“Disability is not a problem of a person, but of the environment”: how conditions for people with disabilities are created in Japan. Disabilities

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

Disabilities of health (HD). What it is?

Scientific sources of literature describe that a person with disabilities has certain limitations in everyday life. We are talking about physical, mental or sensory defects. A person therefore cannot perform certain functions or duties.

This condition can be chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Typically, people with disabilities tend to isolate themselves, have low self-esteem, increased anxiety and lack of self-confidence.

Therefore, work must begin with childhood. Within the framework of inclusive education, significant attention should be paid to the social adaptation of people with disabilities.

Three-tier disability scale

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 “disease”. This refers to any loss or abnormality (psychological/physiological, anatomical structure or function).

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

The third stage is incapacity (disability).

Types of oats

In the approved classification of disorders of the basic functions of the body, a number of types are identified. Let's look at them in more detail.

1. Disorders of mental processes. We are talking about perception, attention, memory, thinking, speech, emotions and will.

2. Impairments in sensory functions. These are vision, hearing, smell and touch.

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

4. Changes in statodynamic function.

Disabled children who belong to the first, second and fourth categories are the majority of total number. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods training and education.

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 training and education will depend on this.

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

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

There is also a pedagogical classification of disorders.

It consists of the following categories.

Children with disabilities:

• hearing (late-deafened, hard-of-hearing, deaf);
• vision (impaired vision, blind);
• speech (various degrees);
  intelligence;
• delayed psychospeech development (DSD);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of impairment

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

Traditionally there are four degrees.

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

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

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

Fourth degree of health impairment. It includes pronounced dysfunctions of systems and organs that cause social maladjustment child. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Developmental problems of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental disorders, which contribute to the formation of disorders 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, we have already defined what this is, then it should be noted that by creating favorable conditions, most developmental problems can be avoided. Many disorders do not act as barriers between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master the program material and study together with everyone else in a general education school and attend a regular kindergarten. They can communicate freely with their peers.

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

State social policy in the field of inclusive education

In Russia, in recent years, certain areas of social policy have been developed that are associated with an increase in the number of children with disabilities. What this is and what problems are 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, high level vocational training specialists and so on.

Despite the efforts made and the 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 at school and stay in preschool institutions. Let's look at this in more detail.

Inclusive education

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

However, the implementation of these tasks must be carried out at all levels, starting from kindergarten and finishing school. Let's look at these stages below.

Creating a “barrier-free” educational environment

The basic problem of inclusive education is to create a “barrier-free” educational environment. The main rule is its accessibility 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 fulfilling everyday needs, developing competence and social activity.

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

Problems and difficulties of inclusive education

Despite the work being done, when teaching and raising children with disabilities, not everything is so simple. The existing problems and difficulties of inclusive education boil down to the following positions.

Firstly, the group of children does not always accept a child with disabilities as “one of their own”.

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

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

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

Children with disabilities in a preschool institution

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

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

Children with disabilities at school

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

On the one hand, inclusive education in secondary 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 relatively healthy children and children with disabilities is significantly hampered. This leads to additional, often insurmountable difficulties when implementing the teacher’s individual approach.

Therefore, children with disabilities cannot simply study at school on an equal basis with others. For a favorable result, certain conditions must be created.

Main areas of work in the inclusive education system

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

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

Secondly, constant adjustment of techniques and methods of teaching and education is necessary.

Thirdly, the support group should initiate a revision of the curriculum, taking into account an assessment of the child’s condition and the dynamics of his development. As a result, an adapted version is being 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, and understanding one’s personal characteristics.

Fifthly, one of the necessary forms of work is working with the family of a disabled child. Its main goal is to organize assistance to parents in the process of mastering practical knowledge and skills necessary in raising and teaching children with disabilities. In addition, it is recommended:

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

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

The harmonious development of students with disabilities can be achieved exclusively in conditions of comprehensive motor-functional improvement of the vital functions of their body in combination with the intellectual growth of the individual, which is based on productive cognitive activity. Naturally, further we will talk about those students who, due to the state of their subjective health, the nature of the disease, the etiology of physical dysfunction, are able to relatively successfully master the volume of information that makes up the content of the higher education program vocational education in your chosen specialty or area of ​​training. In other words, we will talk about the hygiene of physical education classes with young people with deviations in individual physical development and preserved intelligence.

For such students, educational and training sessions have a dual – adaptive and health-improving – content. On the one hand, they must physically, psychologically and socially adapt them in real life in the conditions of modern society, on the other hand, they must ensure, in accordance with individual physical conditions, the level and volume of motor activity required by medical indications, necessary to ensure the vital functions of the body. and maintaining optimal condition and functioning of internal organs and basic body systems. Therefore, organized motor activity of students with disabilities is called adaptive and health-improving physical culture, as opposed to therapeutic physical culture, the main task of which is to restore temporarily lost motor functions or reduce the consequences of the negative impact of certain somatic diseases on the human body.

Specially organized systematic classes in adaptive and health-improving physical education for students with disabilities contribute to the improvement and activation of all life manifestations of their body, expand the opportunities for such young people to achieve the greatest productivity of mental activity in all spheres of their surroundings (domestic, educational, professional, social and communicative) , which contributes to the socialization and actualization of their personality.

The basis of the biological interaction of internal organs, the musculoskeletal system and the central nervous system of each person is based on the objective factors that exist in him as a representative of the species Homo sapiens motor-visceral reflexes, manifested in the form of changes in the nature or intensity of vital activity of any internal organs due to physical activity skeletal muscles. This reflection is based on kinesiophilia– an innate and universal need human body in motion, the cessation of satisfaction of which automatically means biological destruction or death of the individual.

Above, speaking about the need to develop fine motor skills of the hands when teaching personal computer users ten-finger touch typing, we have already pointed out the directly proportional relationship between a person’s training in a certain motor skill and the degree of development of the projection zone of the corresponding part of the body performing this action in his cortex brain. Therefore, the loss of a certain motor skill due to organic damage to any organ or part of the body or the inability to develop it is an objective reason for individual inhibition of the development of the brain matter and the general intellectual potential of the individual, and also lead to a decrease in the efficiency of mental functions or loss of intellectual abilities (in particular, clinically There are cases when, due to acute renal failure, a person’s subjective ability to perform abstract mathematical calculations was completely lost, but the ability to perform arithmetic operations with visible or tangible objects was retained). However, the majority of modern students with disabilities are subjectively biologically capable of mastering almost any program of higher professional education, if they educational activities will be carried out subject to a number of specific requirements. These requirements must be taken into account when organizing and conducting adaptive and health-improving physical education classes.

Since the performance of any actions by a person (both physical and mental) is inextricably linked with the activity of the brain, the limitation of any motor ability, it would seem, should entail functional atrophy of the corresponding area of ​​the brain responsible for the innervation of a given organ or part of the body . However, in reality this does not happen due to a number of morphofunctional and physiological reasons, which deserve special mention.

Over centuries of studying the anatomy and physiology of the brain in the cortex cerebral hemispheres managed to localize the projection zones of various parts of the body in its somatosensory zone (they are also called cortical projections). Cortical projections represent a kind of end station of afferent nerve-impulse pathways coming from peripheral organs and parts of the body to the cerebral cortex. From these same areas, the motor neurons of the spinal cord, through which the action of muscles is innervated, go efferent pathways. The area of ​​projection of parts of the human body in his brain is localized by the anterior and posterior central gyri, located on both sides of the central sulcus.

Individual muscle groups of skeletal muscles are corticolized (or have a projection in the cerebral cortex) unevenly. The lower limbs and torso are represented least differentiated in the anterior central gyrus; the upper limbs and hands occupy a larger area. The largest projection area corresponds to the muscles of the face, tongue and larynx. It can be said that locomotor system the body is, as it were, projected into these convolutions in the form of an abstract “homunculus”, which is characterized by an extreme preponderance of the corticoliasis projection area in favor of the upper half of the body and upper limbs. This is why traumatic injuries lower limbs or their loss of mobility as a result, affects a person's thinking abilities and mental capabilities to a much lesser extent than head injuries or loss of performance of the upper extremities.

In addition to the projection zones of the skeletal muscles of various parts of the body, the cerebral cortex is composed of associative or nonspecific zones that receive and process information from receptors that perceive stimuli of various etiologies and modalities (origin and type), and from all projection zones. The ratio of the area of ​​associative and projection zones in the cerebral cortex is 8:1, which allows the brain to compensate for the deficit of nerve-impulse information associated with subjective limitation of physical capabilities, if other muscle groups, as well as sensory organs, are used more intensively by a person. In other words, if a person, as a result of an injury, has lost the ability to move independently, then in order to maintain the same and even achieve a qualitatively new level of intellectual activity, he can compensate for this physical deficiency due to more intense fine motor skills of the muscles of the hands, additional physical activity on the upper limbs, and more. active involvement of visual and auditory analyzers. This shows replacement function organized physical activity for people with disabilities.

Therefore, the most important hygienic requirement for the content of classes in adaptive and health-improving physical education with students with disabilities is the creation of optimal conditions for them to replace the emerging deficit motor activity by providing more intense dynamic load on working skeletal muscle groups. And if we take into account that in the average person only 6-9% of brain neurons are involved in performing mental work, then it is easy to understand that the central nervous system has such an anatomical and physiological organization and a biological “safety margin” to relatively easily adapt to the dysfunction of a certain peripheral organ or body part. The combined interaction of the factor of organized activity and the natural replacement ability of the brain allows an individual, in the event of organic physical dysfunction, to fully preserve intellectual performance and replenish the accumulated volume of knowledge. Therefore we can talk about compensatory effect physical activity on the mental activity of a person whose capabilities are functionally limited.

The most visible manifestation of organic dysfunction that limits natural physical abilities of an individual is his subjective inability to move independently in space, often having a traumatic or viral etiology. A functional disorder of motor activity inevitably leads to the fact that a person spends most of his waking time in a certain, most physiologically comfortable position for him, which does not interfere with his exercise. social communication. As a rule, people with impaired functioning of the extremities (especially the lower ones) spend most of their time sitting, which inevitably leads to the occurrence of postural tension and impaired ventilation. Eliminating or minimizing the negative impact of these two factors on the body of students with disabilities is the second hygienic requirement for the content of adaptive and health-improving physical education classes.

Physiological basis relaxation of posotonic tension in the human body caused by long stay in one specific position is kinesiophilia - the body’s innate need for movement or muscle activity of a certain intensity, which is based on the permanent need to maintain balance. Unlike technical structures and structures, the stability of which is usually passive and statically balanced, human postures, with few exceptions of pathological etiology, are active and dynamically balanced. In other words, in order to be in a certain position, any person is forced to make certain muscle movements.

Thus, the vertical standing posture of a person can be considered as a dynamic system, the stability of which, from a mechanical point of view, is formed by the body in two directions: due to the background activity of the muscles that provide the necessary rigidity of the joints (the posture is resistant to small disturbances), and due to the corrective activity of the body muscles, reducing the deviation of the center of gravity from the equilibrium position to a minimum. Vertical and other active human postures (for example, holding a load with the upper limb retracted away from the body) are accompanied by low-amplitude random oscillations (or postural micromovements) due to the impulse nature of muscle activity and mismatches in vestibular regulation. As a result, in skeletal muscles pockets of static tension are formed, the elimination of which is possible only by redistributing the load to other muscle groups and changing hemodynamics (blood flow) in a given area of ​​the body.

Relief of posotonic tension in skeletal muscles in students with limited mobility is ensured by performing physical education and health exercises associated with changing the center of gravity of the body or temporary redistribution of static load on healthy limbs. This will temporarily reduce the intensity of the load on muscle groups caused by constant stay in a forced position, change the dynamics of blood and lymph flow, and catalyze metabolic processes (metabolism).

Prolonged stay of the body of a person with limited motor (locomotor) capabilities in a forced position objectively changes the character ventilation . More than a century and a half ago, a difference was discovered in the vital capacity of the lungs in standing, sitting and lying positions, the ratio of which can be expressed as 1.6: 1.3: 1. A century ago, it was found that about half of all alveoli in the lungs are ventilated twice as poorly as the rest, forming the so-called “alveolar dead space.” These alveoli support the biological existence only of themselves and do not participate in the general gas exchange of the body. The volume of this “alveolar dead space” is not a constant value and depends on the person’s posture: for example, compared to a normal standing posture, when the torso is tilted forward, the vital capacity of the lungs decreases by 10-12%, and when the body is bent backwards – by 25%. As we see, maximum ventilation of the lungs, accompanied by natural reduction volume of “alveolar dead space” can only occur when vertical position bodies. People with organic lesions of the lower extremities or spinal cord are often deprived of this opportunity, and therefore, for them, constant stay in a forced position can cause hypoxia (or “oxygen starvation”) of the body.

It is relatively easy to avoid brain hypoxia with limited motor capabilities by performing a number of breathing exercises, which should be an integral part of every adaptive and health-improving physical education lesson. The most effective among them are those associated with training dynamically changing lung volume. First of all, these should include bending the body forward, in which the tilt itself should be performed while exhaling, and returning the body to its original position while inhaling. This exercise, in addition to the general strengthening effect, when performed regularly, allows a person to develop the skill of starting any physically active action with exhalation, which not only increases its kinetic intensity, but also triggers the creatine phosphate kinase mechanism of ATP resynthesis, which allows maintaining high motor activity for some time without the formation of salts in muscle tissue lactic acid and subsequent acidosis of the body.

An important condition maintaining physiologically optimal ventilation of the lungs and relaxation of posotonic tension in the majority of young people with limited physical capabilities is training for them natural cervical lordosis , which is the most important physiological condition vertical position of the head on the body, ensuring normal cerebral circulation(primarily outflow venous blood from the brain), which prevents the occurrence of hypoxia of the brain and central nervous system, reduces the risk of developing fainting states and strokes.

Natural cervical lordosis is ensured in humans by training the trapezius muscles of the back, head muscles and posterior muscles neck. It should not be confused with pathological lordosis, which occurs as a result of weakened training of these muscles in people whose locomotor mobility is limited. Characteristic manifestations of pathological lordosis of the spine are protrusion of the head and shoulders forward, flattening of the chest, protruding abdomen, and spreading of the legs at the knees. In addition to changes in posture, pathological lordosis is manifested by pain and limited mobility in the back associated with overexertion spinal muscles, ligamentous-articular apparatus of the spine, which negatively affects the functioning of the heart, respiratory system and gastrointestinal tract, provokes deterioration metabolic processes in organism, increased fatigue and the development of chronic fatigue.

Training natural and overcoming the negative manifestations of pathological lordosis is the third hygienically determined task of adaptive and health-improving physical education classes with students with disabilities, since such an impact ensures their maximum functional adaptation to active life in society. A universal exercise for all young people, regardless of their condition individual health and level of development, aimed at strengthening the neck muscles and optimizing blood circulation in the cervical-collar area, is to raise the head until the chin touches the chest in a supine position. The use of this exercise is of particular relevance and practical significance today, in the era of dominance in all spheres of material life by computer, multimedia and accompanying virtual technologies. information technologies, and especially for those young people whose visual acuity is weakened.

Hygienic requirements for the maintenance of adaptive health complexes physical exercise for the periocular muscles, providing optimal functioning of the visual organs , are aimed at the fullest possible actualization of the personality of a visually impaired person in the conditions of the environment and modern society. The human eye and its movements are ensured by the activity of the external - rectus and oblique - muscles, which determine the position of the eyeball in different positions inside the orbit, and the internal (ciliary) muscle, through which the shape of the lens changes, due to which the angle of refraction of the light entering the eye through the pupil is transformed. flow and subsequent accommodation of the visual analyzer (adaptation of the eye to the intensity of the light flux, distance to the object being examined, etc.). The content of exercises that support the normal functioning of the human visual organ can be extremely varied and depend on the nature of a particular eye pathology (some of them are given in Appendix A), but all of them, in addition to their direct health-improving hygienic and therapeutic effects on the eye muscles, improve their blood supply and nutrition of the visual analyzer, have a significant psycho-emotional impact on the personality of a person with impaired visual acuity.

Do not forget that four-fifths (80-85%) of information about the world around us enters the human brain through the organs of vision, any pathology of which narrows the information field and flow. Therefore, any, even the most insignificant, improvement in visual acuity, a tangible increase in physical, biochemical and energy reserves of accommodation not only indicates an improvement in the functioning of the eye, but is also a source of active positive emotions for an individual with impaired vision, providing him with psychohygienic effects.

Feature mental hygiene physical activity of students with disabilities is a full compensation in the process of performing adaptive and health-improving exercises for the objective lack of information that their brain experiences due to violations of certain vital functions body. The lack of nervous information from external receptors, which inevitably arises as a result of organic damage to a particular organ, group of organs or part of the body, is automatically compensated by the brain due to autoreflexion, i.e. switching its analytical functions to more active control over the state of internal organs, which often leads to the emergence and development of new or exacerbation of existing somatic diseases. IN medical practice they are called psychosomatic, arising as a result of the interaction of mental and physiological factors, which are either mental disorders manifested at the physiological level, or physiological disorders manifested at the mental level, or physiological pathologies, developing under the influence of psychogenic factors. Most often, as a result of this, the cardiovascular system and gastrointestinal tract are affected. Therefore, satisfying the receptor information hunger of the brain in the process of organized adaptive and health-improving physical activity by performing physical exercises for young people with disabilities is important factor maintaining your health.

Special hygienic requirements to the content of classes on adaptive and health-improving physical culture with students with disabilities are based on the ontological understanding and perception of the human body as compositionally complex and multifunctional biological system, based on two principles - psychological and anatomical-physiological. It is this complexity and versatility that allows it to relatively easily adapt to almost any organic dysfunction without loss of individuality and psycho-emotional status. Objective limitations of physical capabilities that arise as a result of the pathology of any function can be replaced or at least corrected by activating another function that is similar in its physiological significance. The main thing is to choose it correctly. And then compensation for dysfunction will not require a person to significantly change the nature, content and intensity of his communication within society and with environment. It is in teaching this that the most important psychological, pedagogical and psychohygienic task of classes in adaptive and health-improving physical education lies.

Students with disabilities should adequately understand that the presence of organic pathology is not an obstacle to their spiritual and intellectual self-improvement. On the contrary, forced limitation of external temptations can become an additional incentive for creative growth, and a change in lifestyle can be the beginning of a new career. Training sessions, creative self-realization, intellectual activity for young man with limited physical capabilities from a psycho-emotional point of view are more significant and personally significant than for physically healthy person. And classes in adaptive and health-improving physical culture can also add a feeling of satisfaction from meaningful social communication and physical activity. And then it will definitely be possible to forget about the risk of developing psychosomatic disorders against the background of existing pathology or organic dysfunction.

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Appendix A

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Mobility and the ability to move can be affected by many reasons and conditions. The most common is the inability to effectively use the legs, arms, or trunk due to paralysis, rigidity, pain, and other impairments. This may be the result of birth defects, illness, age, or accidents. Such disabilities may vary from day to day and may give rise to other disabilities such as speech problems, memory loss, dwarfism and hearing loss.

People with mobility and movement impairments may find it difficult to participate in society due to social and physical problems. Quite often there are courageous and independent people, feeling the desire to do everything they can. Some are fully independent, others require occasional or constant assistance.

How can you help?

• Build your relationships on acceptance and equality, without focusing on the person's limitations.
• Learn more about disabilities and what you can do to help. Get to know the person and/or the person helping him better.
• Show compassion, sensitivity, and sincerity while respecting the person's wishes. Maintain balance by helping the person and allowing them to grow by taking care of themselves.
• Before Church meetings and events begin, prepare supplies for people with disabilities. This may include gentle wheelchair access, seating, accessibility (including a lectern for speakers), and audio/visual equipment. Equipment must be accessible to people using wheelchairs, crutches, artificial limbs, etc., or assistance dogs.
• At least one designated restroom must be available for people with varying physical needs.
• When talking, sit down or kneel so that you both are comfortable.
• Invite people with disabilities to participate in events and serve. Offer them opportunities to contribute spiritually.
• It's okay if you ask if the person wants your help, but don't start helping without permission. Don't lose sight of safety and liability issues.

• Talk to people with disabilities the same way you talk to others. Physical limitations do not mean that a person has problems with intelligence or hearing.
• IN different situations help people maintain their self-esteem. Avoid situations that might make a person with a disability feel embarrassed or afraid.
• Remember that it is important for all of God's children to participate in the activity. People with disabilities can contribute just like everyone else.

Many people who have suffered some kind of injury or illness, as a result of which there are obvious, visible or hidden impairments in the functioning of the body/organism, receive the status of “DISABLED” for STATE SOCIAL SERVICES. This status allows a person to receive all the benefits, rehabilitation equipment and other support provided by state social programs. At the same time, the definition of “Disability” is divided into at least three groups (as well as by type and type of “illness”), each of which has its own specific support program.

After people begin to receive the “benefits” provided for them, a PART of such people see in this “all the delights of life” and the benefits that can be derived from the state in which they find themselves. A great desire develops to receive the “benefits” the subject needs everywhere and in everything, even in those aspects where they are NOT provided. As a result of such “conveniences”, developing wishes and the possibility of manipulating others, a stable, latent, and sometimes quite conscious REluctance to strive for restoration or treatment (in those cases in which this is possible and necessary) rapidly develops. Why do or change something if everything you need will be given? If somewhere, something is NOT given, you can take advantage of the DISABLED status and appeal to people to conscience and justice, while clearly manipulating. Oddly enough, but it works. And so, the question becomes relevant;

What attitude is formed towards such “fair manipulators” as a result of their actions? As a rule, contacts with such people are gradually stopped, and then reduced to the possible minimum. In general, when people communicate and one of the parties periodically defines himself as “disabled,” this immediately alarms the second interlocutor, whose reaction is aimed at completing the dialogue as quickly as possible, so as not to be subjected to manipulation and moralizing.

Thus, the “disabled person,” “thanks to” manipulations, appeals to pity, sympathy and justice, receives the desired benefits from the social and close environment. But it is precisely these actions that become the MAIN reason that society begins to suppress possible contacts and further push the person away. And the reason for this, as it turned out, is not injury or illness at all.

A person with LIMITED PHYSICAL CAPABILITIES (PHC). Who are they, and how do they differ from disabled people? Externally, physically and physiologically - nothing. The difference lies, first of all, in their psychology and mentality. In the way people perceive themselves, in their attitude towards themselves, personal aspirations and positioning in front of society.

A FEV person has all the same rights and opportunities as part of the provision of State Social Services. But at the same time, his aspirations and desires to develop as a person do not stop.

Having lost certain functions- engaged in their restoration.

If it is impossible to restore what was lost (for example, after amputation), he searches for alternative options that make it possible to realize his needs independently.

Searches and finds new opportunities to restore social status and role. Of course, sometimes this requires not only physical, but also material costs.

Appeals to society really look like appeals, and NOT demands.

People's FEV maintains and increases their circle of friends, acquaintances and acquaintances.

They are able not only to receive, but also to give. They are able to understand and respect people close to them, as well as in society, to accept their opinions and points of view, which in fact forms an attitude towards them that is opposite to that which is formed in relation to people with disabilities.

So, as can be seen from what has been described, the difference between a disabled person and a person with FEV is just a person’s manifestation of himself. And depending on this manifestation, the attitude of the social environment towards a certain person will be formed.

Popeskul Alexander.

If you give up and don’t have the strength to conquer the next peak, remember the historical figures and contemporaries with physical disabilities who became famous throughout the world. It’s hard to call them disabled. People with disabilities who achieve success set an example for all of us of courage, resilience, heroism and determination.

World famous personalities

The numerous stories of people with disabilities are surprising and inspiring. Individuals who have achieved success are often known throughout the world: books are written about them, films are made about them. The German musician and composer, a representative of the Viennese school, Ludwig van Beethoven, is no exception. Already famous, he began to lose his hearing. In 1802, the man became completely deaf. Despite the tragic circumstances, it was from this period of time that Beethoven began to create masterpieces. After becoming disabled, he wrote most of his sonatas, as well as the “Eroica Symphony”, “Solemn Mass”, the opera “Fidelio” and the vocal cycle “To a Distant Beloved”.

The Bulgarian clairvoyant Vanga is another historical figure who deserves respect and admiration. At the age of 12, the girl was caught in a sand hurricane and went blind. At the same time, the so-called third eye opened inside her - all-seeing eye. She began to look into the future, predicting the fate of people. Vanga attracted attention for her activities during World War II. Then a rumor spread through the villages that she was able to determine whether a warrior died on the battlefield or not, where the missing person was located and whether there was any hope of finding him.

People during World War II

In addition to Vanga, during the German occupation there were other people with disabilities who achieved success. In Russia and beyond its borders, everyone knows the brave pilot Alexey Petrovich Maresyev. During the battle, his plane was shot down, and he himself was seriously wounded. For a long time got to his own, lost his legs due to developing gangrene, but despite this, he managed to convince the medical board that he was able to fly even with prosthetics. The brave pilot shot down many more enemy ships, constantly took part in military battles and returned home as a hero. After the war, he constantly traveled to the cities of the USSR and everywhere defended the rights of people with disabilities. His biography formed the basis of “The Tale of a Real Man.”

Another key figure of World War II is Franklin Delano Roosevelt. The thirty-second president of the United States was also disabled. Long before this, he contracted polio and was left paralyzed. The treatment did not produce positive results. But Roosevelt did not lose heart: he worked actively and achieved amazing success in politics and in the diplomatic field. Important pages of world history are associated with his name: the participation of the United States in the anti-Hitler coalition and the normalization of relations between the American country and the Soviet Union.

Russian heroes

The list of celebrated individuals includes other people with disabilities who have achieved success. From Russia, we first know Mikhail Suvorov, a writer and teacher who lived in the second half of the 20th century. When he was 13 years old, he lost his sight from a shell explosion. This did not stop him from becoming the author of sixteen collections of poetry, many of which received wide recognition and were set to music. Suvorov also taught at a school for the blind. Before his death, he was awarded the title of Honored Teacher of the Russian Federation.

But Valery Andreevich Fefelov worked in a different field. He not only fought for the rights of the disabled, but was also an active participant in the Soviet Union. Before that, he worked as an electrician: he fell from a height and broke his spine, remaining confined to a wheelchair for the rest of his life. It was on this simple device that he traveled across the expanses of a vast country, inviting people to help, if possible, the organization he created - the All-Union Society of Disabled People. The activities of the dissident were considered anti-Soviet by the USSR authorities and he and his family were expelled from the country. The refugees received political asylum in the German Federal Republic.

Famous musicians

People with disabilities who have achieved success with their own creative abilities, on everyone's lips. First, there is the blind musician Ray Charles, who lived for 74 years and died in 2004. This man can rightfully be called a legend: he is the author of 70 studio albums recorded in the style of jazz and blues. He became blind at the age of seven due to sudden onset glaucoma. The illness did not become an obstacle to his musical abilities. Ray Charles received 12 Grammy awards and was celebrated in numerous venues. Frank Sinatra himself called Charles “a genius of show business,” and the famous Rolling Stone magazine included his name in the top ten of its “List of Immortals.”

Secondly, the world knows another blind musician. This is Stevie Wonder. Creative person had a tremendous influence on the development of vocal art in the 20th century. He became the founder of the R'n'B style and classic soul. Steve went blind immediately after birth. Despite his physical disability, he ranks second among pop performers in terms of the number of Grammy statuettes received. The musician has been awarded this award 25 times - not only for career success, but also for life achievements.

Popular athletes

People with disabilities who have achieved success in sports deserve special respect. There are a lot of them, but first of all I would like to mention Eric Weihenmayer, who, being blind, was the first in the world to climb to the top of the formidable and mighty Everest. The climber became blind at the age of 13, but managed to complete his studies, obtain a profession and a sports rank. Eric's adventures during his famous mountain conquest were made into a feature film called "Touch the Top of the World." By the way, Everest is not the only achievement of a man. He managed to climb seven of the most dangerous peaks in the world, including Elbrus and Kilimanjaro.

Another one worldwide famous person- Oscar Pistorius. Having become disabled almost from the first days of his life, in the future he managed to change the idea of ​​modern sports. The man, having no legs below the knee, competed on an equal footing with healthy athletes-runners, and achieved enormous success and numerous victories. Oscar is a symbol of people with disabilities and an example that disability is not an obstacle to a normal life, including playing sports. Pistorius is an active participant in the program to support citizens with physical disabilities and the main promoter of active sports among this category of people.

Strong women

Don't forget that people with disabilities who are successful in their careers are not exclusively members of the stronger sex. There are a lot of women among them - for example, Esther Verger. Our contemporary - a Dutch tennis player - is considered the greatest in this sport. At 9 years old due to unsuccessful operation on spinal cord she got into a wheelchair and managed to turn tennis upside down. In our time, the woman is a winner of the Grand Slam and other tournaments, a four-time Olympic champion, and she has become a leader in world competitions seven times. Since 2003, she has not suffered a single defeat, winning 240 sets in a row.

Helen Adams Keller is another name to be proud of. The woman was blind and deaf-mute, but having mastered sign functions and mastered the correct movements of the larynx and lips, she entered a higher educational institution and graduated with honors. The American became a famous writer who, on the pages of her books, talked about herself and people like her. Her story formed the basis of William Gibson's play The Miracle Worker.

Actresses and dancers

People with disabilities who have achieved success are in the public eye. Photos of the most beautiful women Tabloids often love to print: among such talented and beautiful ladies it is worth noting. In 1914, the French actress had her leg amputated, but she continued to appear on the theater stage. The last time grateful viewers saw her on stage was in 1922: at the age of 80, she played a role in the play “The Lady of the Camellias.” Many prominent figures art called Sarah an example of perfection, courage and

Another famous woman who captivated the public with her thirst for life and creativity is Lina Po, ballerina and dancer. Her real name is Polina Gorenshtein. In 1934, after suffering from encephalitis, she was left blind and partially paralyzed. Lina could no longer perform, but she did not lose heart - the woman learned to sculpt. She was accepted into the Union of Soviet Artists, and the woman’s works were constantly exhibited at the most famous exhibitions in the country. The main collection of her sculptures is now in the museum of the All-Russian Society of the Blind.

Writers

People with disabilities who have achieved success have not only lived in modern times. There are many among them historical figures- for example, the writer Miguel Cervantes, who lived and worked in the 17th century. The author of the world-famous novel about the adventures of Don Quixote not only spent time writing stories, he also served in the navy. In 1571, taking part in the Battle of Lepanto, he was seriously wounded - he lost his arm. Subsequently, Cervantes liked to repeat that disability became a powerful impetus for further development and improving his talent.

John Pulitzer is another person who has become famous throughout the world. The man became blind at the age of 40, but after the tragedy he began to work even more. In the modern world, he is known to us as a successful writer, journalist, and publisher. He is called the founder of the “yellow press”. After his death, John bequeathed the $2 million he had earned. Most of this amount went to opening High school journalism. The rest of the money was used to establish a prize for correspondents, which has been awarded since 1917.

Scientists

Among this category there are also people with disabilities who have achieved success in life. What is a famous person worth? English physicist Stephen William Hawking is the author of the theory of primordial black holes. Scientist is sick amyotrophic sclerosis, which first deprived him of the ability to move and then to speak. Despite this, Hawking is actively working: he controls a wheelchair and a special computer using his fingers right hand- the only moving part of your body. He now occupies a high position that three centuries ago belonged to Isaac Newton: he is a professor of mathematics at the University of Cambridge.

It is worth noting Louis Braille, a French teacher of typhology. As a little boy, he injured his eyes with a knife, after which he lost the ability to see forever. To help himself and other blind people, he created a special raised dot font for the blind. It is still used today all over the world. Based on the same principles, the scientist came up with special notes for the blind, which made it possible for blind people to practice music.

conclusions

People with disabilities who have achieved success in our time and in past centuries can become an example for each of us. Their life, work, activity is a huge feat. Agree how difficult it is sometimes to overcome obstacles on the path to your dreams. Now imagine that their barriers are broader, deeper and more insurmountable. Despite the difficulties, they managed to pull themselves together, gather their will into a fist and begin to take active action.

It is simply unrealistic to list all worthy personalities in one article. People with disabilities who have achieved success make up an entire army of citizens: each of them demonstrates their courage and strength. Among them are the famous artist Chris Brown, who has only one limb, the writer Anna McDonald, diagnosed with intellectual disability, as well as TV presenter Jerry Jewell, poet Chris Nolan and screenwriter Chris Foncheka (all three have cerebral palsy), and so on. What can we say about the many athletes without legs and arms who actively participate in competitions. The stories of these people should become a standard for each of us, a symbol of courage and determination. And when you give up and it seems that the whole world is against you, remember these heroes and move on towards your dream.