IDENTIFYCATION OF STUDENTS WHO NEED SPECIAL CONDITIONS IN EDUCATION PROCESS

Abstract

The development of integration in education, active work of psychological-pedagogical and
medico-social assistance, attempts to provide psychological and pedagogical support in educational
institutions confirm the successful development of inclusion in the Russian Federation.
To date, an important problem is to determine the sequence of specialists a child goes through to
confirm the need to create special conditions. Also, there is no consensus on the importance of
the participation of specialists, the stages of identifying children who need special conditions.

In the framework of the study “Training teachers of general education organizations to work in
an inclusive education environment”, we consider it necessary to describe the technology for
identifying students who need to develop an individual educational route and create special educational
conditions. The relevance of the study is confirmed by an increase in the number of
children with special educational needs according to the monitoring of the service for inclusive
education in the Chelyabinsk region for the 2019–2020 academic year. The article describes
the stages of the process of identifying children, as well as the features and parameters of the students’
survey. To minimize the problem of subjectivity of the child's assessment, the author suggests
organizing the process according to the parameters and indicators given in the article.