Features of the GIA for students with disabilities

Students with disabilities, children with disabilities and people with disabilities can take the GIA in the form of the State Final Exam - GVE. In this case, the GIA is conducted in the form of written and oral exams using texts, topics, tasks and tickets. GVE at their request in all academic subjects can be held orally. These students have the opportunity, if they wish, to take individual subjects in the manner prescribed for everyone - in the form of the OGE and the Unified State Examination.

A student with disabilities is an individual who has deficiencies in physical and (or) psychological development, confirmed by the psychological-medical-pedagogical commission and preventing education without creating special conditions.
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Children with disabilities can apply for special conditions when passing exams, including the right to choose the form of the main state exam in all or in certain academic subjects, which are indicated by the SIA participant in the application that he submits to the educational organization before March 1.

When applying for the GIA, students with disabilities must provide a copy of the recommendations of the psychological, medical and pedagogical commission. Disabled and disabled children studying must provide an original or a certified copy of a certificate of disability issued by a medical and social examination.

For students with medical indications for homeschooling and the relevant recommendations of the psychological, medical and pedagogical commission, the GIA is organized at home.

What conditions should be created during the GIA for students with disabilities?

Special conditions for students with disabilities

• for students studying at home for health reasons, the duration of the main state exam is increased by 1.5 hours;
• the educational organization is equipped taking into account the individual characteristics of such students;
• the material and technical conditions of the exam provide the possibility of unimpeded access of such students to the classroom, toilets and other premises, as well as their stay in these premises (the presence of ramps, handrails, widened doorways, elevators, in the absence of elevators, the audience is located on the first floor; the presence of special chairs and other devices).

These requirements apply both to current students and to graduates of previous years.

For students and graduates of previous years with disabilities, children with disabilities and people with disabilities, as well as those who studied at home for health reasons, a GIA is organized in conditions that take into account their state of health, especially their psychophysical development.

During the examination, there are assistants who provide the necessary technical assistance, taking into account their individual capabilities, helping to take a workplace, move around, and read the assignment.

These students, graduates of previous years, taking into account their individual capabilities, use the technical means they need in the process of passing the exam.

GVE in all academic subjects at their request is carried out orally.

Special conditions for the hearing impaired

For hearing-impaired examinees, the exam rooms are equipped with sound-amplifying equipment for both collective and individual use. For deaf and hard of hearing examinees, if necessary, an assistant sign language interpreter is involved.

For blind examinees:

• examination materials are issued in Braille or in the form of an electronic document accessible using a computer;
• written examination work is done in Braille or on a computer;
• a sufficient number of special accessories are provided for the design of answers in Braille, a computer.

Special conditions for the visually impaired

For visually impaired examinees, examination materials are copied in an enlarged size; in the exam rooms, magnifying devices and individual uniform lighting of at least 300 lux are provided. Copying of examination materials takes place on the day of the examination in the presence of the head of the PES and members of the SEC.

When passing the GIA in the form of the Unified State Examination, the answers to the tasks of the examination work performed by the blind and visually impaired examinees in specially provided notebooks and oversized forms, as well as the examination papers completed on the computer, in the presence of members of the SEC, are transferred by assistants to the USE forms.

Special conditions for students with disorders of the musculoskeletal system

For students who are examined with a violation of the musculoskeletal system, the written examination work is performed on a computer with specialized software.

During the exam, meals and breaks are organized to carry out the necessary therapeutic and preventive measures.

For persons with medical indications for studying at home and the relevant recommendations of the psychological-medical-pedagogical commission, the exam is organized at home.

Passing the final certification for a child with disabilities, as well as for his parents, is a responsible event that requires serious preparation. It is very important to know the rules for organizing final tests for such children, and it is equally important to know the rights of the child when conducting examinations.
Regulatory legal documents regulating the procedure for conducting a GIA for persons with disabilities, children with disabilities and people with disabilities
✓ Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”;
✓ Order of the Ministry of Education and Science of Russia dated December 25, 2013 No. 1394 “On Approval of the Procedure for Conducting State Final Attestation in Educational Programs of Basic General Education” (registered by the Ministry of Justice of Russia on February 3, 2014, registration No. 31206);
✓ Order of the Ministry of Education and Science of Russia dated December 26, 2013 No. 1400 “On Approval of the Procedure for Conducting State Final Attestation in Educational Programs of Secondary General Education” (registered by the Ministry of Justice of Russia on February 3, 2014, registration No. 31205);
✓ Order of the Ministry of Education and Science of Russia No. 1082 dated September 20, 2013 “On Approval of the Regulations on the Psychological, Medical and Pedagogical Commission” (registered by the Ministry of Justice of Russia on October 23, 2013, registration No. 30242) (hereinafter referred to as the Regulations on the PMPK);
✓ Decree of the Government of the Russian Federation of August 31, 2013 No. 755 "On the federal information system for ensuring the state final certification of students who have mastered the basic educational programs of basic general and secondary general education, and the admission of citizens to educational organizations to receive secondary vocational and higher education and regional information systems for ensuring the state final certification of students who have mastered the basic educational programs of basic general and secondary general education”;
✓ Annex 11 to the letter of Rosobrnadzor No. 10-835 dated December 2, 2016 “Methodological recommendations for organizing and conducting state final certification for educational programs of basic general and secondary general education in the form of the main state exam and the unified state exam for persons with disabilities, children -disabled and handicapped"

To make it easier for you to navigate the large amount of information on this issue, below is a list of abbreviations used in all major legislative acts, as well as in most information materials:

A graduate with disabilities, in order to obtain the right to choose the form of the state final certification (USE or GVE), must contact the territorial (district) PMPK. In order to understand whether your child has the right to choose between the Unified State Examination and the GVE and decide on the form of passing the exams, it is necessary to obtain an appropriate conclusion from the PMPK.

After receiving the relevant conclusion of the PMPK, you and your child get the right to choose the form of the state final certification and determine which exams you will take and in what format (USE or GVE).

Note: neither the school where your child is studying, nor the PMPK have the right to determine the form of the state final assessment of your child without you or for you. The school is obliged to accept your application with a list of subjects and the chosen form of delivery, and the PMPK determines whether the graduate has a disability or not.

You must submit an application to the school with a list of exams and forms for passing them no later than March 1 of the current year, so we recommend that you do not postpone applying to the PMPK for the last few days!

According to the conclusion provided by the PMPK special organizational conditions for the examination will be created :
— creating an environment optimal for the needs of children with disabilities and participants with disabilities;
— provision of technical devices necessary to ensure a comfortable stay and movement at the examination point;
— provision of special examination materials, taking into account the individual characteristics of disabled participants (for the category of visually impaired, blind, deaf persons; participants with a violation of the musculoskeletal system);
— availability of assistants providing the necessary technical assistance to participants with disabilities and participants with disabilities;
—increase in duration by 1.5 hours(exam in foreign languages ​​(section "Speaking") for 30 minutes);
— catering and breaks to carry out the necessary medical and preventive procedures;
— organizing an exam at home(for students with medical indications for homeschooling and relevant recommendations of the CPMPC).

Features of the GIA for graduates with disabilities

PES for persons with disabilities, children with disabilities and disabled people are organized in conditions that take into account the state of health and the characteristics of the psychophysical development of the child.

It is therefore recommended to form separate audiences for the following categories of GIA participants with disabilities:
1. blind, late-blind participants of the GIA;
2. visually impaired participants of the GIA;
3. deaf, late-deafened participants of the GIA;
4. hard of hearing GIA participants;
5. GIA participants with severe speech disorders;
6. GIA participants with disorders of the musculoskeletal system;
7. GIA participants with mental retardation;
8. GIA participants with autism spectrum disorders;
9. other categories of participants with disabilities (diabetes, oncology, asthma, heart disease, enuresis, ulcers, etc.).

In the case of a small number of GIA participants with disabilities, seating of blind, late-blind and visually impaired participants in one audience is allowed. It is also possible to seat deaf, late-deaf, hearing-impaired GIA participants, participants with severe speech impairments, and with disorders of the musculoskeletal system in the same audience.

The number of jobs in each classroom for participants of the GIA with disabilities, children with disabilities should not exceed 12 people.
PES for GIA participants with disabilities, disabled children should be equipped at their request, taking into account their individual characteristics, with the necessary material and technical conditions: ramps, handrails, widened doorways, elevators, etc.

During the PES exam there may be assistants who provide GIA participants with disabilities, disabled children with the necessary assistance taking into account their individual characteristics. The parent (legal representative) of the GIA participant, a staff member of the educational institution where he is studying, as well as a social worker attached to the disabled person can be appointed as an assistant.

Please note that these are only the basic rules and recommendations for conducting a GIA for children with disabilities. You can find the full text in Appendix 11 to the letter of Rosobrnadzor dated December 2, 2016 No. 10-835 “Methodological recommendations for organizing and conducting state final certification for educational programs of basic general and secondary general education in the form of the main state exam and the unified state exam for persons with disabilities, children with disabilities and the disabled”, as well as in other regulatory legal acts related to this issue.

Consultation for parents of students with disabilities “Peculiarities of conducting a GVE for graduates with disabilities. Tips for parents »

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Consultation for parents of students with disabilities

“Peculiarities of the GVE for graduates with disabilities. Tips for parents »

Developed by: Mironova E.V.,

Teacher of Russian language and literature

Berezniki, 2016

Target: Familiarization of parents with the normative documents of the GVE for graduates with disabilities.

OGE or GVE?

GVE ( State final exam) is one of the forms of state final certification for students who have mastered the educational programs of basic general and secondary general education.

According to Order No. 1394 of the Ministry of Education and Science of the Russian Federation dated December 25, 2013, the GVE in the form of written and oral exams using texts, topics, tasks, tickets is carried out for certain categories of students, including students with disabilities, children with disabilities and people with disabilities who have mastered educational basic general education programs. In accordance with the Federal Law “On Education in the Russian Federation” No. 273 (Article 2), “a student with disabilities is an individual who has deficiencies in physical and (or) psychological development, confirmed by the psychological, medical and pedagogical commission and hindering education without creating special conditions”, including deaf, hard of hearing, blind, visually impaired, with severe speech disorders, with disorders of the musculoskeletal system and others.

The GIA in the form of GVE includes compulsory exams in the Russian language and mathematics (mandatory subjects), as well as exams of the student's choice (two): physics, chemistry, biology, literature, geography, history, social studies, foreign languages, computer science. For students with disabilities, children with disabilities and people with disabilities who have mastered the educational programs of basic general education,the number of exams they take is reduced to two if they wishcompulsory exams in Russian language and mathematics.

Graduates of grade IX with disabilities have the rightvoluntarily choose the format of graduation tests- it could bemain state exam (OGE) or the state final exam (GVE).

You must submit an application with a list of exams and forms for passing them to the school no later than March 1 next year. In order to understand whether your child has the right to choose between the OGE and the GVE and decide on the form of passing the exams, you need to obtain an appropriate conclusion PMPK.

Do not put off applying to the PMPK until the last days!

Rules for organizing the GIA for graduates

These rules are determined taking into account the peculiarities of psychophysical development, individual capabilities and health status of graduates.
To determine the necessary conditions for the GIA, a graduate with disabilities, when applying for participation in the GIA, must provide one of the following documents (original or photocopy):

• the conclusion of the psychological-medical-pedagogical commission;
• a certificate confirming the fact of the establishment of disability, issued by the federal state institution of medical and social expertise.

The material and technical conditions for the examination should take into account the individual characteristics of students with disabilities, children with disabilities, the disabled and provide them with the opportunity for unhindered access and stay in classrooms, toilets and other premises.

During the examination, there are assistants who provide the participants with the necessary technical assistance, taking into account their individual characteristics, helping them to take a workplace, move around, read the task, and take medicine.
Exam participants can use the technical means they need, taking into account their individual characteristics.

During the examination, meals and breaks are organized for participants to carry out the necessary medical and preventive procedures. Exam time is increased by 1.5 hours.

Detailed information on the requirements for the audience and equipment at the examination points is contained in the Methodological recommendations to the letter of Rosobrnadzor dated December 25, 2015 No. 01-311 / 10-01.

Features of the GVE for graduates

with disabilities

The state final exam is held, as a rule, on the basis of the educational organization in which the graduate studied.

Based on the conclusion of the PMPK, in agreement with the parents (legal representatives), the educational organization can organize the holding of the state final exam for a graduate with disabilities at home.

GVE-9 in Russian

The HRE can be conducted orally or in writing.

Oral exam is carried out by tickets (15 tickets are included in the examination kit) mainly for the following categories of exam participants with disabilities: blind, visually impaired and late-blind students who do not know Braille, students with musculoskeletal disorders. Each ticket contains a text and three tasks.

When carrying out HVE inwritingthe student is given the opportunity to choose one of the forms of examination work: an essay or presentation with a creative task. A special situation is with such a form as dictation: it is written by students with autism spectrum disorders.

Below are clarifications for participants with disabilitiesby exam format.

Examination materials in the Russian language for the GVE in writing are developed for different categories of students with disabilities. The recommended formats of the exam are indicated in brackets, however, other solutions are possible for medical reasons (the choice of the format is decided individually, taking into account the special educational needs of students and the individual situation of development).

1. Students with disorders of the musculoskeletal system, hard of hearing and late deaf students(the number of examination materials contains the mark "A": a presentation with a creative task or an essay at the choice of a graduate; examination materials are similar to those developed for students without disabilities).

2. Blind, Visually Impaired and Late Blind Braille Learners(the number of examination materials contains the mark “C”: a presentation (compressed) with a creative task or an essay at the choice of a graduate; examination materials are similar to those developed for students without disabilities, but visual images are minimized in the texts).

3. Deaf students, students with mental retardation, with severe speech disorders(the number of examination materials contains the mark "K": a presentation (concise or detailed) with a creative task or an essay at the choice of a graduate; the examination material has a number of features: it is allowed to write not only a concise, but also a detailed presentation (at the choice of a graduate); minimum the volume of detailed answers are reduced; the texts are narrative and adapted to the category of examinees; the wording of tasks is simplified; special assessment criteria and instructions for tasks are provided that reflect the specifics of a particular category of participants with disabilities).

4. Students with autism spectrum disorders(the number of examination materials contains the mark "D": dictation with special evaluation criteria).

Choice of examination paper(compositions or presentations with a creative task) the student can carry out on the day of the exam . To make this choice conscious, the organizer must acquaint the participants of the exam both with the content of the set of topics for the examination essay and with the examination material for the presentation (the topic of the presentation is indicated, and the creative task is read out). It is recommended to carry out this work in one classroom. After the students have made a choice, they should be divided into different audiences.

GVE in the form of an essay

A set of essay topics (see samples of examination material) contains four topics of different problems, grouped according to a certain structure, instructions for the student.

The first three topics are free, they involve writing an essay on philosophical or ethical and moral issues. When writing an essay-reasoning on one of these topics, examinees can give arguments based both on the content of works of art and on the life experience of the student (personal impressions, own thoughts on the topic, etc.). The topics of the essays, formulated in the form of a quotation, which is a statement of one of the representatives of the national culture, aim at free reasoning, which may contain both arguments confirming the validity of the judgment and counterarguments proving the right to the existence of a different point of view.

The fourth topic is related to the analysis of works of art studied in the framework of the course "Literature". If the fourth topic is chosen, the arguments are based on the content of works of art. The themes of essays related to poetry should be revealed using at least two poems as an example. The themes of essays related to works of small epic form are revealed on the example of one or two works (their number can be increased at the discretion of the exam participant).

The minimum required amount of essay for writing essays from the set marked “A” or “C” is set from 250 words (if the essay has less than 200 words (all words, including service words are included in the word count), then such work is considered unfulfilled and is evaluated 0 points).

The set of essay topics marked “K” differs not in the structure of the set, but in the simpler wording of the essay topics, as well as in the instructions for students, which indicate other requirements for the volume of essays. The volume of the essay of students writing an essay from the set marked “K” can be reduced: essay - from 100 words (if the essay has less than 70 words, then the essay is rated 0 points).

GVE in the form of presentation with a creative task

The presentation with a creative task contains a text, a creative task, instructions for the student.

The text for presentation is a fragment of an article, essay, story of philosophical, social, moral issues. The text is considered as a stimulus for writing an essay-reasoning.

The text proposed for presentation is read by the organizer in the audience three times.

The creative task is formulated in the form of a question related to the problems of the text. The question aims at a commentary on the problem posed and the argumentation of one's own position. The creative task must be read and written on the board (or printed out for each participant in the exam). If necessary, proper names mentioned in the text of the presentation are written on the board.

Instructions for completing the task must be communicated to the examinees.

As the organizer of the examination in the form of a presentation with a creative task, a specialist (for example, a primary school teacher) who knows the methodology for conducting an exam in the form of a presentation is involved. It is not allowed to involve in the examination in the form of presentation a specialist in this subject, as well as a specialist who taught this subject to these students.

Features presentation with a creative task marked "A"

The approximate amount of text for presentation is 280–400 words. Examinees must write a concise summary, conveying the main content of both each microtopic and the entire text as a whole.

The minimum required amount of written work is set in the form of a presentation with a creative task: a concise presentation - from 70 words (if the presentation is less than 50 words, then the presentation is rated 0 points); creative task (essay) - from 200 words (if the essay has less than 150 words, then the essay is rated 0 points).

Features of presentation with a creative task marked "K"

Sets of presentations with a creative task marked "K" have their own specifics. The volume of text for presentation does not exceed 350 words. Texts for presentation are selected of a narrative nature with a clear content, a clear presentation of the sequence of events, not containing the complex reasoning of the author, a large number of actors. The texts do not use complex syntactic constructions, an abundance of figurative means and tropes, dialectal, archaic vocabulary. In addition, the instructions for completing assignments contain other requirements for the minimum amount of presentation and creative work in the form of an essay.

Graduates taking the exam on examination materials with the mark "K" are given the choice: writing a concise or detailed presentation. For them, other requirements for the volume are set: a concise presentation - from 40 words (if the presentation is less than 30 words, then the presentation is rated 0 points), the volume of a detailed presentation is not limited. Creative task (essay) - from 70 words (if the essay has less than 50 words, then the essay is rated 0 points).

GVE in the form of a dictation

GVE in the Russian language for students with autism spectrum disorders can be conducted in the form of a dictation.

More details fromCollection of training materialsto prepare for the exam can be found on the FIPI website.

Duration of GVE-9 in Russian

3 hours 55 minutes (235 minutes) are given to complete the examination paper in the Russian language. The duration of the examination work in academic subjects does not include the time allocated for preparatory activities (instructing students, opening packages with examination materials, filling in the registration fields of the examination work, setting up technical means).

If the duration of the examination work is 4 or more hours, meals are provided for students.

For students with disabilities, children with disabilities and people with disabilities, as well as those who studied at home for health reasons, in educational organizations, including sanatoriums and resorts, in which the necessary medical, rehabilitation and recreational activities are carried out for those in need of long-term treatment, the duration of the examination work is increased by 1.5 hours.

Additional materials and equipment

Exam participants are allowed to use spelling and explanatory dictionaries. Dictionaries are provided by the educational organization on the basis of which the PES is organized, or by educational organizations whose students take the exam in the PES. The use of personal dictionaries by GVE-9 participants is prohibited.

Evaluation system for the performance of individual tasks

and examination work in general

GVE in Russian

To evaluate the examination paper, a set of evaluation criteria is used that corresponds to a certain type of tasks: an essay on a literary topic, an essay on a free topic, a presentation with a creative task, a dictation. For each of these types of tasks, special criteria have been developed; common to all types of work are the criteria for assessing the literacy and actual accuracy of the examinee's speech. (For more information about the criteria for evaluating the GVE, see Methodological recommendations for conducting state final certification for educational programs of basic general education in all academic subjects in the form of a state final exam (written form) Appendix 15 to the letter of Rosobrnadzor dated December 25, 2015 No. 01-311 / 10- 01)

The following is recommended translation scale sums of primary points for the completed tasks of the GVE in the Russian language (an essay on a literary theme, an essay on a free topic, writing a presentation with a creative task) into a five-point assessment system.

Appendix.

Samples of examination materials for preparation for the GVE.

oral form.

Ticket number 1

Read the text and do the tasks for it.

In an old Volga city, on one of the narrow streets of the center, a two-story house burned down. It was old, made of dark brick, with a wooden mezzanine. The house was considered emergency; three years ago, the last residents were evicted from it in new buildings. It would have been broken long ago, but the house, among many others, was declared a monument of history and culture. Indeed, it was built by some forgotten merchant before Napoleon according to his provincial taste. But what to do: Russia is not Italy, not Greece, not even England, and for us even two centuries is already a venerable antiquity, which, under pressure from local historians, has to be protected.

This house, which stood abandoned and destroyed by itself, however, was not saved. The house stood in the center, between a supermarket and a nightclub, and in its place a certain company had long been going to build a modern office building with eighteen floors. Builders were already approaching the house, then local historians got up and defended the old house. We had to retreat from the house, and for three years it gradually collapsed. And now it's on fire...

It would be hypocrisy to say that the monuments of history and culture began to disappear recently. Now they often remember how many temples were destroyed, which are now gradually being restored. But after all, our ancestors, by the way, did not only pray: they lived somewhere, worked somewhere. And this Russian life, so dear to us, has now remained only in the Tretyakov Gallery on the canvases of Perov and Makovsky, Savrasov and Polenov, Arkhipov and Fedotov. But in Moscow alone, in addition to the legendary “forty forties”, there were also the Red Gate, and the famous Arbat lanes, and the mysterious Zaryadye - alas, all this was demolished when a new city was created instead of the old “big village”. It worked out with the new city, but you can’t bring back the old one either.

Meanwhile, a few years ago, pushing the automotive industry to second place, tourism became the most profitable business in the world. Entire countries - Italy, Greece, France, England, Spain, the Czech Republic, Holland, yes, practically the whole of Europe - now live primarily at the expense of those who want to see the world. And the older this world, the more willing to see it.

Of course, many people are interested in Russia. Tourists visit us too. And we carry them mainly to two cities: to St. Petersburg and to Moscow, which were too large to be completely destroyed. Well, even Suzdal... And the rest of the huge Russia is practically not mastered by modern wanderers. And it is no coincidence: what can we show them there? They have enough glass and concrete at home. And what's left of the past

time, disappears, unfortunately, before our eyes. Old houses are now burning all over our vast homeland ...

With regret and slight sadness, we watch how our past burns ... And this is our future burning!

(According to L.A. Zhukhovitsky)

Tasks

1. Formulate the main idea of ​​the read text.

2. Tell us about the particle as a part of speech. What are the morphological features of the particle? Find particles in the text (at least 2 examples).

Justify your choice.

3. Tell me what you need to know so as not to make a mistake in highlighting introductory words in a letter. Find introductory words in the text (at least 2 examples), explain the features of punctuation with introductory words.

Written form.

Set of essay topics No. A9-1

1. "Love is so omnipotent that it regenerates us." (F.M. Dostoevsky)

2. "The purpose of man is precisely to do good." (V.I. Dal)

3. In what way, from your point of view, can a person's civic position be manifested?

4. What life principles did Khlestakov choose for himself? (According to N.V. Gogol's comedy "The Government Inspector")

Choose only ONE of the proposed essay topics, and then write an essay on this topic in a volume of 250 words or more. If the essay contains less than 200 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.

If you choose one of the first three topics of the essay, you can argue your position based on both the content of works of art and your life experience (personal impressions, your own reflections, knowledge, etc.).

If you choose the fourth topic of the essay, rely on the author's position and formulate your point of view. Argument your thesis based on literary works.

Presentation with creative task No. AI-9-1

One day I spent most of the summer gathering herbs and flowers. I learned their names and properties from the old plant guide and entered all this into my notes. It was an exciting activity.

Never until then had I imagined the expediency of everything that happens in nature, all the complexity and perfection of every leaf, flower, root or seed.

This purposefulness sometimes reminded of itself purely outwardly and even painfully.

One autumn my friend and I spent a few days fishing in the deaf, old riverbed of the Oka. It lost its connection with the river several centuries ago and turned into a deep and long lake. He was surrounded by such thickets that it was difficult to get through to the water, and in other places it was impossible.

I was wearing a woolen jacket, and many prickly seeds of string (similar to flat bidents), burdock and other plants stuck to it.

The days were clear and cold. We slept in a tent without undressing.

On the third day it rained a little, my jacket was damp, and in the middle of the night I felt a sharp pain in several places on my chest and arms, as if from pricks of a pin.

It turned out that round flat seeds of some kind of grass, saturated with moisture, moved, began to unfold in a spiral and screw into my jacket. They screwed right through it, then they pierced my shirt and in the middle of the night they finally got to my skin and began to prick it gently.

It was, perhaps, one of the most striking examples of expediency. The seed fell to the ground and lay there motionless until the first rains. It made no sense for him to break into dry soil. But as soon as the earth became wet from the rain, the seed, twisted into a spiral, swelled, revived, screwed into the earth like a drill, and began to germinate at the appointed time.

I remembered another amazing phenomenon.

We are talking about the spicy smell of common linden flowers, the romantic tree of our parks. This smell is heard only at a distance. Near a tree, it is almost invisible. The linden stands, as it were, surrounded at a great distance by a closed ring of this smell. There is expediency in this, but we have not yet fully unraveled it.

(According to K.G. Paustovsky)

(319 words)

Exercise

1. Listen to the text. Write a concise summary of a fragment of the book by K.G. Paustovsky "Golden Rose".

Give the main content of the text in the amount of 70 words. If there are less than 50 words in a condensed presentation (all words, including official ones, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.

2. Give a reasoned answer to the question:

Why is it interesting for a person to observe natural phenomena?

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words. If the essay contains less than 150 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.

If the essay is a retelling of the text, then such work is estimated at 0 points.

Write your essay clearly and legibly, following the rules of speech.

Note for the organizer:

the presentation test is read 3 times;

for deaf and hard of hearing students, the text of the presentation is given for reading for 40 minutes (after this time, the organizer takes the text and the student writes a concise or expanded presentation with a creative task).

Sample dictation No. D-9-1

Even in early childhood, I had a chance to admire the sunrise. In the early spring morning, on a holiday, my mother sometimes woke me up, carried me to the window in her arms and said: “Look how the sun plays!” Behind the trunks of old lindens, a huge flaming ball rose above the awakened earth. He seemed to swell, shone with a joyful light, played, smiled. For the rest of my life I remember the face of my mother, illuminated by the rays of the rising sun.

In adulthood, I have watched the sunrise many times. I met him in the forest, when before dawn the pre-morning wind passes above the tops of the head, one after another the pure stars go out in the sky, the black peaks are more clearly indicated in the lightened sky. There is dew on the grass. Clean and transparent air. On a dewy morning, resin smells in a dense forest.

I saw the sunrise over my native fields, over a green meadow covered with dew, over the silver surface of the river. Pale morning stars, a thin sickle of the month are reflected in the cool mirror of water. Dawn breaks in the east, and the water appears pink. As if in a steamy light haze, the sun rises above the earth to the singing of countless birds. Like the living breath of the earth, a light golden mist spreads over the fields, over the motionless ribbon of the river. Cool transparent dew in the meadows shines like diamonds.

I observed the appearance of the sun on a frosty winter morning, when deep snow shone unbearably, a light frosty hoarfrost scattered from the trees. I admired the sunrise in high mountains covered with sparkling glaciers. The sunrise over the ocean is especially beautiful. Being a sailor, standing on watch, I watched many times how the rising sun changes its color: either it swells up with a flaming ball, then it is covered with fog or distant clouds. And everything around suddenly changes. Distant shores, crests of incoming waves seem different. The color of the sky itself changes, covering the endless sea with a golden-blue tent.

Residents of big cities rarely admire the sunrise. High stone masses of city houses cover the horizon. Even villagers wake up for the short hour of sunrise, the beginning of the day. But in the living world of nature, everything awakens. On the edges of the forest, over the illuminated water, the nightingales sing loudly. Soar from the fields into the sky, disappearing in the rays of dawn, light larks. Cuckoos happily cuckoo, thrushes whistle.

My friends, I advise you to admire the sunrise. There is nothing more charming than the early morning dawn, when the earth breathes maternal breath and life awakens.

(According to I.S. Sokolov-Mikitov)

Passing final exams is difficult for all schoolchildren, and even more difficult for children with disabilities or significant health problems. The Law "On Education" and departmental acts of the Ministry of Education and Science oblige the organizers of certification to create a special, most comfortable environment for conducting the OGE for children with disabilities at the examination points: install the necessary additional technical equipment, allocate more time for preparation and response, provide participants with the right to choose the form of certification .

Categories of OGE participants

The educational standards in force since the fall of 2016 (FSES HIA and UO) define HIA as significant medical problems:

• with vision or hearing (partial or complete loss);
• with speech (serious cases of dysfunction of the speech apparatus);
• with the musculoskeletal system;
• with mental development (including diagnosed autistic disorders).

The conclusion about the presence of health problems is given by the psychological-medical-pedagogical commission. The document confirming the HIA is advisory in nature: the student can be assessed on a general basis or take advantage of preferential conditions and additional rights granted by law. If the second option is chosen, then at the examination point (usually PES are arranged in educational institutions where GIA participants study), you must submit an application that indicates the special conditions necessary for the child, and attach a copy of the conclusion of the commission.

Features of the GIA for participants with disabilities

Depending on further educational plans, graduates with disabilities and disabilities can, if they wish, take only compulsory mathematics and the Russian language, completely abandoning certification in additional subjects or reducing their number.

The features of the GIA for participants with disabilities stipulated by the regulatory framework can be divided into two categories:

1. Organizational and technical- an educational institution should provide children with disabilities with comfortable access to classrooms, bathrooms, elevators (if the examination point (ECP) is not located on the first floor). Classes are equipped with additional audio-visual equipment appropriate for the nature of the disease, or students are allowed to use their own aids.
2. methodical- control and measuring examination materials are developed on the basis of the requirements of the Federal State Educational Standard for the level of knowledge of graduates, but taking into account the peculiarities of the health status of different categories of participants in the OGE.

Forms of certification

In what form students with disabilities can take the GIA, students, their parents or guardians decide. Optionally, instead of the standard state final certification, you can choose an oral exam with traditional tickets or one of the written formats: essay, presentation, dictation. The main thing is to indicate in advance in the application for passing the OGE how exactly the graduate intends to pass the GIA.

Exams can be taken both orally and in writing. Those who, for health reasons, cannot write by hand, do the work on the computer.

Forms of conducting the OGE for different categories of graduates with disabilities in accordance with the methodological recommendations of the FIPI.

Duration

The preferential additional limit of examination time for participants of the OGE with disabilities is one and a half hours. These 90 minutes are added to the standard subject standards. For example, the OGE for children with disabilities in mathematics may not last 235 minutes, but 325.

The duration of the OGE in subjects of your choice.

The duration of the OGE in compulsory subjects.

In addition, half an hour is added for the oral answer in foreign language exams. The surrender of the "Speaking" is necessarily recorded on sound media.

Special conditions

For graduates who cannot arrive at the PES, examiners with the necessary equipment go to their homes. For those who pass the OGE at an educational institution for more than 4 hours, a break is organized for eating, performing mandatory medical procedures. The rest of the features of the examination process depend on the specifics of the limitation of students' abilities.

Organizational specifics of the OGE by the nature of the disease

As with the standard examination of the OGE, video surveillance is carried out without connecting to the Internet.

Demos and training tasks for children with disabilities

Special (FIPI) will help to understand the requirements for a particular certification format and hone the skills necessary for the successful passing of the OGE. Participants with disabilities perform tasks of the same level of complexity as other graduates, but compiled and designed taking into account the health capabilities of special children.

Mathematics

In terms of the amount of verification of the studied material, the options for the OGE in mathematics for children with disabilities do not differ from the usual ones. The questions cover the main sections of the curriculum for grades 5-9: arithmetic, algebra, geometry, probability and statistics.

At the oral exam, the student must solve one of the tasks proposed in each of the five sections of the ticket and give a short or detailed answer, explaining the calculations or justifying the order of mathematical operations, etc.

At least 60 minutes are given to prepare for the answer.

The specification of control and measuring materials for the oral OGE in mathematics will help to get an idea of ​​the type and complexity of the questions.

In the EM (exam materials) for the written GIA-9 there are tasks:

• with a choice of answers;
• to establish compliance;
• for a complete solution.

According to the level of complexity, the tasks of the oral and written formats of the OGE do not differ:

You can get acquainted with the assessment criteria and options for tasks on the written OGE in mathematics for children with disabilities in the EM specification.

Russian language

The tasks of the OGE in the Russian language for children with disabilities are compiled taking into account the specifics of diseases or special health conditions of graduates. For oral certification, tickets with texts and tasks are used to test logical thinking skills, knowledge of grammar, punctuation, and spelling rules. The written exam is conducted in the form of:

• essays;
• presentations with a creative part;
• dictation is a special form of assessment for children with autistic disorders.

Examination materials are compiled taking into account various types of diseases:

• marked with the letters "A" and "C" are designed for students with poor hearing, vision, problems of the musculoskeletal system;
• the letter "K" marks assignments for deaf children, graduates with severe speech disorders or mental retardation.

Criteria for evaluating answers, a list of topics and rules, knowledge of which is tested at the OGE for graduates with disabilities, as well as samples of EM are presented in the specifications for the materials of the oral and written exams.

Today, everything possible is being done to ensure that the difficulties associated with disabilities do not affect the educational and career ambitions of young people. Taking advantage of the additional rights provided by the legislation at the OGE, participants with disabilities can get fair scores in the exam that will not spoil the certificate.

For parents of graduates with disabilities, including children with disabilities

Graduates with disabilities, including children with disabilities, people with disabilities can also choose the OGE as a form of state final certification in accordance with the Procedure for conducting the GIA for educational programs of secondary general education (order of the Ministry of Education and Science of Russia dated December 24, 2013 No. 1400).

Who is a graduate with a disability?

According to the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273 “A student with disabilities is an individual who has deficiencies in physical and (or) psychological development, confirmed by the psychological, medical and pedagogical commission and preventing education without creation of special conditions. Thus, a graduate with disabilities, in order to obtain the right to choose the form of the state final certification (OGE or GVE), must contact the territorial (district) PMPK.

After receiving the relevant conclusion of the PMPK, your child receives the right to choose the form of the state final certification and, together with you, determines which exams he will take and in what format (OGE or GVE). Please note that neither the school where your child is studying, nor the PMPK have the right to determine the form of the state final certification of your child without you or for you. The school is obliged to accept your application with a list of subjects and the chosen form of delivery, and the PMPK determines whether the graduate has a disability or not.

We remind you that you must submit an application to the school with a list of exams and forms for passing them no later than March 1 of the current year. In order to understand whether your child has the right to choose between the OGE and the GVE and decide on the form of passing the exams, you must obtain the appropriate conclusion from the PMPK.

Do not put off applying to the PMPK until the last days!

Features of the OGE for graduates with disabilities

State final certification is carried out taking into account the peculiarities of psychophysical development, individual capabilities and health status of graduates with disabilities.

This means that during the final certification, depending on the disability of the graduate, the following are provided: less occupancy of classrooms, an increase in the duration of the exam, the presence of assistants, the availability of special equipment, etc. Detailed information about the requirements for the audience and equipment at the reception points examinations is contained in the methodological recommendations of Rosobrnadzor.

The state final exam is held, as a rule, on the basis of an educational organization.

Based on the conclusion of the PMPK, in agreement with the parents (legal representatives), the educational organization can organize the holding of the state final exam for a graduate with disabilities at home.

When conducting the state final exam for graduates with disabilities, the following are provided: an increase in the duration of the state final exam by 1.5 hours; the presence in the audience of an assistant who provides graduates with disabilities with the necessary technical assistance, taking into account their individual characteristics, in particular, helping the graduate to take a job, move around, read and complete the assignment, communicate with the examiner; the possibility of using the necessary technical means.

The duration of the state final exam does not include breaks for the necessary medical and preventive procedures for graduates with disabilities.

Regulatory documents

Order of the Ministry of Education and Science of Russia No. 1394 dated December 25, 2013 "On approval of the procedure for conducting state final certification for educational programs of basic general education" -DOWNLOAD

Order No. 10 of January 16, 2015 "On Amendments to the Procedure for Conducting State Final Attestation in Educational Programs of Basic General Education, approved by Order of the Ministry of Education and Science of the Russian Federation of December 25, 2013 No. 1394" -DOWNLOAD

Order of the Ministry of Education and Science of the Russian Federation No. 46 dated 02/03/2015 "On approval of a unified schedule and duration of the main state exam for each academic subject, a list of teaching and education tools used in its conduct in 2015"