moscow, the conditions for the implementation of the educational and rehabilitation process in which are closest to those determined by this Law.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

2. When implementing inclusive education before creating the conditions in a state educational institution provided for in part 1 of Article 19 of this Law, in order to ensure a balance of interests of students with disabilities and students who do not have such restrictions, as well as conditions for the successful work of teaching staff in the decision of the executive body of the city of Moscow authorized by the Government of Moscow, taking into account the recommendations of the psychological, medical and pedagogical commission in the class (group), a lower occupancy rate may be established, and the ratio in the class (group) of persons with disabilities and persons without such limitations, students full-time education, is determined in such a way that joint education does not interfere with the successful development of educational programs.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

3. The provision of subsidies provided for in part 4 of Article 10 of this Law shall be carried out in the manner prescribed by the regulatory legal acts of the city of Moscow in accordance with the law of the city of Moscow on the budget of the city of Moscow for the corresponding financial year and planning period.

4. Prior to the entry into force of part 2 of Article 18 of this Law, the executive authorities of the city of Moscow create conditions for transport services for disabled people, including disabled children, for the period of education in order to ensure the possibility of their delivery to state educational institutions by the beginning of classes and place of residence at the end of training sessions.
(Part as amended by the Law of the City of Moscow dated June 25, 2014 N 37.

5. Provision of students and pedagogical workers with disabilities with the services of assistants, sign language interpreters is carried out in accordance with the individual staffing tables of state educational institutions within the funds for ensuring the main activity.

Mayor of Moscow
Yu.M. Luzhkov

Document revision taking into account
changes and additions prepared
JSC "Codex"

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 (HH). What it is?

In scientific literature sources it is described that a person with disabilities is distinguished by certain limitations 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 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 possibilities 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 possibilities, 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.

The 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, disabled children with serious disabilities need special conditions to 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, which 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 ensuring 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 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.

Fourth, 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 a preschool educational institution 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 is beginning 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 upbringing.

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, developing cognitive activity, memory and thinking, cognition 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 teaching of children with disabilities. In addition, it is recommended:

• actively involve the family in the work of an educational institution, providing psychological and pedagogical support;
• counseling parents;
• teach the family the techniques and methods of providing 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.

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, according to the directions 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 examinationsconducted by MSPU 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 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 Unified State Exam, but participate in the entrance examinations conducted by the University.

The entrance examinations of the Moscow State Pedagogical University are traditionally held in writing (with the exception of two subjects - literature and a foreign language) according to 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 any 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 admissions test, the time of the admissions test in relation to the time of the USE in 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:

a) 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 tasks you can dictate to the assistant;
b) for 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.