This document discusses inclusive practices at centers that help children without parental care. The goal is to consider the most effective ways to include children with physical disabilities in the educational process. It is concluded that the centers need to make adjustments to accommodate these children, such as improving accessibility, expanding recreational areas, and retraining staff. The staff must be able to support all children and tailor the educational process to their individual needs and abilities.

1. Ministry of Social Policy of the Sverdlovsk Region
Federal State Autonomous Institution of Higher Education
“Ural Federal University named after the first President of Russia B.N. Yeltsin
ANO "WHITE CANE"
LLC Institute of Management Design and Competitive Strategies
December 12-13, 2019
All-Russian scientific-practical conference
with international participation
“EXTRABILITY AS A PHENOMENON
OF AN INCLUSIVE CULTURE:
The formation of an inclusive culture in organizations ”
Venue: Yekaterinburg, Ural Federal University.
О. Yu. Latyshev
М. Luisetto
А. Ortaldo
N. I. I. Kassem
Е. S. Checalenko
N. Yu. Protchenko
CENTER OF HELP FOR CHILDREN
REMAINING WITHOUT CARE OF PARENTS,
AS A SOCIAL INSTITUTE OF INCLUSION
This article is devoted to the inclusive practice of state-owned public institutions of social services - centers for
helping children without parental care. The purpose of the study is to consider the ways of the most effective, tactful
and preventive inclusion of pupilswith physical development features in the educational process of the establishment of
social services. The methodological basis was the scientific works of V.A. Podkopaeva, V.N. Ilyin, L.N. Makarova, E.V.
Petrova and other domestic and foreign researchers. In the course of the study, methods of observation, conversation,
questioning, testing, analysis and synthesis of the obtained information were used. The results of the study include the
construction of the educational process of the institution, taking into account the needs of the least adapted to life and
the process of obtaining children’s education. As a result of the study, conclusions were drawn about the need to make
adjustments to the institution's work schedule, the development of recreational areas and professional re training of
members of the teaching staff.
Key words: child support center, children without parental care, inclusion, social inclusion center.
Introduction Description of the problem.
As a rule, before the reorganization, the centers for helping children without parental care were orphanages and
boarding schools for orphans. Children with special needs have always been part of a team of pupils and students of
such institutions. In view of the intensification of the state policy of the Russian Federation on the adoption of orphans
and the introduction of a system of other means of their living arrangements, representatives of the main contingent of
physically and mentally healthy pupils were adopted. At the moment, in these institutions there are more and mo re
children who need inclusive education in one way or another.
Formulation of the problem. Research Methodology.
The objective of this study is to determine the ways for the emergence of a social inclusion center on the basis
of a center for helping children without parental care, as well as orphanages for selected categories of children. There is
a need to improve the routine of the institution, taking into account the individual needs of the most physically weakest
members of the collective of pupils. If they are blind or visually impaired children, then the inscriptions on the door of
the classrooms and other explanatory texts should be duplicated in Braille at such a height that every child can read
them.

2. If these are deaf or hard of hearing children, then you need to install or significantly expand the system of
sound alerts - both in the orphanage or center itself, and in the surrounding area. If these are pupils with disorders of the
musculoskeletal system, then construction of ramps, lifts, and all kinds of devices on the potential route of such children
through orphanages is required.
Every child who has one or another deviation in physical development, more than others, needs recreational
zones to make up for a significant expenditure of their own strengths to achieve the same development results as
ordinary children. It is not always possible to place an orphanage near a grove of conifers or near a clean reservoir. In
this case, in the process of organizing children's leisure, a choice should be made, for example, between visiting a
pizzeria and a forest park in favor of the latter, etc. However, the construction, expansion of their own recreational areas
of the orphanage should be fully welcomed. It is unlikely that an orphanage located in the center of a densely populated
city will have a large area suitable for this. But in the outlying orphanages, as well as next to the new institutions, the
distribution of the territory should already be in accordance with the newly established standards, as suming the
existence of recreational areas of the appropriate format in the enclosing territory. Of course, you can share your
optimism about the fact that soon the orphanages in the existing quantity will no longer be needed. And each child will
either return to a blood family, or find a substitute family that he likes. However, practice shows that the number of
orphanages and child care centers in the near future, on the contrary, will try to significantly increase in view of changes
in the current socio-economic conditions of development of many countries of the world.
An additional measure to rethink the orphanage or the help center for children in the center of social inclusion
is the professional retraining of employees of the institution. This will allow the latter to master innovative approaches
to the development of the personality of a pupil with physical disabilities.
In the course of advanced training and retraining of employees of social and educational institutions, it is also
necessary to take into account the combined nature of pathology in children entering the institution. In addition, the
presence of a pathology of one type in some cases may entail the presence of additional developmental defects in the
near future, since a child who requires social inclusion is most vulnerable and prone to injuries and new physical
disabilities. Bearing in mind that difficult tests can be expected of such a child literally at any moment, each employee
of the institution should learn to fully support and protect such children by all means available to them.
Results.
The main results of the research are the following: the institution’s team mastering the skills of working with
children of the aforementioned specifics of development, building the educational process of the institution in such a
way that the pace, rhythm and traditional volume of children’s daily work are varied, and if necessary coincide with the
capabilities of even the weakest and defenseless member of the children's team. The novelty of the results is the system
for constructing the educational process of the institution of social services, the team of which includes children with
special needs.
Conclusions.
1. As a result of the study, the following conclusions are made. The flexible approach of the institution’s
staff to the planning of its work allows you to make the necessary adjustments in such a way that each child included in
the team feels comfortable and achieves maximum results in all areas of the activity available to him. With the arriv al of
special children in the institution, the number of various recreational areas corresponding to the individual needs of
restoring lost health for each child should be proportionally increased. If the staffing of the social service institution
does not allow including a sufficient number of narrow specialists who are able to fully meet the needs of special
children, specialists already working in the team should master related specialties by taking advanced training courses
and professional retraining in related fields.
Literature
1. Стратегия развития молодежи Российской Федерации на период до 2025 года [Электронный
ресурс] Режим доступа: https://fadm.gov.ru/documents/download/348/ (дата обращения: 09.09.2018) .
2. Эриксон Э. Идентичность: юность и кризис: Пер. с англ. / Общ. ред. и предисл. Толстых А. В. –
М.: Издательская группа "Прогресс", 1996. – 344 с.
References
1. Strategiya razvitiya molodezhi Rossiyskoy Federatsii na period do 2025 goda [Youth Development Strategy
of the Russian Federation for the period until 2025] URL: https://fadm.gov.ru/documents/download/348/ (accessed:
09/09/2018) (In Russ).
2. Erickson E. (1996). Identichnost': yunost' i krizis [Identity: youth and crisis: Trans. from English], tot. ed.
and foreword Tolstykh A.V., Moskow, Publishing group "Progress", 344 p. (In Russ).

3. About authors:
Latyshev Oleg Yuryevich, candidate of philological sciences, professor, academician, honorary doctor of
sciences, honored worker of science, technology and education, president of the International Mariinskaya Academy
named after M.D. Shapovalenko, Moscow, Russia.
E-mail: papa888@list.ru
Luisetto Mauro, head of the branch of Pharmacology and academician of 7 departments of the Mariinskaya
International Academy M.D. Shapovalenko, Doctor of Pharmaceutical Sciences and Applied Pharmacology, European
Laboratory Medicine Specialist, Piacenza, Italy.
E-mail: papa888@list.ru
Ortaldo, Honorary Academician of the branch of the "Scientific Policy" International Mariinskaya Academy
named after M.D. Shapovalenko, deputy. Chairman, ANUSCA, National Civil Registry Association, Piacenza, Italy.
E-mail: papa888@list.ru
Kassem, Nagwa Ibrahim Ibrahim, Corresponding Member of the Linguistics Branch of the International
Mariinskaya Academy named after M.D. Shapovalenko, doctoral student in the Italian language department of Ain
Shams University, Cairo, Egypt.
E-mail: papa888@list.ru
Chekalenko Elena Sergeevna, Director of GKUSO RO Taganrog Center for Children’s Help No. 5.
E-mail: elena.ch10@yandex.ru
Protchenko Natalya Yurievna, Honorary Academician of the branch of “People's Education. Pedagogy
»International Mariinskaya Academy named after M.D. Shapovalenko, Director of GKUSO RO Taganrog Center for
Children’s Help No. 5.
E-mail: protchenko_nata@mail.ru