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

Abstract

The goal is to assess the health of students studying according to adapted basic general education programs and the conditions of health saving in the educational institution.
 Materials and methods. A monitoring research in some educational institutions that provide education according to adapted basic general education programs in eight federal districts of the Russian Federation. The factors influencing on the state of children’s health in the training process were as follows: management of medical, hygienic, psychological, and pedagogical and health saving procedures. To objectivize the experimental data, questionnaire survey of teaching staff and parents, qualitative and quantitative analysis were carried out. 
 Results. Currently, in educational institutions, regardless of the form of implementation of the educational process (in special or inclusive education), different categories of students are included in education. So far, education is carried out according to several versions of the basic general education curriculum. Such necessity is caused by the reduction of the number of children of one category and increase of another one. Education of children of different psychological and pedagogical categories in one educational institution requires creation of optimal educational conditions, taking into account the special educational needs of each student. The spatial environment that supports the health of students is created in most schools for children with musculoskeletal disorders, and less often in schools for children with hearing and vision disorders. Complete compliance of classrooms and special technical equipment of the educational process with the special educational needs of children occurred not in all educational institutions. Factor analysis has identified the most important components of a school health environment, and the data of the cluster analysis has formed its typological variants. Science-intensive health-saving technologies are used only for the correction of posture and the prevention of visual overexertion. The most acute gaps are insufficient educational and methodological equipment, material and technical condition of institutions, the volume and management of medical care for students. Existing legislative and normative legal documents do not fully regulate the management of health saving measures and technologies for students with special educational needs and children with disabilities, the process of health saving in the education system, which negatively affects their health status.
 Conclusion. The problems identified in the activities of educational institutions, in which children with special educational needs and children with disabilities study, to create a health-saving environment should be taken into account when supplementing and improving the content of legislative acts.