Children with special needs are sometimes called children whose physical or mental capabilities are limited by a serious illness. In fact, their needs are basically the same as those of most children on earth. “Special” girls and boys dream of a happy future and distant planets. Their life values ​​are simple and essential: family, home, friendship, love. And they also have many problems and anxieties that are not easy to convey in words, but can be shown.

At the beginning of March, twenty children with disabilities from Bishkek and the Chui region were able to try themselves as screenwriters, cameramen and actors. Under the guidance of trainers from the international organization UNICEF, children aged 8 to 19 years old made short films about their lives, dreams and problems. main feature The great thing about these videos is that each one is only one minute long.

The project of making one-minute films is familiar to children in many countries around the world. It has been implemented in Kyrgyzstan for about ten years. The topics of the videos are varied: for example, last year young Kyrgyzstanis covered the problems of water supply, sanitation and hygiene, as well as child abuse. This time the focus is on an inside look at the difficulties and barriers in the lives of children with disabilities.
“The idea of ​​the project is that every child has the right to express his opinion,” noted Bermet MOLTAEVA, an employee of the UNICEF KR External Relations Department. - Children with special needs have a lot to say to others. It is important that the children understand that they are full members of society. And it is through such one-minute videos that they can express their civic position.

- Who is taking part in this project?

We invited children with autism, cerebral palsy, diabetes mellitus, mental retardation and other health limitations. It’s very difficult to make one-minute films, because the whole idea, the whole meaning must be contained in 60 seconds, but the guys coped with this task perfectly. The films will be selected and we hope that many of these children will be able to go to the festival in Amsterdam.

The workshop on making one-minute films took place over five days. During this time, the project participants learned to hold a camera, build a storyline, and act out scenes. The children were taught the basics of cinema by experienced international trainers - Chris Schupp, Gor Baghdasaryan and Christina Kersa.
- The first two days we talked a lot. This was the most important stage - to find good ideas“to make interesting films,” says Chris Schupp. - Anyone can press a button on a video camera, but in order to come up with a good script, you need to work hard. We asked each child about what problems he had, what he did, where he lived, and so on. Then we split into film crews, filmed the necessary footage, edited them - and so it turned out 20 videos. It was a lot of work, but it was worth it, the films turned out great.

As the organizers note, the project participants approached their task very responsibly and disciplinedly. We got up at 7 am, went to training by 8:00, and returned home only in the evening. Filming took place on the streets of the city, in school classrooms, at the market, and at children’s homes. Having coped with such a load, the children proved once again that they should not be underestimated.
15-year-old project participant Aidana Niyazalieva suffers from cerebral palsy, but many adults should learn from this girl’s activity, desire for knowledge and hard work. Aidana is the assistant to the school president. Previously, she was the editor-in-chief of the school newspaper, but she had to give up this position due to lack of time, because the girl combines her main studies with additional classes in English language, physics and chemistry. Well, most of all Aidana likes to try her hand at the literary genre. While participating in the project, this skill was very useful to her.
- We come up with the script ourselves, choose the scenery, and play. Each of us has a special view of the world, our own imagination, ideas that we want to bring to life. Finished films are posted on theoneminutesjr.org website. There are videos not only from Kyrgyzstan, but also from other countries. Some project participants take them as the basis for their stories. The authors of the best one-minute films are invited to Amsterdam for the awards ceremony. The prize is a statuette and a very good video camera. I already have experience creating one-minute films, but I haven’t won any nominations yet.
Aidana's film is based, one might say, on real events. His main idea is that a person is not who he seems, and if you see a child with a disability on the street, this does not mean that he needs alms.

But 16-year-old Marina in her video talked about how doctors gave her back her taste for life. Aged three years the girl accidentally drank acid and received a chemical burn to her esophagus. Since then, she has not been able to eat on her own; food was administered through a gastrostomy tube. A year ago, Marina underwent an esophageal transplant operation, and the first thing she tried was coffee...
Nikolai shows only the right half of his face in the frame: he has left-sided paralysis. And yet, at the end of the video, the teenager appears in front of the camera without hiding or obscuring, because this is exactly how he is - full-fledged. A girl named Daria sews dresses and dreams of becoming a fashion designer. Altynbek plans to be a teacher in the future. Aida shares her thoughts on beauty. Zhanyl talks about how she lives with diabetes. Dima admires the Mona Lisa and explains why he would like to fly into space. Twenty minutes, twenty films, twenty destinies. These children do not need pity: it is more important that society understands them and accepts them for who they are.

Lira AIDYRALIEVA, mother of a child with high-functioning autism:
- At first, the attitude towards this project was a little skeptical: what can you show in one minute? But then I watched one-minute videos made by children, and I was very surprised that so much could be said in such a short period of time. For example, in many films about children with autism, the problem is not explored as much as we would like. This disease is overly romanticized. In fact, children suffer deeply, and the whole family lives, one might say, in chronic stress. It's very difficult to bring this out. And with the help of such a short film this became possible. In addition, my son got the opportunity to learn how films are made. Before this, he could not distinguish fiction from reality; it seemed to him that the events on the screen were actually happening. Now he was able to see with his own eyes that something completely different was happening behind the scenes, and that certain characters were played by actors.

- What difficulties do children with disabilities and their parents face in our country?

Specifically in our case, when a child suffers from autism, the main problem is late diagnosis. I am a member of the public association of parents of autistic children “Hand in Hand,” and when our organization began to raise this problem, bring tools and tests that can help identify autism, it became clear that local psychiatrists are simply afraid to make this diagnosis. They are used to subjectively determining whether a child is sick. It is not right. There are a lot of autistic people in the world. According to the latest data, 1 in 69 children suffers from this disease. But in our country everything is supposedly “wonderful” - in all of Kyrgyzstan, only about 200 people with autism are registered.
Another problem is that for a long time there were no special methods for children with disabilities. At one time I myself faced these difficulties. My son is already 14 years old, will soon be 15, and only now these methods have appeared - again, only thanks to his parents, who went to conferences and found foreign specialists. Now in our country there are such programs, but they are very expensive, and not every parent is able to pay for them. As a result, many children are left without help. At the state level, the solution to this problem is still in its infancy. Until it is resolved, our children will definitely grow up.

Finally, personal difficulties: autistic children have very short sleep, have anxiety attacks and a host of other problems. It is very difficult for them to get a decent education. In schools, teachers are not ready to work with such children; there is no special schedule or visual aids for them. After all, autistic people are primarily visual people and perceive information with their eyes rather than their ears. As a result, they sit in class and understand nothing. Therefore, these kinds of projects are very important, because they help draw public attention to the problems of children with disabilities.

Arguments and facts - Kyrgyzstan, No. 11, 2015

– You are a psychologist, a specialist in the rehabilitation of children with developmental disabilities. How did it happen that you became involved in the topic of autism?

– I started working on this issue in 1989. I was 19 years old and wanted to devote myself to something useful. I accidentally met two women who dreamed of creating something like an ecological country base where urbanized schoolchildren could communicate with animals: dogs, horses. The idea inspired me. A year later, together we went to Poland to visit Marianne Yaroshevsky. This outstanding oligophrenic teacher, the son of the main psychiatrist of Poland, was the creator of the hippotherapeutic movement in Poland - therapeutic horse riding. From there we brought hippotherapy to Russia. The first year our center was purely hippotherapeutic.

But already in 1992 we held the first rehabilitation and inclusive camp in the history of Russia. Both sick and healthy children came to us, both with autism and with mental retardation. Actually, it all started from this camp. The need to create some kind of comprehensive rehabilitation program became obvious precisely then. The fact is that there is no one method (no matter how wonderful it may be) that would help a child develop fully. There should be many methods, especially when it comes to rehabilitation. The creation of comprehensive rehabilitation is a major global trend. And we began our steps in this area just 25 years ago.

I don’t know why, but then I became interested in autism. It seemed that this was the most mysterious disease. I wanted to somehow understand these children. Among other things, that year I married a woman with a child. He was 2.5 years old and turned out to be a child with autism. So in my house - some kind of mysticism - such a child suddenly appeared. My purely professional interest was supplemented by parental interest.

This child became one of the first patients of the Our Sunny World center. I went from a difficult form of autism (I spoke late and was generally very difficult) to almost normal. His rehabilitation, which turned out to be successful, was one of my drivers and motives. Now my son is 28 years old. He graduated from the University of Printing Arts, works as a programmer and lives independently.

Our center then, in the 1990s, was created by parents of children with special needs and simply good people, specialists. We were most interested in the result: it didn’t matter what the theory was, who was behind the method - we tried everything in our work. Therefore, the history of the “Our Sunny World” center is twenty years of experience in the selection of rehabilitation methods. We were not faced with any super-tasks, especially making assessments: this is good and this is bad. We were interested in whether the method gives results.

Thanks to endless trials and a lot of errors, it was possible to formulate a comprehensive rehabilitation program, which today, by many estimates, is the best in Russia, and one of the best in Europe. It is very highly appreciated and recognized by international experts.

– Children with autism – what kind of children are they? How do they see the world?

– It is quite difficult to answer this question unequivocally. Children with autism are very different. There is even an apt English expression: “If you’ve met one person with autism, you’ve met one person with autism.” If you know one person with autism, then you only know one person with autism. But, fortunately, they are not all different, otherwise it would simply be impossible to rehabilitate them. In general, in the professional community the term autism almost never used, it is customary to talk about autism spectrum disorder (ASD).

In 2013, a special WHO resolution was issued on the problem of autism. It proposed to treat not autism, but the entire spectrum of disorders associated with autism spectrum disorders. Such disorders arise for a variety of reasons, involve a wide range of impairments and lead to certain changes in the person. These may be disturbances in the functioning of the central nervous system, organic disorders, “breakdowns” as a result genetic diseases, sensory abnormalities. Plus there's more large group children with autism who, at first glance, are completely healthy. No matter what you measure from them, they will show the norm: the brain is intact, the entire body is intact, but at the same time they are like that, unusual.

For the first time in 1995, we put forward the theory that there is no autism as such. There is an autistic-like type of adaptation to the outside world. We first published this theory in 2005. For one reason or another, the child cannot integrate into the world. Whether it is a child with musculoskeletal disorders, mental retardation, or sensory anomalies (deaf or blind), signals from the outside arrive to him distortedly. Therefore, he does not have a clear understanding of what is happening around him. The process of adaptation to the outside world is extremely difficult.

Those children who do not have obvious disorders are highly likely to be born hypersensory (hypersensitive). There is such a theory. Such children are initially born hypersensitive. For them, the world is immediately painful: the light is too bright, the sound is too loud, touch is unpleasant. Like any other children, they are trying to adapt to this world. But, constantly absorbing negative sensations from contact with the world, they begin to build this type of adaptation in order to minimize the impact of external stimuli.

An ordinary child tries to establish new connections, because the more there are, the better he is. And the autistic child seems to be constantly getting burned by the outside world. Therefore, he tries to perceive as little as possible, thus training his sensory system to minimally perceive external signals.

By the age of one and a half years, children have already formed a perception system. An ordinary child begins to confidently interact with the world. Normally, such children have stronger contact and more active speech development. But for an autistic child it’s exactly the opposite. By the age of one and a half years, his adaptation mechanism has been formed in such a way as to feel at a minimum. He begins to diligently isolate himself from the influence of the world. If in a healthy child both contact and speech improve during this period, in an autistic child they only worsen. It’s as if the skills he has mastered are beginning to disappear, especially communication skills are being reduced. An autistic child tries to reduce the intensity of incoming signals. His sensory systems function differently, so in fact they perceive the world distorted.

– Do people with autism have a need to communicate with the outside world?

– There are many myths about autism. The lack of need for contact with the outside world in a person with autism is one of them.

Imagine a complex person (I understand that this is vulgarism, but it accurately conveys the idea), hyper-shy, who finds it difficult to communicate. He experiences great discomfort from this. Can we say that he doesn’t want to communicate?

Any child physiologically has a huge and powerful desire to discover new things. A child with autism is first and foremost a child, and then an autistic child. Therefore, his need for communication is as great as everyone else’s. But due to the fact that this communication brings definitely negative experiences, over time a person strives less and less for it. Maybe he wants to interact, but it’s too difficult, it doesn’t work out at all, or it turns out badly. It is precisely the fact that the need for communication in children with autism is still great that gives us a great chance for successful rehabilitation. As soon as we manage to offer such a child a type of communication that suits him, he happily grabs onto it and develops this communication very successfully.

Flows of information that overload

– What causes particular difficulties for these children?

– The first and main difficulty is that children with autism do not understand what is happening around them very well. But not because they are, relatively speaking, stupid. No, they are often very smart. In those things that they understand, such children often achieve a very high level and control over the situation. But in matters where they are not understood very well, they get lost and withdraw into themselves. Therefore, the first task of rehabilitation is to find an approach to a person that allows you to speak with him in an accessible language.

The second difficulty is that such people have a broken communication mechanism. It is incorrect to view autism as a communication disorder in general. Autism is a disorder of interaction with the outside world and, as a result, a disorder of communication. Each of us is an element of the external world. And if a child with autism does not understand the outside world very well, then he does not understand people very well and does not know how to establish contact with them.

A good help in overcoming difficulties in children with autism is the development of alternative, or auxiliary means of communication. For non-verbal children, we use non-verbal forms, such as cards, which allow for very successful communication.

Another difficulty that such children face is the inability to control their own affective behavior. In the brain ordinary person two processes occur: excitation and inhibition. And we constantly train to somehow correlate them. A child who screamed, cried, and rolled on the floor at an early age gradually learns to control himself and control his own actions. Such control is necessary for effective interaction with other people. And in a person with autism, self-control is seriously impaired.

There is a fourth difficulty. This is a problem of perception and understanding of the external world. It is also called the central coherence problem. People with autism perceive the world as it is. They cannot isolate the main essence, synthesize data from different sources and establish cause-and-effect relationships. That is, they don’t know how to do things that are the basis for us: this is central, and this is peripheral. They can't see the forest for the trees. They see each tree individually, but in their minds it will not be designated as a forest.

Imagine that you are sitting in a room watching TV, or talking to someone on the phone. At this moment, you ignore a huge number of other signals that come from the outside. You don’t think about whether you’re cold or warm, that a chair is pressing on you from below, you don’t hear the noise of traffic outside the window, and you don’t even think about what you want to eat. In a word, experiencing a lot of different stimuli, we isolate and hold on to the main ones. We simply ignore the rest. And people with autism perceive the entire flow of information. It wildly overloads and traumatizes them, so they often try to ignore everything, so as not to perceive anything at all and not to be overloaded.

– How is autism interpreted by the international community? What type of disorder is this?

– There are two classification models in the world that define autism spectrum disorder. One of them - international classification diseases - ICD-10. The second is the American Psychiatric Association classification - DSM-V. This guideline is also recognized throughout the world. However, their attitudes towards autism spectrum disorders vary. This is due to the fact that the content of ICD-10 almost completely coincides with DSM-IV, that is, the previous version of the American diagnostic manual. This means that ICD-10 is outdated and requires revision.

Humanity has long tried to understand what autism is. Initially, autism was perceived as a mental illness, as early manifestation schizophrenia. But schizophrenia and autism have been separated for quite some time. The first was classified as a mental illness, while autism was classified as a disorder of the affective sphere. At the same time, the group of autism spectrum disorders in ICD-10 includes a variety of diseases. For example, Rett syndrome, Asperger syndrome.

But scientists have observed an incredible wave of children with signs of ASD. This wave still exists today, because autism is one of the most diagnosed diseases today. By developing the concept of DSM-V, experts tried to at least formally reduce the number of children with autism. Therefore, the DSM-V group of autism spectrum disorders (ASD) classified the most severe cases and the mildest cases. Statistically, this made it possible to reduce the number of people suffering from this disease and avoid panic.

There is a new group of disorders in the DSM-V called Social Interaction Disorder. These include “mild” people with autism. Those who primarily experience difficulties in communication: do not like and do not know how to share feelings, may be unfriendly, do not participate in social life, do not strive for professional growth, do not understand humor well, etc. This group of disorders that are not accompanied by developmental delays includes people with Asperger syndrome. In my opinion, this is not entirely correct.

In Russia, meanwhile, they work with ICD-10. This classification includes the diagnosis of “childhood autism,” although it is obvious that autism can not only occur in childhood. This is a colossal problem, because the practice in our country is as follows: for children who reach adulthood, the diagnosis of autism is automatically changed to either mental retardation or schizophrenia.

Parents and community organizations certainly oppose this. In December 2015, I even managed to speak at a government retreat in front of D.A. Medvedev. Minister of Health Veronika Skvortsova was also present. I strongly asked that this trend be reconsidered and that the diagnosis of autism be maintained even after 18 years. Medvedev supported the idea, as did Skvortsov. Some progress in changing this practice is now taking place.

It is clear that autism spectrum disorder accompanies a person throughout his life. But there are people who can come out of this state and will not need professional support. These people may have Asperger's syndrome as adults, for example.

According to statistics, with early detection and early correction, up to 60% of children with autism can achieve a high functional norm. This means that they will either become completely normal, that is, they will be fully socialized, or they will retain some minor features of the disorder, which will not prevent them from living independently in society.

– Does such a high percentage depend on the nature of autism?

– Yes, depending on the severity and severity of the disorder. And, of course, it depends on how early autism is detected and what is done with it. Unfortunately, in our country such children are not identified at an early age. Usually the diagnosis is made no earlier than 3-5 years. Of course, correction can begin at this age. But throughout the world, the standard for diagnosis is considered to be up to 18 months of age. This is the time when you need to begin psychological and pedagogical work that will allow the child to actively develop. Actually, this is what we do at the “Our Sunny World” center. We have a huge number of children who come to us early and come out almost normal. My son is an example of this. And not the best option, because when he was little, we still didn’t really know how to do anything. Now our results are much better, because we have accumulated a lot of experience.

But, I repeat, the practice in Russia is such that autism, as a rule, is not detected before three years of age. And having identified it, they first of all begin to feed it with psychotropic drugs, primarily antipsychotics, which is not always safe and, according to observations, does not give the necessary effect.

A stain on the carpet, puerperal fever and 23 questions

– What are the signs of autism in children? How can parents recognize him?

“There are a lot of signs, but parents don’t need to make a diagnosis themselves. Parents need to seek help if they are worried about something. For example, a child shows more dissatisfaction than pleasure from contact. Any attempt to pick up a baby, play with him, or have fun with him causes crying, screaming and a desire to pull away. There can be many reasons for this behavior. Someone has a stomach ache, for example. But if this becomes a characteristic feature and peculiarity of the baby, you need to pay attention to it. You need to understand that this is one of the important signs for diagnosis.

Secondly, you notice that the child really loves some specific objects. And he enjoys them much more than people. For example, a spot of color on the wall, a pattern on the carpet, a bright mother’s robe. He can “hover” over them and look at them for a long time. It is completely normal for a baby to shake a rattle. It is even more common for a child to shake, shake, throw and switch to something else. But a child with autism spectrum disorder can shake the same toy for hours. Of course, we are talking about babies.

But to be honest, I don’t really like this approach – listing the signs of autism. Because any respecting person will find them himself. It's like Jerome K. Jerome in Three Men in a Boat and a Dog. Three adult men, after conscientiously studying a medical reference book, were able to find symptoms of all diseases in themselves, except for puerperal fever. Therefore, if you give people signs of autism, only the lazy will not find everything. I prefer scales not with signs of autism, but with signs of normality.

Every self-respecting parent should study this list of “norms” in order to know what skills a child has at two, four, six months, and a year. And if the child does everything and can do everything, then thank God and relax. But if his skills are limited, this is a reason to go for a diagnosis.

– Yes, but the pediatrician will most likely turn such parents away with the words: “Drink valerian, why are you so anxious, mother!”

– I am actively fighting for this situation to change. I am currently in dialogue with the Russian Ministry of Health on this issue. There is already a pilot project to retrain pediatricians so that they can identify the problem earlier. At a minimum, the project will provide them with material with scales for the early diagnosis of autism and introduce them to screening techniques.

– So, pediatricians are the first to be diagnosed with autism?

– Rather, they should collide, because they are generally the first to see the baby, see how he grows, observe the child in dynamics. There is such an elementary scale: M-CHAT - modified screening test for autism (autism spectrum disorder for young children - 16-30 months). This scale has long been translated into Russian and is available in electronic form on the Internet. It consists of 23 questions, the answers to which make it clear how at risk your child is.

It is clear that at one and a half years old it is too early to make a diagnosis of autism, but it is already possible to identify a risk group. This will allow those who need it to be included in the system of early assistance and rehabilitation. In general, this is a huge topic that is being promoted today mainly through the efforts of non-profit organizations. In fact, we have neither detection nor rehabilitation on a global, necessary scale in our country.

I am a member of the working group on early assistance under the Ministry of Labor and Social Protection of the Russian Federation. We created a concept according to which, after identifying ASD, the child should be referred to the early intervention system. This concept is currently being signed by the government.

The psychiatrist won't help

– Shouldn’t the child be sent to a psychiatrist for treatment?

- Of course not. There are several problems here. Firstly, a psychiatrist, as a rule, cannot help a small child. Alas, almost only in our country children with this diagnosis are given psychotropic drugs at the age of one and a half years. Secondly, no one has canceled overdiagnosis. The treatment regimen for autism as a mental illness was developed a long time ago and has long been outdated. No, doctors are not bad, they really treat the way they were taught. It’s just that autism doesn’t need to be treated with drugs, in my opinion. And if you do this in early childhood, then catastrophic consequences, as a rule, cannot be avoided.

A child with autism at an early age should see a speech therapist, speech pathologist, sensory integration specialist, etc. There should be a comprehensive approach to helping such children. Because one correction method is not enough. But in Russia we are seeing some excitement and even fanaticism in relation to one particular method. For example, ABA therapy is now actively spreading in our country. This method is good, and in our center we even have official accreditation, but we understand that this is only one of the methods. Don't think that it's the only thing that helps with autism. It’s like a panacea - here’s one pill for all diseases. This doesn't happen.

The best thing that helps with autism is early detection and early start of correctional work under a comprehensive rehabilitation program. At the Our Solar World center we have almost forty developmental methods, and our program is highly appreciated in Europe. Finally, the third important point is the early start of inclusion, which will allow children with autism to achieve maximum development.

A child with ASD should be among ordinary children as early as possible. Even if children with autism do not show that they are interested in what is happening around them, if the impression of their complete indifference is created, in fact they have “ears on top of their heads.” They hear, see and copy everything. They copy the environment in which they find themselves. If these are healthy children, then they are healthy; if they are not healthy, then they are not healthy. Therefore, the parent’s task is to place such a child in a healthy environment, that is, in a regular kindergarten.

– In 1992, you opened a rehabilitation camp, where you began doing hippotherapy with children with autism. Why did horses become such a “medicine”?

– We created a hippotherapy center because the method seemed wonderful to us. I think Hippocrates said that “by learning to control a horse, a man learns to control himself.” Hippotherapy really allows you to teach self-control. But this, like canis therapy, in the case of autism is only one of the nuances, one of the very good auxiliary methods. It is effective, but not central. And now it has also become a matter of fashion. It is much more important for children with autism to study a lot and closely with speech therapists, speech pathologists, kenesis therapists, specialists in sensory integration, floortime, and ABA therapy.

– What is the goal of rehabilitation? How does it change and can it change the world of such a child?

– There are two terms: rehabilitation – restoration of lost skills, and habilitation – formation of skills. The second term is rarely used and has just been introduced into practice. By the way, the concept of IPR (individual rehabilitation plan) has now been changed to IPRA (individual rehabilitation and habilitation plan). In the case of autism, we are, of course, talking about the formation, and not about the restoration of skills. And the whole point of rehabilitation is to try to give the child that set of necessary and sufficient information about the outside world that an ordinary child will take on his own in the process of his development. A child with autism, unfortunately, cannot take it himself. He basically needs to be given this information, taught everything. Therefore, the point is to provide information that is accessible to the child.

– Are special schools required for such children? Is there a system of integration into secondary schools? How feasible is inclusion in general?

– This is a very important question. We are at the center of “Our Solar World” - not theorists, but practitioners. For more than fifteen years, we have actually been serving as a federal resource center for autism spectrum disorders. All regions, many parent, educational and professional organizations contact us. We are trying to help everyone. Including due to the fact that in the field of rehabilitation we ourselves are the developers of theory and practice, the accumulators of the best international experience.

I deeply believe that a child with autism should be a member of society like any other person. He must have access to everything: education, healthcare. Another question: how to teach?

Here it is necessary to distinguish between social inclusion and inclusion in education.

Of course, the child must be in society. To have the opportunity to go to clubs and sections, cinema and theater, to play sports, in a word, to have equal opportunities. As for learning, he should be in an educational environment that suits him best and will allow him to learn better. For some, it is better to study in an inclusive environment (regular school), for others, up to a certain stage, in a special school.

– Do children with autism study in type 8 schools?

– According to the new Education Law, such schools no longer exist (correctional schools have been turned into rehabilitation centers with the right to carry out educational activities. – Ed.).

In the USSR there were eight types of schools, which taught the healthy separately and the sick separately. And this is monstrously wrong. All foreign experience shows that if a person has a developmental disorder, some kind of limitation, as they say now - “a child with special educational needs,” then he should not be rejected from the environment and isolated. On the contrary, he should be included in it as much as possible. For this he needs to create conditions.

The only reason to teach such children separately is if they learn better separately and learn the material better. But this also needs to be done for some time, until the child learns to be in a more advanced environment. If we are talking about a regular school, then these can be separate (resource) classes, ABA classes. And the better a child with autism develops, the more it is necessary to provide him with the opportunity to be in a regular environment in order to ultimately end up in a regular classroom. But this must be a consistent process. You cannot put any child in any class.

– Are teachers trained to communicate with such children?

– This process has just started. And although there is already a law on inclusive education, there are very few specialists who know how to work in the inclusion system. We train such specialists at our center. We work closely with the Ministry of Education and Science of the Russian Federation, which does a lot in the field of personnel training. This is just the beginning for now.

– Do such children have the opportunity to find a job in the future?

– There are two forms. The first is low-functioning autism. These are often non-speaking people who do not fully know how to control themselves, who, unfortunately, will not be able to travel on the subway themselves, for example, because they will get lost. It is unlikely that they will be able to work on their own. But for such people it is necessary to create social employment services; under no circumstances should they be isolated.

There are people with high-functioning autism—those who can communicate, communicate, and interact while maintaining autistic traits. They can live independently to one degree or another. Sometimes they equate high-functioning autism with Asperger's syndrome, believing that they are the same thing. Still, this is not entirely true. In some countries, they believe that HFA is a slightly more severe condition, and Asperger's syndrome is practically normal, with some features in communication.

Of course, such people have big problems finding employment, but it is possible. For them it is necessary to create special conditions. This is being done all over the world, and very intensively. At our center we even created a support group for people with Asperger's syndrome. This group provides a lot of training, including assistance in finding a job. But we cannot do anything alone. Here it is necessary to work closely with employment services.

As for people with Asperger's syndrome, you need to understand that there are really a lot of such people. This includes entrepreneur Bill Gates, football player Lionel Messi, Canadian pianist Glenn Gould, and Albert Einstein. Remember the one-eyed blonde in the movie KILL BILL Daryl Hannah? She also has Asperger's syndrome and has great difficulty communicating with people, but nevertheless she is a famous and sought-after actress.

There are many such people. The whole point is that if a person is identified at an early age, correctional work begins, if he gets into the inclusion system early, attends a regular kindergarten, has the opportunity to observe the behavior of ordinary children, learns to interact with others, his rehabilitation and support lasts as long as he needs required, then the chance that such a person will be able to become absolutely independent and even work is very great. 60% of autistic people will approach the norm. But it is important to remember about those 40% that never return to normal.

If children have not become independent, this does not mean that they do not need help. On the contrary, they need much more help. For such people it is necessary to create a system of rehabilitation and support throughout their lives. When they grow up, include them in the social employment system. They cannot work, but they must do something. You can’t keep them at home within four walls. Parents do not last forever, and when they lose a guardian, in our country people with autism end up in psychoneurological boarding schools, where they simply die. Therefore, it is necessary to create a system of supported living for such people.

Abroad, this system has been debugged. The first such dormitories are just appearing in Russia, where curators look after patients. In Vladimir, this is the “Svet” center, which was created by parents. There is such experience in Pskov. In general, in Russia there are quite a lot of excellent NGOs that have knowledge, skills, experience, do a lot, and most importantly, change the system.

Children with special needs are sometimes called children whose physical or mental capabilities are limited by a serious illness. In fact, their needs are basically the same as those of most children on earth. “Special” girls and boys dream of a happy future and distant planets. Their life values ​​are simple and essential: family, home, friendship, love. And they also have many problems and anxieties that are not easy to convey in words, but can be shown.

At the beginning of March, twenty children with disabilities from Bishkek and the Chui region were able to try themselves as screenwriters, cameramen and actors. Under the guidance of trainers from the international organization UNICEF, children aged 8 to 19 years old made short films about their lives, dreams and problems. The main feature of these videos is that each of them is only one minute long.

The project of making one-minute films is familiar to children in many countries around the world. It has been implemented in Kyrgyzstan for about ten years. The topics of the videos are varied: for example, last year young Kyrgyzstanis covered the problems of water supply, sanitation and hygiene, as well as child abuse. This time the focus is on an inside look at the difficulties and barriers in the lives of children with disabilities.

The idea of ​​the project is that every child has the right to express their opinion,” noted Bermet MOLTAEVA, an employee of the UNICEF KR External Relations Department. - Children with special needs have a lot to say to others. It is important that the children understand that they are full members of society. And it is through such one-minute videos that they can express their civic position.

- Who is taking part in this project?

We invited children with autism, cerebral palsy, diabetes, mental retardation and other disabilities. It’s very difficult to make one-minute films, because the whole idea, the whole meaning must be contained in 60 seconds, but the guys coped with this task perfectly. The films will be selected and we hope that many of these children will be able to go to the festival in Amsterdam.

The workshop on making one-minute films took place over five days. During this time, the project participants learned to hold a camera, build a storyline, and act out scenes. The children were taught the basics of cinema by experienced international trainers - Chris Schupp, Gor Baghdasaryan and Christina Kersa.

The first two days we talked a lot. This was the most important stage - to find good ideas to make interesting films, says Chris Schupp. - Anyone can press a button on a video camera, but in order to come up with a good script, you need to work hard. We asked each child about what problems he had, what he did, where he lived, and so on. Then we split into film crews, filmed the necessary footage, edited them - and so it turned out 20 videos. It was a lot of work, but it was worth it, the films turned out great.

As the organizers note, the project participants approached their task very responsibly and disciplinedly. We got up at 7 am, went to training by 8:00, and returned home only in the evening. Filming took place on the streets of the city, in school classrooms, at the market, and at children’s homes. Having coped with such a load, the children proved once again that they should not be underestimated.

15-year-old project participant Aidana Niyazalieva suffers from cerebral palsy, but many adults should learn from this girl’s activity, desire for knowledge and hard work. Aidana is the assistant to the school president. Previously, she was the editor-in-chief of the school newspaper, but she had to give up this position due to lack of time, because the girl combines her main studies with additional classes in English, physics and chemistry. Well, most of all Aidana likes to try her hand at the literary genre. While participating in the project, this skill was very useful to her.

We come up with the script ourselves, choose the scenery, and act. Each of us has a special view of the world, our own imagination, ideas that we want to bring to life. Finished films are posted on theoneminutesjr.org website. There are videos not only from Kyrgyzstan, but also from other countries. Some project participants take them as the basis for their stories. The authors of the best one-minute films are invited to Amsterdam for the awards ceremony. The prize is a statuette and a very good video camera. I already have experience creating one-minute films, but I haven’t won any nominations yet.

Aidana's film is based, one might say, on real events. His main idea is that a person is not who he seems, and if you see a child with a disability on the street, this does not mean that he needs alms.

But 16-year-old Marina in her video talked about how doctors gave her back her taste for life. At the age of three, the girl accidentally drank acid and received a chemical burn to her esophagus. Since then, she has not been able to eat on her own; food was administered through a gastrostomy tube. A year ago, Marina underwent an esophageal transplant operation, and the first thing she tried was coffee...

Nikolai shows only the right half of his face in the frame: he has left-sided paralysis. And yet, at the end of the video, the teenager appears in front of the camera without hiding or obscuring, because this is exactly how he is - full-fledged. A girl named Daria sews dresses and dreams of becoming a fashion designer. Altynbek plans to be a teacher in the future. Aida shares her thoughts on beauty. Zhanyl talks about how she lives with diabetes. Dima admires the Mona Lisa and explains why he would like to fly into space. Twenty minutes, twenty films, twenty destinies. These children do not need pity: it is more important that society understands them and accepts them for who they are.

Lira AIDYRALIEVA, mother of a child with high-functioning autism:

At first, the attitude towards this project was a little skeptical: what can you show in one minute? But then I watched one-minute videos made by children, and I was very surprised that so much could be said in such a short period of time. For example, in many films about children with autism, the problem is not explored as much as we would like. This disease is overly romanticized. In fact, children suffer deeply, and the whole family lives, one might say, in chronic stress. It's very difficult to bring this out. And with the help of such a short film this became possible. In addition, my son got the opportunity to learn how films are made. Before this, he could not distinguish fiction from reality; it seemed to him that the events on the screen were actually happening. Now he was able to see with his own eyes that something completely different was happening behind the scenes, and that certain characters were played by actors.

- What difficulties do children with disabilities and their parents face in our country?

Specifically in our case, when a child suffers from autism, the main problem is late diagnosis. I am a member of the public association of parents of autistic children “Hand in Hand,” and when our organization began to raise this problem, bring tools and tests that can help identify autism, it became clear that local psychiatrists are simply afraid to make this diagnosis. They are used to subjectively determining whether a child is sick. It is not right. There are a lot of autistic people in the world. According to the latest data, 1 in 69 children suffers from this disease. But in our country everything is supposedly “wonderful” - in all of Kyrgyzstan, only about 200 people with autism are registered.

Another problem is that for a long time there were no special methods for children with disabilities. At one time I myself faced these difficulties. My son is already 14 years old, will soon be 15, and only now these methods have appeared - again, only thanks to his parents, who went to conferences and found foreign specialists. Now in our country there are such programs, but they are very expensive, and not every parent is able to pay for them. As a result, many children are left without help. At the state level, the solution to this problem is still in its infancy. Until it is resolved, our children will definitely grow up.

Finally, personal difficulties: autistic children have very short sleep, have anxiety attacks and a host of other problems. It is very difficult for them to get a decent education. In schools, teachers are not ready to work with such children; there is no special schedule or visual aids for them. After all, autistic people are primarily visual people and perceive information with their eyes rather than their ears. As a result, they sit in class and understand nothing. Therefore, these kinds of projects are very important, because they help draw public attention to the problems of children with disabilities.

Kristina Akhrameeva

MBOU "Maloarkhangelsk Secondary School No. 1"

Class hour dedicated in 1st "a" class

International Day of Persons with Disabilities

Prepared by the class teacher: Goncharova O.A.

Target:

Form an idea of ​​a “special child.”

To introduce some problems of disabled children.

Develop a sense of empathy for people with disabilities.

To form an idea of ​​health as a value of human life.

Cultivate a sense of responsibility for your health, the health of your loved ones, those around you, and a willingness to perceive health as a value of human life.

Equipment: computer, multimedia equipment, presentation, cut out flowers (according to the number of children), felt-tip pens, 2 ribbons, 2 scarves.

Teacher: Slide number 1 "Hello!" We begin any of our meetings with these words. And you all know what they mean not only as a greeting, but also as a wish of health to the one to whom they are addressed.

Health is very important for a person. Health is a gift of fate. It is necessary to learn to cherish and respect this gift. That is why, from early childhood, we learn not just to greet people, but to wish them health. If we wish for others, we wish for ourselves.

But does our health and the health of those around us always depend only on our desire?

I suggest you remember Valentin Kataev’s fairy tale “The Seven-Colored Flower.” And we will do it this way: I will ask questions, and you will answer.

How many petals did the magic flower have? Slide number 2

Who remembers the magic words? (Fly, fly petal, through the west to the east, through the north, through the south, come back after making a circle. Having flown around the earth, be in my opinion). Slide number 3

Why did the boy on the bench refuse to run with Zhenya? (Because he has bad legs, moves with crutches, is disabled). Slide number 4

Unfortunately, there are many people on our planet who are deprived of physical health, i.e. These people are disabled either from birth or as a result of illness or injury. Slide number 5

Now our school is celebrating a decade dedicated to the Day of the Disabled. Slide number 16 Traditionally, it is celebrated on December 3. This is what the United Nations decided in 1992. Usually on this day it is customary to draw attention to the problems of people with disabilities, to the protection of their dignity, rights and well-being.

Who are these disabled people? (Answers)

Disabled people are people whose health capabilities are so limited by illness or injury that they cannot cope without outside help and assistance from the state. Slide number 7

The "Big Encyclopedic Dictionary" says: "A disabled person (from Latin invalidus - weak, infirm) is a person who has partially or completely lost his ability to work."

Have you ever seen such people in our city or in other places? (Answers) Yes, indeed, they exist. We just don't always notice them. There are many such people in our village. These are both adults and children. Slide number 8

Issues for discussion:

Are there occupations that are dangerous to health and lead to disability? (Children's answers)

What dangers await us in life, in everyday life? (Children's answers)

Slide number 9 - Some types of professions are associated with health hazards: underwater, chemical, associated with high voltage, vibration, radiation and others. Representatives of almost all professions are more or less exposed to some kind of danger. All types of big sports, ballet, circus are also very dangerous.

Slide number 10 - And in life, in everyday life, dangers await us: electricity, boiling water, high-rise buildings, cars. But people often either don’t think about it or simply take risks: they cross the road in the wrong place or at a red traffic light, swim in unfamiliar places or in too cold water, cross rivers thin ice, they fight and do a lot of other things, they do not take care of the most valuable thing we have - life and health.

In addition, disasters and accidents occur in the world: car and plane crashes, fires, factory accidents, earthquakes, hurricanes, floods, etc.

After military operations, people with disabilities also appear due to wounds and concussions.

It happens that a person gets sick. But not all diseases have yet been controlled by doctors.

Slide number 11

And sometimes this happens: the baby is born unhealthy. Slide number 12

Practical exercises

1. - Health is movement. Let's move a little too. Now I will ask you to stand 5 people, close your eyes and imagine yourself in a dark, unfamiliar room. Now be extremely attentive and careful when following my commands.

Teams: take a step to the right, two steps forward, a step to the left, a step back, sit down, turn to the left, a step back, turn left again, step to the right and forward, turn around.

Without opening your eyes, please answer where you are, where did you come from? And you had to come back to where you started.

Reflection:

Open your eyes. Did you manage to arrive at the right point? How did you feel moving with your eyes closed? (Answer options may be unexpected: from fear to interest).

2. 2 people are invited.

Reflection:

With your eyes closed, draw a house on the board.

3. How did you feel? What were you thinking? Was it difficult to complete the tasks?

You have all been to a cinema at least once, sat in the auditorium.

4. Do you think people who cannot see with their eyes can come into the auditorium? (children's answers) These people can come to the auditorium, but they will only be able to listen and not watch.

I suggest completing another task: “Bring the object with your eyes closed.”

Reflection:

Someone come up and blindfold him. Now go to the bookcase and take the book from the 3rd shelf. Bring it to me.

Teacher: What did you experience while completing this task? Did you want to take off the blindfold and open your eyes? Slide number 13 - This is how people with vision problems feel in our lives. There is a special alphabet - Braille alphabet, so that these people can also read, learn, and communicate. It is based on a convex six-dot: combinations of dots denote letters, numbers, and musical notes.

Do you think blind people can work? (children's answers)

Slide number 15 There is a “Society of the Blind”, where people without sight make things for general consumption (covers, switches, sockets).

Do you agree that with friendly help such people would be much more comfortable and reliable? (children's answers).

Teacher: - How do people with hearing problems live? After all, on the street they don’t hear car horns, you can’t hail them, you can’t warn them about danger from afar. In the forest we “holler” so as not to lose each other, but what about them? Slide number 16 And they communicate with gestures, this is sign language. Therefore, such people need to see the hands and face of their interlocutor.

Dynamic pause

Slide number 17 - People who cannot hear understand the world around them through facial expressions and gestures. And in order to feel for yourself how difficult it is, I suggest: Stand on your feet, turn to each other, look into your partner’s eyes, take his hand so that he feels your kind attitude towards him.

Reflection

Raise your hand if you felt kindly treated. I'm glad you were able to convey your feelings to someone else.

Teacher : Slide number 18 - There are people who do not have an arm or a leg, or both arms and legs, or whose arms and legs do not obey their master at all. People who do not have legs most often move in wheelchairs. Slide number 19 They are forced to constantly use outside help. Imagine your morning with your hands tied: how to wash, have breakfast, get dressed?

Practical exercises

5. - To feel how difficult it is for such people to do what is not difficult for us, one exercise will help. Come to me 2 people. Now, I will tie one of your hands to your body with a ribbon. And try putting on a jacket with one hand.

6. 4 more people are invited.

Without using your hands, untie your shoelaces.

Reflection:

What did you experience? What did you want to do?

Teacher: -Do you believe that such people participate in competitions, dance, draw? And you shouldn’t believe it. Slide number 20

There are still many diseases that prevent a person from living a full life.

Raise your hand, those who would sell their leg, arm, eyes for a million dollars?

How much would you pay to lose your hearing?

Teacher: - Guys, today we talked about people with disabilities, people with disabilities, many of you felt for yourself, while performing various tasks, how difficult it is sometimes for people with disabilities to live. And it is especially difficult for “special children” to live in our world. Slide number 21

I think that you will become kinder, more attentive, more responsive. To somehow help them. During the lesson, from your eyes, it became clear to me that everything you heard and saw touched your hearts. I would like to add that every disabled person wants to be treated as a full-fledged person. And as one of these people said: “We feel normal, like all other people, what makes us disabled is the attitude of people towards us.

I think many of you will no longer laugh at such people, but on the contrary, if possible, will offer them your help. But how we can help them, I want to hear from you. (children's answers: - make the entrance and exit from shops, transport, intended for wheelchairs; - help cross the road, go to the store, help clean the apartment, pay attention.)

Summary of the class hour.

What is health? What do the words " special child", "children with disabilities", disabled? Do we need to take care of our health and the health of others? What should we do to be healthy? What is healthy image life?

Conclusion: It is necessary to take care of your health, since a healthy person has more opportunities and strength to achieve their goals, fulfill their dreams, communicate, etc. To take care of your health, you need to exercise, don’t smoke, don’t use drugs and alcohol, and follow a routine. Follow the advice of doctors so as not to prolong the illness. Preserve and improve the environment. You need to lead a healthy lifestyle.

Lesson reflection.

Slide number 22 - Who agrees that “Kindness will save the world”? Kindness is an amazing thing, it brings people together like nothing else. Kindness saves you from loneliness and emotional wounds. I'm friends with you, I'm not asking for anything, just be kind. If you want to sow goodness around you, then take the flowers that are on your tables, go to the box, and say what is closest to your soul, what you want to say to the disabled. You can use the writing on the board Slide number 23 or come up with your own version. (written on the board: I want to help you, I worry about you, I will support you in difficult times). Whoever has the flowers ready, put them in the box.

Slide number 24 - I think what you all said was kind, Nice words support and this may mean that the time spent on the lesson was not in vain for you.

Photo report

Class hour

Disabled children – “special children”