Abstract:

The article is devoted to the problem of inclusive education for deaf-blind children in Russia. The authors of the article use statistical analysis methods to assess the complexity of the problem. The article considers in detail the legislative and social conditions in which the training of deaf-blind children in Russia takes place.

The author reviews the main problems in inclusive education for children in this category. The authors of the article also propose the creation of a fundamentally different model of work with deaf-blind children.

The article considers the possibility of creating a new network of informing about the educational needs of deaf-blind children in the context of work after the fact, and not at the request of parents or official guardians of such children.

The authors conclude that in the context of Russian education it is necessary to distinguish deaf-blind children as a separate category at the legislative and scientific level for adopting an appropriate laws and measures to help children in the field of education and social adaptation.

Keywords:

Deaf-blind children, special education needs, pedagogical support, special education institutions, inclusive education system.