Public union of invalids “Kenes” Centre of social adaptation and labour rehabilitation Almaty , 2011 год Kazakh model of p...
Imperfection of the system of  providing special social services in KR before implementation of the Standard of  rendering...
Absence of developed institute of social workers 3 Absence of professionals on  social work in different spheres of profes...
Imperfection of  ( and in certain cases - absence )  the standards  of rendering of  special social services Differentiati...
1.   Reforming of the system of special social services  : -  transition to medical and social model of providing special ...
Improvement of financing system   of providing of special social services  Structure of the costs for providing special so...
at  42,6% Improvement of institutional  system of providing  special social services 7
Categories of citizens for receiving of  special social services 8 People ,  discharged from  prison Homeless people Child...
<ul><li>As a basis for the Standard of rendering special social services, there was used an   author’s model of complex re...
Structure of the author’s model of complex services in the semi in-patient conditions Integration   Day, in-patient for ad...
Implementation of correction programmes  Correction classes of  IV level Integration Day, in-patient for adults  Social an...
Programmes of “Kenes” center  Integration Day, in-patient for adults  Social and labour education  Social and domestic  or...
Motion abilitation  ( kinesitherapy ) 13
Motion activity 14
Art-therapy 15
Agro-therapy 16
Zoo-therapy 17
Author’s model of the centre of complex rehabilitation and inculcation of the vital skills to children  with complex struc...
Early intervention  :  <ul><li>Complex of the activities of medical, social ,  psycho correctional type ,  directed on ach...
Goals and tasks of Early  <ul><li>Goal : </li></ul><ul><li>Maximal development of a child for each concrete case </li></ul...
( Early intervention ) Main types of children :  <ul><li>1)  bad affection of The Central Nervous System  ( CNS ); </li></...
( Early intervention ) Main objects of  : <ul><li>C hild – the   characteristics of its development  ( mental state ,  mot...
<ul><li>  of medical section :   </li></ul><ul><li>Psychoneurologist ;  pediatrician ;  </li></ul><ul><li>exercise therapy...
  (  Early intervention ) Work content  : <ul><li>Diagnosis  ( primary examination by </li></ul><ul><li>psychoneurologist ...
( Early intervention ) Organization aspect  : <ul><li>1)  Cooperation with the state institutes  ( maternity hospitals in ...
<ul><li>( Early  intervention ) </li></ul><ul><li>290  families  are involved in  « Early intervention »  project. </li></...
Groups of  « Early Development » <ul><li>1)  Transfer from family patronage to adaptation outside of home ;  </li></ul><ul...
Recommendations on organization of  « Early development »  groups work  : <ul><li>1)  Conduct the lessons twice a week by ...
( Groups of  « Early development ») <ul><li>5)  Lessons are conducted by  2  teachers ; </li></ul><ul><li>6)  Each lesson ...
Experience of inclusion of children with the special needs into the environment of typical children 31
Children type <ul><li>Children with : </li></ul><ul><li>1)  hypertensionic and hydrocephalic syndrome ; </li></ul><ul><li>...
Three main components for inclusion of children with the special needs into the environment of typical children : <ul><li>...
Inclusion : <ul><li>1)   Gives an opportunity to our children, in a full scope, to participate in the life of the kinderga...
Principles of inclusion  : <ul><li>1)  Value of a person does not depend on his abilities and achievements ; </li></ul><ul...
(Принципы  включения) <ul><li>4)  All humans need each other ; </li></ul><ul><li>5)  Real education can only be gained in ...
Results of  inclusion : <ul><li>1)  Every child has an opportunity for meaningful, active and constant participation in th...
( Results of  inclusion ) <ul><li>4)  Abilities for generalization and share of the skills are appearing ; </li></ul><ul><...
Inclusion is not integration .  Inclusion is more than integration  : <ul><li>1)  All children are learning together ; </l...
Structural components of the model of complex maintenance of  children with special needs ,  realized by the  « Kenes »  C...
« Happiness is life !»   Balandin Roma , 20  years old 41
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Kazakh model of providing complex services for disabled children

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Kazakh model of providing complex services for children with psycho neurological pathologies. For the international conference in Bishkek, March 2011, Kyrgyzstan.

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Kazakh model of providing complex services for disabled children

  1. 1. Public union of invalids “Kenes” Centre of social adaptation and labour rehabilitation Almaty , 2011 год Kazakh model of providing complex services for children with psycho neurological pathologies 1
  2. 2. Imperfection of the system of providing special social services in KR before implementation of the Standard of rendering of special social services 2 1. Absence of competitive environment 2. Limited alternatives and availability of special social services 3. Ineffective use of budgetary funds 4. Preferentially segregation system of providing special social services 1. Absence off succession in providing special social services during the life cycle 2. Absence of the inter-agency coordination in providing special social services 1. Inter-regional differentiation in the extent and quality of providing special social services 2. Imperfection of funding, of quality assessment monitoring of the provided special social services 1. Low level of professionalism 2. Low prestige of social worker 3. Absence of professionals on assessment and identification of the need in special social services 4. Imperfection of the educational and methodical base in training of professionals State monopoly for providing special social services Absence of the complex approach in providing special social services Imperfection / absence of the state standards Absence of the developed institute of the social workers
  3. 3. Absence of developed institute of social workers 3 Absence of professionals on social work in different spheres of professional activities , including social workers on assessment Imperfection of program on education and training of social workers Absence of organization ( creation ) of practical platforms for training of specialists of social work Does not allow to create a system of escorting a person , in a difficult life situation and to organize a required set of services for his integration and improvement of life level, with use of the methods of assessment of needs for services
  4. 4. Imperfection of ( and in certain cases - absence ) the standards of rendering of special social services Differentiation of costs of Special Social Services per year ( per one served person, per region ) Thousands of tenges 4 Name of agencies and organizations Maximum Minimum 1. Houses for aged and handicapped people of the general type 862,4 338,2 2. Houses for adults with psycho neurological diseases 966,8 278,3 3. Houses for children with psycho neurological diseases 1115,5 452,7 4. Houses for the orphans and children without parental care 1451,9 126,1 5. Children villages for orphans and children without parental care (family type) 1110,5 436,1 6. Shelter for orphans and children without parental care 5083,3 309,9 7. Orphanages for orphans and children without parental care, (family type) 1542,0 148,7
  5. 5. 1. Reforming of the system of special social services : - transition to medical and social model of providing special social services - development of standards of rendering special social services - determination of the list and scope of special social services , both paid and free - determination of the categories of citizens for receipt of special social services - determination of the criteria of providing special social services 2. Improving of the institutional system of providing special social services : - implementation of the mechanism of state social order on providing special social services in non-governmental sector - expansion of the market of providing special social services - development of the modern forms of institutional content for the people in difficult life situation 3. Forming of the institute of social workers 4. Improving of the system of funding of providing special social services ( with consideration of new standards ) Aim of development of the Law of RK « On special social services » 5
  6. 6. Improvement of financing system of providing of special social services Structure of the costs for providing special social services ( in %) 6 Current Proposed, with new standards
  7. 7. at 42,6% Improvement of institutional system of providing special social services 7
  8. 8. Categories of citizens for receiving of special social services 8 People , discharged from prison Homeless people Children with limitations of early development People, Suffering from socially significant diseases Unemployed Special social services Lonely aged people Orphan children Socially disadapted children and teenagers Handicapped people Activities on meeting of certain social needs of a person in a difficult life situation .
  9. 9. <ul><li>As a basis for the Standard of rendering special social services, there was used an author’s model of complex rehabilitation, developed by « Kenes » Public Association of Handicapped people , Center of social adaptation and labour rehabilitation </li></ul>9
  10. 10. Structure of the author’s model of complex services in the semi in-patient conditions Integration Day, in-patient for adults Social and labour education Social and domestic orientation Social adaptation
  11. 11. Implementation of correction programmes Correction classes of IV level Integration Day, in-patient for adults Social and labour education Social and domestic orientation Social adaptation Integration programmes for children from 3 to 7 years old Integration programmes for “special” children Correction classes of IV level Correction classes of V level Correction classes of III level Correction classes of V level Impart cultural and hygienic and self-serving skills Motion abilitation
  12. 12. Programmes of “Kenes” center Integration Day, in-patient for adults Social and labour education Social and domestic orientation Social adaptation Kinesitherapy
  13. 13. Motion abilitation ( kinesitherapy ) 13
  14. 14. Motion activity 14
  15. 15. Art-therapy 15
  16. 16. Agro-therapy 16
  17. 17. Zoo-therapy 17
  18. 18. Author’s model of the centre of complex rehabilitation and inculcation of the vital skills to children with complex structure of defects (registration number # 875 of 07/05/03)   Stages of children development at “Kenes” Centre of Complex Rehabilitation Correction classes of IV level Integration Day, in-patient for adults SLE SDO Social adaptation Kinesitherapy Integration programmes for children from 3 to 7 years old Integration programmes for “special” children Correction classes of IV level Correction classes of V level Correction classes of III level Correction classes of V level Impart cultural and hygienic and self-serving skills Motion abilitation
  19. 19. Early intervention : <ul><li>Complex of the activities of medical, social , psycho correctional type , directed on achievement of the compensation of condition of a child and improvement of her micro social surrounding . </li></ul>20
  20. 20. Goals and tasks of Early <ul><li>Goal : </li></ul><ul><li>Maximal development of a child for each concrete case </li></ul><ul><li>Tasks : </li></ul><ul><li>Prevention of social orphanage ; </li></ul><ul><li>Provision of a child with the complex maintenance ; </li></ul><ul><li>Support of continuity and consistency of the complex maintenance , including among professionals ; </li></ul><ul><li>Constant training of the parents ; </li></ul><ul><li>Prevention of disabling pathologies </li></ul>21
  21. 21. ( Early intervention ) Main types of children : <ul><li>1) bad affection of The Central Nervous System ( CNS ); </li></ul><ul><li>2) deep retardation of the development of different etiology ; </li></ul><ul><li>3) motional disorder ( Infantile Cerebral Paralysis ); </li></ul><ul><li>4) hereditary non progressive disease ; </li></ul><ul><li>5) Down’s syndrome . </li></ul>22
  22. 22. ( Early intervention ) Main objects of : <ul><li>C hild – the characteristics of its development ( mental state , motional , cognitive development ) </li></ul><ul><li>Family – emotional support , training of the skills of correct care of the child with special needs </li></ul>23
  23. 23. <ul><li> of medical section : </li></ul><ul><li>Psychoneurologist ; pediatrician ; </li></ul><ul><li>exercise therapy trainer ; psychotherapist ; </li></ul><ul><li>of psycho correctional section : </li></ul><ul><li>Psychologist ; teacher pathologist ; teacher – pathologist on the development of sensory skills ( ergotherapist ); </li></ul><ul><li> of social section : </li></ul><ul><li>social worker on child’s care ; </li></ul><ul><li>specialist on social work ( consultant ). </li></ul> ( Early intervention ) Personnel 24
  24. 24. ( Early intervention ) Work content : <ul><li>Diagnosis ( primary examination by </li></ul><ul><li>psychoneurologist , pediatrician ); </li></ul><ul><li>development of individual plan of work </li></ul><ul><li>( with the following correction at each stage of the complex maintenance ); </li></ul><ul><li>Treatment </li></ul><ul><li>( medication , non medication ); </li></ul><ul><li>psycho correctional maintenance : </li></ul><ul><li>( development of fine motor coordination , sensor integration ). </li></ul>25
  25. 25. ( Early intervention ) Organization aspect : <ul><li>1) Cooperation with the state institutes ( maternity hospitals in Almaty city , institute of molecular medicine , polyclinics ); </li></ul><ul><li>2) Family patronage and , when necessary , appointment at PUI « Kenes »; </li></ul><ul><li>3) Groups of « Early development ». </li></ul>26
  26. 26. <ul><li>( Early intervention ) </li></ul><ul><li>290 families are involved in « Early intervention » project. </li></ul><ul><li>From them , children with : </li></ul><ul><li>1) Down’s syndrome – 69; </li></ul><ul><li>2) motional disorder ( ICP ) – 95; </li></ul><ul><li>3) perinatal encephalopathy ( PEP ), deep retardation of psychomotor development ( RPMD ) – 91; </li></ul><ul><li>4) retardation of speech development ( RSD ) – 30; </li></ul><ul><li>5) epilepsy – 5. </li></ul>27
  27. 27. Groups of « Early Development » <ul><li>1) Transfer from family patronage to adaptation outside of home ; </li></ul><ul><li>2) Communication between children ; </li></ul><ul><li>3) Communication of parents ( as the result - creation of the “Family School” project ). </li></ul>28
  28. 28. Recommendations on organization of « Early development » groups work : <ul><li>1) Conduct the lessons twice a week by 2 hours from 9.00 to 11.00 AM ; </li></ul><ul><li>2) Children’s age is from 1,5 to 3 (3,5) years old ; </li></ul><ul><li>3) Number of children in the group is 5-6 children ; </li></ul><ul><li>4) Each child should be escorted by an adult ; </li></ul>29
  29. 29. ( Groups of « Early development ») <ul><li>5) Lessons are conducted by 2 teachers ; </li></ul><ul><li>6) Each lesson consists of a strict structure ; </li></ul><ul><li>7) Beginning and the end of the lesson, as well as the change of the types of activity are clearly marked ; </li></ul><ul><li>8) Transfer from one stage to another is marked by an audio signal, for example, by a ringing bell . </li></ul>30
  30. 30. Experience of inclusion of children with the special needs into the environment of typical children 31
  31. 31. Children type <ul><li>Children with : </li></ul><ul><li>1) hypertensionic and hydrocephalic syndrome ; </li></ul><ul><li>2) myotonic syndrome ; </li></ul><ul><li>3) motor disorder ( ICP ); </li></ul><ul><li>4) chromosome pathology ( Down’s syndrome ). </li></ul>32
  32. 32. Three main components for inclusion of children with the special needs into the environment of typical children : <ul><li>1) well formed skills of self-service ; </li></ul><ul><li>2) adequate emotional and will sphere ; </li></ul><ul><li>3) corrected behavior . </li></ul>33
  33. 33. Inclusion : <ul><li>1) Gives an opportunity to our children, in a full scope, to participate in the life of the kindergarten group ; </li></ul><ul><li>2) Has resources directed at stimulation of the equalization of rights of children and their participation in all the aspects of group’s life ; </li></ul><ul><li>3) Is directed at the development of children’s abilities , required for communication . </li></ul>34
  34. 34. Principles of inclusion : <ul><li>1) Value of a person does not depend on his abilities and achievements ; </li></ul><ul><li>2) Every human is able to feel and think ; </li></ul><ul><li>3) Every human has a right on communication and a right to be heard ; </li></ul>35
  35. 35. (Принципы включения) <ul><li>4) All humans need each other ; </li></ul><ul><li>5) Real education can only be gained in the context of real relationship ; </li></ul><ul><li>6) Everyone needs support and friendship of the coevals ; </li></ul><ul><li>7) For all learning children achievement of the progress is rather in what they can do, then in what they cannot ; </li></ul><ul><li>8) Diversity enhances all the sides of the human’s life . </li></ul>36
  36. 36. Results of inclusion : <ul><li>1) Every child has an opportunity for meaningful, active and constant participation in the all of the activities of education process ; </li></ul><ul><li>2) Adaptation is imposed as little as possible and does not contribute to generation of stereotypes ; </li></ul><ul><li>3) Individual help does separate , do not isolate the child ; </li></ul>37
  37. 37. ( Results of inclusion ) <ul><li>4) Abilities for generalization and share of the skills are appearing ; </li></ul><ul><li>5) Professionals of the multi disciplinary team are assigning the duties on planning , conducting and assessing of the activities ; </li></ul><ul><li>6) Existing procedure of assessment of efficiency allows to periodically follow the dynamic of the development of a child . </li></ul>38
  38. 38. Inclusion is not integration . Inclusion is more than integration : <ul><li>1) All children are learning together ; </li></ul><ul><li>2) The multi disciplinary team of specialists is working to help the children ; </li></ul><ul><li>3) The atmosphere of relations among children is changing ( tolerance , amicability ); </li></ul><ul><li>4) The attention is given to the individual needs of a child ; </li></ul><ul><li>5) The human differences are interpreted as a common thing; </li></ul><ul><li>6) The children get an opportunity to leave together with their parents . </li></ul>39
  39. 39. Structural components of the model of complex maintenance of children with special needs , realized by the « Kenes » Center : <ul><li>Early intervention – from 0 to 3 years old (« the normalizations » model ); </li></ul><ul><li>« Early development » groups – from 1,5 to 3 years ( adaptation of the « normalization » model to the « inclusion » model ); </li></ul><ul><li>Pre-school education groups - from 3 to 7 years (« inclusion » model ); </li></ul><ul><li>Semi-hospital ( daytime )– from 3 to 18 years ( specialized education of the children difficult structure of defects according to the author’s program ); </li></ul><ul><li>Occupation center – from 18 years old and older ( socialization of the pupils of the Center ). </li></ul>40
  40. 40. « Happiness is life !» Balandin Roma , 20 years old 41

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