Active Edition from 28.10.2009
| Document name | ORDER of the Ministry of Education and Science of the Russian Federation of October 28, 2009 N 481 "ON THE APPROVAL AND INTRODUCTION OF THE FEDERAL STATE EDUCATIONAL STANDARD FOR SECONDARY VOCATIONAL EDUCATION FOR THE SPECIALTY 040406 ORGANIZATION OF SIGNAL COMMUNICATION" |
| Type of document | command, standard |
| Host body | Ministry of Education and Science of the Russian Federation |
| Document Number | 481 |
| Acceptance date | 01.01.2010 |
| Revision date | 28.10.2009 |
| Registration number in the Ministry of Justice | 15472 |
| Date of registration in the Ministry of Justice | 09.12.2009 |
| Status | valid |
| Publication |
|
| Navigator | Notes |
ORDER of the Ministry of Education and Science of the Russian Federation of October 28, 2009 N 481 "ON THE APPROVAL AND INTRODUCTION OF THE FEDERAL STATE EDUCATIONAL STANDARD FOR SECONDARY VOCATIONAL EDUCATION FOR THE SPECIALTY 040406 ORGANIZATION OF SIGNAL COMMUNICATION"
FEDERAL STATE EDUCATIONAL STANDARD FOR SECONDARY PROFESSIONAL EDUCATION IN SPECIALTY 040406 ORGANIZATION OF SIGNAL COMMUNICATION
7.1. An educational institution independently develops and approves the OBEP SVE on the basis of an exemplary basic professional educational program, which includes a basic curriculum and (or) exemplary programs of academic disciplines (modules) in the relevant specialty, taking into account the needs of the regional labor market.
Before starting the development of the BEL, an educational institution must determine its specifics, taking into account the focus on meeting the needs of the labor market and employers, specify the end results of training in the form of competencies, skills and knowledge, and practical experience gained.
Specific types professional activity, for which the graduate is mainly preparing, should determine the content of his educational program, developed by the educational institution together with interested employers.
When forming the BRI, an educational institution:
has the right to use the amount of time allotted for the variable part of the BEP cycles, while increasing the amount of time allotted for the disciplines and modules of the mandatory part, or introducing new disciplines and modules in accordance with the needs of employers and the specifics of the educational institution;
is obliged to annually update the main professional educational program (in terms of the composition of disciplines and professional modules established by the educational institution in the curriculum, and (or) the content of the work programs of academic disciplines and professional modules, educational and work practice programs, methodological materials that ensure the implementation of the relevant educational technology ) taking into account the requests of employers, the peculiarities of the development of the region, science, culture, economics, engineering, technology and social sphere within the framework established by this federal state educational standard;
is obliged in the working curricula of all disciplines and professional modules to clearly formulate the requirements for the results of their development: competencies, acquired practical experience, knowledge and skills;
is obliged to ensure effective independent work of students in combination with the improvement of its management by teachers and masters of industrial training;
is obliged to provide students with the opportunity to participate in the formation of an individual educational program;
is obliged to form a socio-cultural environment, create the conditions necessary for the comprehensive development and socialization of the individual, promote the development of the educational component of the educational process, including the development of student self-government, the participation of students in the work of public organizations, sports and creative clubs;
should provide for the implementation of the competency-based approach, the use of active and interactive forms of conducting classes in the educational process (computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings, group discussions) in combination with extracurricular work for the formation and development of general and professional students' competencies.
7.2. Students have the following rights and obligations:
when forming their individual educational trajectory, the student has the right to transfer the relevant disciplines and professional modules mastered in the process of previous education (including in other educational institutions), which frees the student from the need to re-master them;
in order to educate and develop the personality, achieve results in the development of the main professional educational program in terms of developing general competencies, students can participate in the development of student self-government, the work of public organizations, sports and creative clubs;
students are required to complete all the tasks provided for by the main professional educational program within the established time limits;
students should be given the opportunity to evaluate the content, organization and quality of the educational process.
7.3. The maximum volume of a student's study load is 54 academic hours per week, including all types of classroom and extracurricular (independent) study work to master the main professional educational program.
7.4. The maximum amount of classroom teaching load for full-time education is 36 academic hours per week.
7.5. The maximum amount of classroom teaching load for part-time (evening) education is 16 academic hours per week.
7.6. The maximum amount of classroom teaching load per year for part-time education is 160 academic hours.
7.7. The total amount of vacation time in the academic year should be 8-11 weeks, including at least two weeks in the winter.
7.8. The implementation of a course project (work) is considered as a type of educational work in the discipline (disciplines) of the professional cycle and (or) professional module (s) of the professional cycle and is implemented within the time allotted for its (their) study.
7.9. The discipline "Physical culture" provides weekly 2 hours of compulsory classroom lessons and 2 hours of independent study load (due to various forms of extracurricular activities in sports clubs, sections).
7.10. An educational institution has the right for subgroups of girls to use part of the study time of the discipline "Life Safety" (48 hours), allotted for studying the basics of military service, for mastering the basics of medical knowledge.
7.11. The normative term for mastering the main professional educational program in the specialty of secondary vocational education for full-time education for persons studying on the basis of basic general education, it increases by 52 weeks (1 year) at the rate of:
theoretical training (with a mandatory teaching load of 36 hours per week) 39 weeks.
intermediate certification 2 weeks.
vacation time 11 weeks.
7.12. Consultations for full-time students of education are provided by an educational institution in the amount of 100 hours per study group for each academic year, including during the implementation of secondary (complete) general education for persons studying on the basis of basic general education. Forms of consultations (group, individual, written, oral) are determined by the educational institution.
7.13. During the period of study with young men, training camps are held<*>.
<*>Clause 1 of Article 13 of the Federal Law "On Military Duty and military service"of March 28, 1998 N 53-FZ (Sobranie Zakonodatelstva Rossiyskoy Federatsii, 1998, N 13, Art. 1475; 2004, N 35, Art. 3607; 2005, N 30, Art. 3111; 2007, N 49, Art. 6070, 2008, N 30, item 3616).
7.14. Practice is a mandatory section of the BOP. It is a type of training sessions that provide practice-oriented training for students. When implementing the OBOR SVE, the following types of practices are envisaged: educational and industrial.
The production practice consists of two stages: practice in the specialty profile and pre-diploma practice.
Educational practice and work practice (according to the profile of the specialty) are carried out by an educational institution when students master professional competencies within the framework of professional modules and can be implemented both concentrated in several periods, and dispersed, alternating with theoretical classes within the framework of professional modules.
Goals and objectives, programs and forms of reporting are determined by the educational institution for each type of practice.
Industrial practice should be carried out in organizations whose activities correspond to the profile of training students.
Certification based on the results industrial practice is carried out taking into account (or on the basis of) the results confirmed by the documents of the relevant organizations.
7.15. The implementation of the main professional educational program in the specialty of secondary vocational education should be provided by teaching staff with higher education corresponding to the profile of the taught discipline (module). Experience in organizations of the relevant professional field is mandatory for teachers responsible for mastering the professional cycle by students; these teachers must undergo an internship in specialized organizations at least once every 3 years.
7.16. The main professional educational program should be provided with educational and methodological documentation for all disciplines, interdisciplinary courses and professional modules of the BEL.
Extracurricular work should be accompanied by methodological support and justification of the time spent on its implementation.
The implementation of the main professional educational programs should be provided with access for each student to databases and library funds, formed according to the full list of disciplines (modules) of the main professional educational program. During self-study, students must be provided with access to the Internet.
Each student must be provided with at least one educational printed and / or electronic publication for each discipline of the professional cycle and one educational and methodical printed and / or electronic publication for each interdisciplinary course (including electronic databases of periodicals).
The library fund should be completed with printed and / or electronic editions of basic and additional educational literature in the disciplines of all cycles, published over the past 5 years.
The library fund, in addition to educational literature, should include official, reference and bibliographic and periodicals in the amount of 1-2 copies for every 100 students.
Each student should be provided with access to the library stock, consisting of at least 3 titles of domestic journals.
An educational institution should provide students with the opportunity to quickly exchange information with domestic educational institutions, organizations and access to modern professional databases and information resources on the Internet.
7.17. The Council of an educational institution, when introducing the OBOR, approves the general budget for the implementation of the relevant educational programs.
Funding for the implementation of the OBOR should be carried out in an amount not lower than the established standards for financing a state educational institution<*>.
<*>Clause 2 of Article 41 of the Law of the Russian Federation "On Education" dated July 10, 1992 N 3266-1 (Collected Legislation of the Russian Federation, 1996, N 3, Art. 150; 2002, N 26, Art. 2517; 2004, N 30, 3086; N 35, item 3607; 2005, N 1, item 25; 2007, N 17, item 1932; N 44, item 5280).
7.18. An educational institution implementing the main professional educational program in the specialty of secondary vocational education must have a material and technical base that ensures the conduct of all types of laboratory work and practical classes, disciplinary, interdisciplinary and modular training, educational practice provided for by the curriculum of the educational institution. The material and technical base must comply with the current sanitary and fire safety standards.
The implementation of the BRI should ensure:
performance by students of laboratory work and practical exercises, including, as a mandatory component, practical tasks using personal computers;
mastering professional modules by students in the conditions of an appropriate educational environment created in an educational institution or in organizations, depending on the specifics of the type of professional activity.
When using electronic publications, an educational institution must provide each student with a workplace in a computer class in accordance with the volume of disciplines studied.
An educational institution must be provided with the necessary set of licensed software.
List of offices, laboratories, workshops and other premises
Cabinets:
history and foundations of philosophy;
foreign language;
information technologies in professional activity;
anatomy, physiology and pathology of the organs of hearing and speech;
basics of management;
theory and practice of sign language translation;
organizational and legal support for the activities of a sign language interpreter;
the basics of teaching methods;
social aspects of rehabilitation of people with hearing problems;
life safety.
Laboratories:
informatics and information technologies;
auditory-speech correctional complex;
technical training aids (experimental multimedia complex).
Sports complex:
an open wide-profile stadium with elements of an obstacle course;
shooting range (in any modification, including electronic) or a place for shooting.
library, reading room with Internet access;
auditorium.
VIII. REQUIREMENTS FOR ASSESSING THE QUALITY OF MASTERING THE BASIC PROFESSIONAL EDUCATIONAL PROGRAM8.1. The assessment of the quality of mastering the main professional educational program should include the current control of knowledge, intermediate and state (final) certification of students.
8.2. Specific forms and procedures for current knowledge control, intermediate certification for each discipline and professional module are developed by the educational institution independently and brought to the attention of students within the first two months from the start of training.
8.3. To certify students for the compliance of their personal achievements with the step-by-step requirements of the relevant OBEP (current and intermediate certification), funds of assessment tools are created to assess knowledge, skills and acquired competencies. Funds of assessment tools for intermediate certification are developed and approved by the educational institution independently, and for the state (final) certification they are developed and approved by the educational institution after a preliminary positive opinion from employers.
An educational institution should create conditions for the maximum approximation of the programs of current and intermediate certification of students in disciplines and interdisciplinary courses of the professional cycle to the conditions of their future professional activity - for which, in addition to teachers of a particular discipline (interdisciplinary course), employers should be actively involved as external experts, teachers reading related disciplines.
8.4. The assessment of the quality of training of students and graduates is carried out in two main directions:
assessment of the level of mastering disciplines;
assessment of students' competencies.
For young men, an assessment of the results of mastering the basics of military service is provided.
8.5. A necessary condition for admission to the state (final) certification is the submission of documents confirming the development of competencies by the student in the study of theoretical material and internship in each of the main types of professional activity. Including, the graduate can provide reports on earlier results, additional certificates, certificates (diplomas) of olympiads, competitions, creative works in the specialty, characteristics from the places of pre-diploma practice.
8.6. The state (final) attestation includes the preparation and defense of the final qualifying work (thesis, graduation project). A mandatory requirement is the correspondence of the subject matter of the final qualifying work to the content of one or more professional modules.
The requirements for the content, volume and structure of the final qualifying work are determined by the educational institution on the basis of the procedure for conducting state (final) certification of graduates in secondary vocational education programs, approved by the federal executive body responsible for developing state policy and legal regulation in the field of education, defined in in accordance with Article 15 of the Law of the Russian Federation "On Education" dated July 10, 1992 N 3266-1.
The state exam is introduced at the discretion of the educational institution.
The form has been prepared using legal acts as of 14.08.2008.
APPROVE
Supervisor "_____________"
_____________ (____________)
JOB DESCRIPTION
sign language interpreter
1. GENERAL PROVISIONS
1.1. This job description defines the functional duties, rights and responsibilities of a sign language interpreter "____________" (hereinafter referred to as the "Organization").
1.2. A sign language interpreter is appointed to the position and dismissed from the position in accordance with the procedure established by the current labor legislation by order of the Head of the Organization.
1.3. The sign language interpreter reports directly to the ___________ Organization.
1.4. A person with _______ professional education and ____ years of work experience in the specialty is appointed to the position of a sign language interpreter (without presenting requirements for work experience).
1.5. A sign language interpreter must know:
- dactyl-gestural language, the methodology for its improvement, the culture and completeness of its implementation;
- resolutions, orders, orders and other regulatory legal acts of the relevant federal executive authorities regarding the employment, education and service of employees with hearing impairment;
- special psychology, medical and technical aspects of the rehabilitation of persons with hearing impairments;
- the main technological equipment and the principles of its operation, the specialization of workshops, sections, industrial relations between them, the profile and features of the structure of the organization in which citizens with hearing impairment work;
- legislation on labor and labor protection of the Russian Federation;
- inner order rules;
- rules and norms of labor protection, safety measures, industrial sanitation and fire protection.
1.6. During the temporary absence of a sign language interpreter, his duties are assigned to ____________.
2. FUNCTIONAL RESPONSIBILITIES
2.1. The sign language interpreter performs:
Translation of oral speech (telephone conversations, radio and television programs, production meetings, meetings, conversations, training sessions, etc.) through sign language (direct translation) for deaf employees of organizations.
Translation of oral speech by means of the sign language of the deaf and dactylology in the communication of deaf citizens.
Reverse translation of sign speech of deaf citizens and dactylology into oral speech.
Constant work on the unification of gestures to achieve a better mutual understanding of deaf workers in organizations and educational institutions that have groups of the deaf, as well as in the system of the All-Russian Society of the Deaf.
Participation in the work of speech and lip reading rooms, contributing to the further development of residual hearing and verbal speech of persons with hearing impairments.
Representing the interests of deaf citizens when they visit organizations, ensuring mutual understanding of deaf citizens and employees of organizations.
Organization of cultural, leisure and social rehabilitation work among people with hearing impairments.
Participation, together with the personnel department of organizations, in the organization of labor and the effective placement of deaf and hard of hearing workers at production sites, as well as in monitoring the attendance and academic performance of deaf and hard of hearing students, their implementation of work practice, maintaining established documentation.
Work with the heads of production departments, translating briefings when teaching deaf and hard of hearing workers safe working methods, explaining production tasks to them.
Organization of work to improve the skills of employees together with the heads of production departments.
Constant replenishment of their knowledge of normalized sign speech, improvement of the technique of mastering specific means of communication for the deaf.
3. RIGHTS
A sign language interpreter has the right to:
3.1. Request and receive necessary materials and documents related to the activities of a sign language interpreter.
3.2. Enter into relationships with departments of third-party institutions and organizations to resolve operational issues of production activities that are within the competence of a sign language interpreter.
4. RESPONSIBILITY
The sign language interpreter is responsible for:
4.1. Failure to fulfill their functional duties.
4.2. Inaccurate information about the status of the work.
4.3. Failure to comply with orders, instructions and instructions of the Head of the Organization.
4.4. Failure to take measures to suppress the identified violations of safety regulations, fire and other rules that pose a threat to the activities of the Organization and its employees.
4.5. Failure to comply with labor discipline.
5. WORKING CONDITIONS
5.1. The mode of work of a sign language interpreter is determined in accordance with the Internal Labor Regulations established in the Organization.
5.2. Due to operational necessity, a sign language interpreter is obliged to go on business trips (including local ones).
I am familiar with the instruction _______________________ / _____________________
(signature)
In accordance with subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, Art. 2923; N 33, Art. 4386 ; N 37, article 4702; 2014, N 2, article 126; N 6, article 582), paragraph 17 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by the Decree of the Government of the Russian Federation of August 5, 2013 Mr. N 661 (Sobraniye zakonodatelstva Rossiyskoy Federatsii, 2013, N 33, art. 4377), I order:
7.3. The maximum volume of a student's study load is 54 academic hours per week, including all types of classroom and extracurricular study load.
7.4 The maximum amount of classroom teaching load in full-time education is 36 academic hours per week.
7.5. The maximum amount of classroom teaching load in part-time education is 16 academic hours per week.
7.6. The maximum amount of classroom teaching load per year in distance learning is 160 academic hours.
7.7. The total duration of the holidays in the academic year should be 8-11 weeks, including at least 2 weeks in the winter.
7.8. The implementation of a course project (work) is considered as a type of educational activity in the discipline (disciplines) of the professional training cycle and (or) professional module (modules) of the professional training cycle and is implemented within the time allotted for its (their) study.
7.9. The discipline "Physical culture" provides weekly 2 hours of compulsory classroom lessons and 2 hours of independent work (due to various forms of extracurricular activities in sports clubs, sections).
7.10. An educational organization has the right for subgroups of girls to use part of the study time of the discipline "Life Safety" (48 hours), allotted for studying the basics of military service, for mastering the basics of medical knowledge.
7.11. Obtaining secondary vocational education on the basis of basic general education is carried out with the simultaneous receipt of secondary general education within the limits of the SSSP. In this case, the SSSP, implemented on the basis of basic general education, is developed on the basis of the requirements of the relevant federal state educational standards for secondary general education and secondary vocational education, taking into account the specialty of secondary vocational education.
The term for mastering the SSSP in full-time education for persons studying on the basis of basic general education is increased by 52 weeks at the rate of:
7.12. Consultations for students in full-time and part-time forms of education are provided by the educational organization at the rate of 4 hours per student for each academic year, including during the implementation of the educational program of secondary general education for persons studying on the basis of basic general education. Forms of consultations (group, individual, written, oral) are determined by the educational organization.
7.13. During the training period, training camps are held with young men.
7.14. Practice is a mandatory section of the HSSP. It is a type of educational activity aimed at the formation, consolidation, development of practical skills and competence in the process of performing certain types of work related to future professional activities. When implementing the SSSP, the following types of practices are envisaged: educational and industrial.
The production practice consists of two stages: practice in the specialty profile and pre-diploma practice.
Educational practice and work practice (according to the specialty profile) are carried out by an educational organization when students master professional competencies within the framework of professional modules and can be implemented both concentrated in several periods, and dispersed, alternating with theoretical classes within the framework of professional modules.
Goals and objectives, programs and reporting forms are determined by the educational organization for each type of practice.
Industrial practice should be carried out in organizations whose activities correspond to the profile of training students.
Certification based on the results of industrial practice is carried out taking into account (or on the basis of) the results confirmed by the documents of the relevant organizations.
7.15. The implementation of the LSSP in the specialty should be provided by teaching staff with a higher education corresponding to the profile of the discipline (module) being taught. Experience in organizations of the relevant professional field is mandatory for teachers responsible for mastering the professional training cycle by students. Teachers receive additional professional education under advanced training programs, including in the form of internships in specialized organizations at least once every 3 years.
7.16. The SSSP should be provided with educational and methodological documentation for all disciplines, interdisciplinary courses and professional modules of the SSSP.
Extracurricular work should be accompanied by methodological support and justification for calculating the time spent on its implementation.
The implementation of the SSSP should be provided with access for each student to databases and library collections, formed according to the full list of disciplines (modules) of the SSSP. During self-study, students must be provided with access to the information and telecommunications network "Internet" (hereinafter referred to as the Internet).
Each student must be provided with at least one educational printed and / or electronic publication for each discipline of the professional educational cycle and one educational and methodological printed and / or electronic publication for each interdisciplinary course (including electronic databases of periodicals).
The library fund should be completed with printed and / or electronic editions of basic and additional educational literature in the disciplines of all educational cycles published over the past 5 years.
The library fund, in addition to educational literature, should include official, reference and bibliographic and periodicals in the amount of 1-2 copies for every 100 students.
Each student should be provided with access to the library stock, consisting of at least 3 titles of Russian journals.
An educational organization should provide students with the opportunity to quickly exchange information with Russian educational organizations and access to modern professional databases and information resources on the Internet.
7.17. Admission to study under the LSSP at the expense of the budgetary allocations of the federal budget, the budgets of the constituent entities of the Russian Federation and local budgets is publicly available, unless otherwise provided by part 4 of Article 68 of the Federal Law of December 29, 2012 N 273-Ф3 "On Education in the Russian Federation" . Financing for the implementation of the RPSP should be carried out in an amount not lower than the established state standard costs for the provision of public services in the field of education for a given level.
7.18. An educational organization implementing the LSSP must have a material and technical base that ensures the conduct of all types of laboratory work and practical exercises, disciplinary, interdisciplinary and modular training, and educational practice provided for by the curriculum of the educational organization. The material and technical base must comply with the current sanitary and fire safety standards.
List of offices, laboratories, workshops and other premises
Cabinets:
history and foundations of philosophy;
foreign language;
information technologies in professional activity;
anatomy, physiology and pathology of the organs of hearing and speech;
basics of management;
theory and practice of sign language translation;
organizational and legal support for the activities of a sign language interpreter;
the basics of teaching methods;
social aspects of rehabilitation of people with hearing problems;
life safety.
Laboratories:
informatics and information technologies;
auditory-speech correctional complex;
technical training aids (experimental multimedia complex).
Sports complex:
an open wide-profile stadium with elements of an obstacle course;
shooting range (in any modification, including electronic) or a place for shooting.
library, reading room with Internet access;
auditorium.
The implementation of the HSSP should ensure:
performance by students of laboratory work and practical exercises, including, as a mandatory component, practical tasks using personal computers;
the development by students of professional modules in the conditions of an appropriate educational environment created in an educational organization or in organizations, depending on the specifics of the type of activity.
When using electronic publications, an educational organization must provide each student with a workplace in a computer class in accordance with the volume of disciplines studied.
An educational organization must be provided with the necessary set of licensed software.
7.19. The implementation of the SSPP is carried out by an educational organization in the state language of the Russian Federation.
The implementation of the LSSP by an educational organization located on the territory of a republic of the Russian Federation may be carried out in the state language of the republic of the Russian Federation in accordance with the legislation of the republics of the Russian Federation. The implementation of the LSSP by an educational organization in the state language of the Republic of the Russian Federation should not be carried out to the detriment of state language Russian Federation.
VIII. Evaluation of the quality of mastering the program for training mid-level specialists
8.1. The assessment of the quality of mastering the SSSP should include ongoing monitoring of progress, intermediate and state final certification of students.
8.2. Specific forms and procedures for monitoring progress, intermediate certification for each discipline and professional module are developed by the educational organization independently and brought to the attention of students within the first two months from the start of training.
8.3. In order to certify students for the compliance of their personal achievements with the step-by-step requirements of the relevant SSSP (current progress control and intermediate certification), funds of assessment tools are created to assess skills, knowledge, practical experience and mastered competencies.
Funds of assessment tools for intermediate certification in disciplines and interdisciplinary courses as part of professional modules are developed and approved by the educational organization independently, and for intermediate certification in professional modules and for the state final certification, they are developed and approved by the educational organization after a preliminary positive opinion of employers.
For intermediate certification of students in disciplines (interdisciplinary courses), in addition to teachers of a specific discipline (interdisciplinary course), teachers of related disciplines (courses) should be actively involved as external experts. In order to bring the programs of intermediate certification of students in professional modules as close as possible to the conditions of their future professional activity, the educational organization should actively involve employers as freelance experts.
8.4. The assessment of the quality of training of students and graduates is carried out in two main directions:
assessment of the level of mastering disciplines;
assessment of students' competencies.
For young men, an assessment of the results of mastering the basics of military service is provided.
8.5. A student who does not have an academic debt and who has fully completed the curriculum or individual curriculum is allowed to the state final certification, unless otherwise established by the procedure for conducting the state final certification for the relevant educational programs.
A mandatory requirement is the correspondence of the subject matter of the final qualifying work to the content of one or more professional modules.
The state exam is introduced at the discretion of the educational organization.
______________________________
* Collection of Legislation of the Russian Federation, 2012, N 53, art. 7598; 2013, N 19, art. 2326; No. 23, Art. 2878; No. 27, art. 3462; No. 30, Art. 4036; No. 48, Art. 6165; 2014, N 6, Art. 562, Art. 566; official Internet portal of legal information http://www.pravo.gov.ru, May 5, 2014
** Clause 1 of Article 13 of the Federal Law of March 28, 1998 N 53-F3 "On Military Duty and Military Service" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, N 13, Art. 1475; N 30, Art. 3613; 2000, N 33, item 3348; N 46, item 4537; 2001, N 7, item 620, item 621; N 30, item 3061; 2002, N 7, item 631; N 21, item 1919; No. 26, article 2521; No. 30, article 3029, article 3030, article 3033; 2003, No. 1, article 1; No. 8, article 709; No. 27, article 2700; No. 46, article 4437; 2004, N 8, item 600; N 17, item 1587; N 18, item 1687; N 25, item 2484; N 27, item 2711; N 35, item 3607; N 49, item 4848; 2005, N 10, item 763; N 14, item 1212; N 27, item 2716; N 29, item 2907; N 30, item 3110, item 3111; N 40, item 3987 ; N 43, item 4349; N 49, item 5127; 2006, N 1, item 10, item 22; N 11, item 1148; N 19, item 2062; N 28, item 2974, N 29, item 3121, item 3122, item 3123; N 41, item 4206; N 44, item 4534; N 50, item 5281; 2007, N 2, item 362; N 16, item 1830 ; N 31, item 4011; N 45, item 5418; N 49, item 6070, item 6074; N 50, item 6241; 2008, N 30, item 3616; N 49, item 5746; N 52, Art. 6235; 2009, N 7, Art. 769; No. 18, Art. 2149; No. 23, Art. 2765; No. 26, Art. 3124; No. 48, Art. 5735, Art. 5736; No. 51, art. 6149; No. 52, art. 6404; 2010, N 11, art. 1167, Art. 1176, art. 1177; N 31, Art. 4192; No. 49, art. 6415; 2011, N 1, art. sixteen; No. 27, art. 3878; No. 30, Art. 4589; No. 48, Art. 6730; No. 49, art. 7021, art. 7053, Art. 7054; No. 50, Art. 7366; 2012, N 50, Art. 6954; No. 53, art. 7613; 2013, N 9, art. 870; No. 19, art. 2329; Art. 2331; No. 23, Art. 2869; No. 27, art. 3462, art. 3477; No. 48, Art. 6165).
*** Part 6 of Article 59 of Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; N 23, item 2878; N 27, item 3462; N 30, item 4036; N 48, item 6165; 2014, N 6, item 562, item 566; official Internet portal of legal information http:/ /www.pravo.gov.ru, May 5, 2014).
Document overview
The federal state educational standard of secondary vocational education in the specialty "Organization of sign language communication" was approved (39.02.02).
The standard is mandatory for use by educational organizations that have the right to implement state-accredited training programs for mid-level specialists in this specialty in Russia.
The characteristic of training in the specialty and professional activity of graduates is given. The requirements for the results of mastering the training program for mid-level specialists and its structure are determined.
JOB DESCRIPTION
sign language interpreter
1. GENERAL PROVISIONS
1.1. This job description defines the functional duties, rights and responsibilities of a sign language interpreter "____________" (hereinafter referred to as the "Organization").
1.2. A sign language interpreter is appointed to the position and dismissed from the position in accordance with the procedure established by the current labor legislation by order of the Head of the Organization.
1.3. The sign language interpreter reports directly to the ___________ Organization.
1.4. A person with _______ professional education and ____ years of work experience in the specialty is appointed to the position of a sign language interpreter (without presenting requirements for work experience).
1.5. A sign language interpreter must know:
Dactyl-sign language, the methodology for its improvement, the culture and completeness of its implementation;
Decrees, orders, orders and other regulatory legal acts of the relevant federal executive authorities regarding the employment, education and service of employees with hearing impairment;
Special psychology, medical and technical aspects of the rehabilitation of persons with hearing impairments;
The main technological equipment and the principles of its operation, the specialization of workshops, sections, industrial relations between them, the profile and features of the structure of the organization in which citizens with hearing impairment work;
Legislation on labor and labor protection of the Russian Federation;
Inner order rules;
Rules and norms of labor protection, safety measures, industrial sanitation and fire protection.
1.6. During the temporary absence of a sign language interpreter, his duties are assigned to ____________.
2. FUNCTIONAL RESPONSIBILITIES
2.1. The sign language interpreter performs:
Translation of oral speech (telephone conversations, radio and television programs, production meetings, meetings, conversations, training sessions, etc.) through sign language (direct translation) for deaf employees of organizations.
Translation of oral speech by means of the sign language of the deaf and dactylology in the communication of deaf citizens.
Reverse translation of sign speech of deaf citizens and dactylology into oral speech.
Constant work on the unification of gestures to achieve a better mutual understanding of deaf workers in organizations and educational institutions that have groups of the deaf, as well as in the system of the All-Russian Society of the Deaf.
Participation in the work of speech and lip reading rooms, contributing to the further development of residual hearing and verbal speech of persons with hearing impairments.
Representing the interests of deaf citizens when they visit organizations, ensuring mutual understanding of deaf citizens and employees of organizations.
Organization of cultural, leisure and social rehabilitation work among people with hearing impairments.
Participation, together with the personnel department of organizations, in the organization of labor and the effective placement of deaf and hard of hearing workers at production sites, as well as in monitoring the attendance and academic performance of deaf and hard of hearing students, their implementation of work practice, maintaining established documentation.
Work with the heads of production departments, translating briefings when teaching deaf and hard of hearing workers safe working methods, explaining production tasks to them.
Organization of work to improve the skills of employees together with the heads of production departments.
Constant replenishment of their knowledge of normalized sign speech, improvement of the technique of mastering specific means of communication for the deaf.
3. RIGHTS
A sign language interpreter has the right to:
3.1. Request and receive the necessary materials and documents related to the activities of a sign language interpreter.
3.2. Enter into relationships with departments of third-party institutions and organizations to resolve operational issues of production activities that are within the competence of a sign language interpreter.
4. RESPONSIBILITY
The sign language interpreter is responsible for:
4.1. Failure to fulfill their functional duties.
4.2. Inaccurate information about the status of the work.
4.3. Failure to comply with orders, instructions and instructions of the Head of the Organization.
4.4. Failure to take measures to suppress the identified violations of safety regulations, fire and other rules that pose a threat to the activities of the Organization and its employees.
4.5. Failure to comply with labor discipline.
5. WORKING CONDITIONS
5.1. The mode of work of a sign language interpreter is determined in accordance with the Internal Labor Regulations established in the Organization.
5.2. Due to operational necessity, a sign language interpreter is obliged to go on business trips (including local ones).
Familiarized with the instruction _______________________/_____________________ (signature)
ORGANIZATION OF SIGNAL INTERPRETING IN THE EDUCATIONAL PROCESS IN A PROFESSIONAL INSTITUTION FOR PERSONS WITH DISABILITIES
Varinova O.A., sign language interpreter I qualification. Category, Head of the Sign Language Translation Laboratory Institute of Social Rehabilitation of the Novosibirsk State Technical University Novosibirsk, Russia
The features of the organization of sign language translation in a professional educational institution for people with hearing disabilities are considered.
The features of the organization of the sign language translation in the professional training institution for hard-hearing and deafpersons are considered.
To organize and manage the activities of sign language interpreters, the Institute of Social Rehabilitation of the Novosibirsk State Technical University (ISR NSTU) has created a laboratory for sign language technology and sign language interpretation (ST and SP). The main activity of the laboratory is to provide the educational process with sign language translation.
In accordance with the Regulations on the laboratory of sign language technology and sign language translation, the main tasks and functions of the ST and SP laboratory are:
Provision of training events with sign language translation;
Provision of sign language translation for various cultural, leisure and social rehabilitation events held at the ISR NSTU;
Providing sign language translation during the work of the selection committee, during preparatory courses and entrance exams;
Summarizing the work experience of ST and SP laboratory staff and compiling thematic dictionaries of sign language;
Participation in the development of software, such as a computer tutorial for Russian Sign Language;
Organization and conduct of sign language courses;
Organization and conduct of disciplines related to the study of sign language;
Creation and replenishment of the material and information base in the field of sign language and sign language translation;
Determining the place and role of sign language translation in the educational process;
Development general requirements required for sign language translation;
Participation in research in the field of sign language and sign language translation;
Participation in methodological seminars, conferences, events on the topics of education and social adaptation deaf and hard of hearing;
Control and assistance in the use of sign language in the classroom of the teaching staff.
In the laboratory of sign language technology and sign language translation, the main contingent is made up of specialists - "natives" of families of the deaf. These are people without hearing impairments who were born and raised by deaf parents. Linguists refer to such people as native speakers. Namely, such sign language interpreters speak, think like the deaf, and at the same time they are fluent in sign language. And it is they who are able to explain almost any information to a deaf person in various ways. There are seven such employees in the laboratory, including the head of the laboratory.
The process of providing sign language translation for educational activities is organized quite simply and clearly. At the beginning of the academic semester, the academic department draws up a schedule of training sessions. Based on this schedule, the laboratory of sign language interpreting and sign language technology draws up a schedule of sign language interpreters.
All disciplines that are studied by students with hearing impairment must be translated into sign language. From the general schedule of classes, teachers are selected who conduct classes with a sign language interpreter. The laboratory draws up a schedule for each translator, taking into account the interaction with the teacher, knowledge of the content of the disciplines, and most importantly, work experience is taken into account. After all, the higher it is, the easier it is for a translator to translate any discipline. There are translators who professionally and at a high level translate disciplines in the direction of "Informatics", i.e. master not only special gestures-terms, but at the same time they are well aware of the disciplines themselves. Of course, there are translators who are skilled in other areas. When drawing up the schedule, written requests from teachers are also taken into account, in which they indicate which groups, subjects they need a sign language interpreter. Many teachers order the necessary time for sign language translation, for example, “at the beginning of the lesson 15-20 minutes”, “for the entire lesson”, “10 minutes before the bell”. This facilitates the scheduling and distribution of the sign language interpreter's working time.
In accordance with the schedule, qualifications and knowledge of the subject, each sign language interpreter is assigned to a teacher. There are 35 teachers in ISR who use sign language translation. Each of the translators has his own schedule, the workload of which is no more than 40 hours a week.
The Institute of Social Rehabilitation uses a cabinet system. In the auditorium where sign language classes are held, high and swivel chairs were purchased that are convenient for sign language interpreters, since the specifics of the work require that all students be able to see the sign language interpreter.
The laboratory has its own separate office, which allows all sign language interpreters to gather and resolve issues that arise in the course of their professional activities.
Classes with deaf students in any discipline take place with permanent or partial sign language translation. There are disciplines with a large amount of lecture material, where a sign language interpreter translates the entire speech of the teacher during the entire lesson - 1 hour 25 minutes. Some teachers use translation partially, devoting the rest of the time to practical exercises or individual work with students. At the same time, the sign language interpreter goes to another lesson, helping another teacher. Of course, it is difficult for a sign language interpreter to switch from one occupation to another, but, unfortunately, there is no way to expand the staff of sign language interpreters. It is also not possible to make a sign language interpreter translate only in one discipline, because each teacher requires a different amount of sign language interpreting. A sign language interpreter, attending the same classes in accordance with his schedule, does not lose the logical chain of the material taught to students. This, in turn, gives the sign language interpreter the opportunity to develop gesture analogues for the special terms used in the translated discipline. In total, all this gives a high quality sign language translation.
Each new academic year, the laboratory tries to slightly change the schedule of sign language interpreters. This is useful in that the sign language interpreter begins to learn new disciplines and gestures associated with these disciplines.
Sign language interpreters are constantly improving their knowledge of sign language. Category I sign language interpreters share their professional knowledge and conduct open classes for others.
The laboratory has specialized literature on sign language. In addition to books in printed form, there are various literature in electronic form and the possibilities of the Internet are used.
With the help of this literature, sign language interpreters constantly supplement their knowledge with normalized sign speech, work on improving the technique of sign language proficiency.
The ISR NSTU has a special booth "Signal Translation Laboratory", which regularly displays copies of printed materials on Russian Sign Language, helping students to master new gestures.
Thus, the organization of sign language translation, taking into account all the above conditions, is a necessary component of the system of accessibility of professional education for deaf students.
SIGNAL INTERPRETATION AS A NECESSARY CONDITION FOR QUALITY PROFESSIONAL EDUCATION OF PERSONS WITH HEARING IMPAIRMENT
Varinova O.A., sign language interpreter of the 1st qualification category, head of the laboratory of sign language translation Traulko E.V., Ph.D. ped. Sci., Associate Professor, Institute of Social Rehabilitation, Novosibirsk State Technical University, Novosibirsk, Russia
Sign language translation is considered as a necessary condition for high-quality professional education of persons with hearing impairment.
It is considered the sign language translation as an essential for high quality professional education of persons with hearing impairments.
One of the complex and still debatable problems of deaf pedagogy is the problem of using various kinetic forms of verbal and non-verbal communication in teaching and social rehabilitation of the deaf.
Recently, thanks to the success of defectological science and the practice of teaching the deaf, great changes have occurred in solving the problem under consideration: the fund of speech gestures has expanded, the generalization of manual communication has been generalized, and work has intensified on the unification of gestures within the framework of the World Federation of the Deaf. Much attention was paid to the use of gestural speech (I. F. Geilman, R. M. Boskis, G. L. Zaitseva, L. P. Noskova, etc.)
In Russian deaf education, the system of gestural communication of the deaf is most deeply and consistently disclosed in the studies of Professor G. L. Zaitseva. The scientists identified the features of the national (Russian) sign speech (RZhR), tracing sign speech (KZhR), analyzed their lexical composition, determined the conditions for using RZhR and KZhR. Following the definition of G. L. Zaitseva, it can be noted that “tracing sign speech is a system of gestures designed to reproduce the structure of verbal languages, a kind of sub-
