Informational Manual

on the activities of the

Psychological,
Medical
and Pedagogical
Consultations
Access to education for children with
disability for parents and professionals

2016

The Manual is developed by the followings specialists: Mambetova

S. S., Senior Specialist of the Ministry of Education and Science
of the Kyrgyz Republic, Boronbaeva E. K., Senior Specialist of the
Ministry of Health of the Kyrgyz Republic, Romanova T. N., Head of
the Republican / National Psychological, Medical and Pedagogical
Consultations (PMPC), in fraMoES of the Capacity building of 9
Day Care Centers 9 on Monitoring of state services for children with
disabilities, implemented by the Kelechek plus Public Foundation
/ NGO with the financial support of the USAID Good Governance
Support Programme (GGPAS) USAID.
The main activity referrals of Psychological - Medical - Pedagogical
Consultations (PMPC), the PMPC passing procedures are defined
at the Manual. The Manual includes Guidance materials on the
definition of the Curriculum or Training Programs for children
with developmental disorders in terms of special educational
establishments and secondary compulsory schools. The authors
hope that this Manual will help both PMPC professionals and staff
of the establishments and Day Care Centers working with children
with disabilities, to organize the work process in accordance
with current requirements in the field of medicine, education and
changing public attitudes towards individuals with disabilities. The
Manual is oriented for a wide range of readers who would like to get
acquainted with the work of the PMPC.

This publication is made possible by the support of the American

people through the United States Agency for International
Development (USAID). The contents are the sole responsibility of
the Kelechek Plus Public Foundation and do not necessarily reflect
the views of USAID or the United States Government.
1

Content
Introduction ............................................................................................ 4
Organization of the activities of Psychological, Medical and
Pedagogical Consultations................................................................... 9
Background and principles of current activities of Psychological, Medical
and Pedagogical Consultations................................................................ 9
The objective and tasks of the PMPC work............................................ 14
PMCP tasks............................................................................................ 15
Planning of activities .............................................................................. 15
Applying to the PMPC............................................................................ 16
Indications for referral of children and teenagers to the PMPC.............. 17
The procedure for the enrollment of the child in the PMPC................... 19
The structure of a childs enrollment at the PMPC................................. 21
Principles of the development of the Child Assessment by the PMPC
specialists............................................................................................... 23
Annexes ............................................................................................... 29
List.......................................................................................................... 29
Of documents required for passing through .......................................... 29
the procedures for consultations in the PMPC....................................... 29
Referral for the Psychological, Medical ................................................. 30
and Pedagogical Consultation................................................................ 30
THE PMPC FINDINGS........................................................................... 31
International Classification of Diseases ICD-10..................................... 33
Instructions........................................................................................... 36
Instructions on the enrollment in the pre-school establishments ........... 36
Instructions on enrollment of visually impaired children in special
pre-school establishments...................................................................... 36
Instructions............................................................................................. 38
Enrollment of children with speech pathologies in special pre-school
establishments....................................................................................... 38
Instruction On enrollment of hearing-impaired children to special needs
preschool establishments and remedial groups under preschool
educational establishments.................................................................... 41
Instruction On enrollment of children with musculo-skeletal disorders
(MSDs) to special needs preschool establishments............................... 42
Instruction On enrollment of children with mental development disorders
to special needs preschool establishments and remedial groups in
preschool educational establishments ................................................. 44
Instructions on enrollment to school educational establishments.......... 46
Instruction On enrollment of children to special boarding schools,
remedial classes in secondary compulsory schools for children with
mental retardation (disorders of psychological development according
to ICD-10)............................................................................................... 46
Instruction On enrollment of children to special secondary boarding
2

schools, remedial classes for blind and starblind children in secondary

compulsory schools................................................................................ 48
Instruction On enrollment of children to special secondary compulsory
boarding schools, remedial classes for deaf, hearing-impaired and
late-onset deaf children in secondary compulsory schools. .................. 51
Instruction On enrollment of children to special secondary compulsory
boarding schools, schools, remedial classes for children with severe
allolalia in secondary compulsory schools............................................. 56
Instruction On enrollment of children to special boarding schools for
children with poliomyelitis and cerebral palsy consequences................ 58
Instruction On enrollment of children to special secondary (remedial)
schools, boarding schools and remedial classes for mentally deprived
children in secondary compulsory schools............................................. 60
Contra indications on the enrollment of children in the general education
establishment......................................................................................... 62
Directory of organizations................................................................... 64

Introduction

stereotypes from the past yet.

Right now the problems of child

disability in Kyrgyzstan are central in
the agenda of both state and society
as a whole. Unfortunately, during of
recent years, there is a sustainable
growth trend of childhood disability.
5.358 children with disabilities (CwD)
below 16 years are registered in 1990,
but this number has been increased
up to 17, 103 in 2004, the growth trend was the same in 2006, in
1990 - 19,931 children with disabilities below 18 years are recorded
(UNICEF, 2008). Currently there are 26,672 children with disabilities
in accordance with the data of the Ministry of Labour and Social
Development (MLSD, 2016). Over the past 15 years this number
has been increased by 2.5 MoES. (Please see, Figure 1)

However, it should be emphasized in this regard that there are

positive trends towards enrollment and coverage of more children.
MOES is focusing on the promotion of the inclusive education and
the Psychological, Medical and Pedagogical Consultations (PMCP)
play the important role in this regard, because still its the only one
service that provides the children with disabilities with the referral to
the secondary compulsory schools and special schools where they
will be enrolled.

In accordance with the data of the Ministry of Education and Science

(MOES), now there are 10,925 children with disabilities in pre-school
and school educational establishments of different types, while the
total number of children of this category is 2.5 MoES larger (please
see the above mentioned information). Human rights organizations
state that the number of children who are not enrolled is from 39,000
to 100,000 in Kyrgyzstan, among them the children with disabilities
are facing most difficulties in terms of the access to education
(PF League for the Protection of Childrens Rights, 2015). This
unfavourable situation is caused by the educational policy towards
the children of this target group. And one of the major problems is
the inaccessibility to educational services.
The difference between data of the MLSP and MOES is 15,747
children with disabilities which are 60% of the total number of
registered children with disabilities, and likely, for different reasons,
they are outside of the educational field. Bright achievements of
some people with disabilities in the country are the exception from
the rule than the norm, because only a few of them who have been
successful are visible in the society in which there are prevailing
4

The PMCP were commissions until the end of the 90s and they
have relevant authorities to make a decision whether the child
with disabilities will go to the secondary school or not. The PMPC
were filters under the Soviet time to prevent the enrollment of the
children with disabilities in the secondary schools. The emergence
of an increasing number of Day Care Centers, which began to cover
unteachable children, due to the efforts of persistent parents and
professionals - this is an example of how the unteachable children
are demonstrating a different level, but in terms of learning. There
are success stories when some advanced unteachable children
are promoting disability issues at high events where there are
representatives of PMPC that considered them as unteachable
children.
In recent years, more and more parents lead up their children with
disabilities to the secondary schools, and in most cases there
are no appropriate infrastructure, professional educational staff,
curriculum, and often attitudes towards such children depends on
the level of understanding of the teacher to whom the child has
come. In some cases, children who even have been enrolled at
the secondary school, after some time they refuse to go there. So,
before to lead their children to the school, parents should take into
account all factors and conditions, which will help to the child to
be integrated into the school environment comfortable as much as
possible. Attitude towards the child with the disabilities and level
of the qualification of the teacher are important among all factors
and conditions including the provision with minimum resources for
5

a childs education as well.

The growth of the child disability in the country, the lack of
consistency / systematization in the delivery of public services to
support families and children with disabilities, including the part in
terms of the access to education and to the special education, led
to the fact that the non-governmental organizations of parents of
children with disabilities and / or Day Care Centers (Day Centers)
started to deliver the support to children with disabilities and their
families.
The country has about 60 public, municipal and private institutions,
mainly the so-called Day Care Centers for children with disabilities.
Approximately 15 Day Care Centers (DC) out of the total are
financed from the local and state budgets, and others are funded at
the expense of co-payments of parents, support of local businesses
and communities, as well as grants to local or international
organizations or grants received from the Ministry of Labour and
Social Development through the State Social Order.
On average, these Centers, based on the approximate estimates
of the PF Kelechek Plus, are covering with the activities around
1000 - 1500 children with disabilities and their parents as well.
Services provided by the DC are differentiated by types and quality,
because until 2015 the country didnt have any document with the
description of the services provided at the centers, and its quality
as well. There are different services that include basic care and
massages, and also services that may include elements of the preschool education, social integration during of the different activities
carried out outside of the center. Still the absence or lack of qualified
specialists, standardized programs and documents on services for
children with disabilities, procedures and mechanisms to deliver
the services to them, as well as on monitoring and evaluation of
the services make an impact on the capacity of the centers. Also
the lack of the valid study on the results of the centers activities
is reflected on the understanding of their role and importance to
support the families and prevention of the transfer of some children
to the residential care facilities.
6

The Decree of the Government of the Kyrgyz Republic 381 as of

July 8, 2014 On the adoption of the state minimum social standards
of social services provided to persons with disabilities, including
children in a semistationary facilities and care-giving institutions
sets the volume, conditions and procedures for the provision of social
services in semistationary facilities and care-giving institutions (Day
Care Centers) regardless of forms of ownership intended for longterm (up to 6 months) and temporary stay. Minimum standards were
developed by the Janyryk National Network jointly by the Ministry
of Social Development. Since 2015 up to the present time, the
Ministry carries out public awareness campaign on the introduction
of minimum standards and piloted its implementation in several
Day Care Centers. The Ministry in collaboration with the Network is
discussing the opportunity to make amendments and additions into
the standards.
These above mentioned minimum standards of social services
are the first document regulating the activities of DC directly. The
next step - the educational services standards in Day Care Centers
under the supervision of the MoES. Representatives of the Ministry
of Health and non-profit organizations dealing with childrens
disability, also presented the problem of the lack of standards for
the provision of medical and rehabilitation services at the level of
Day Care Centers. These documents and discussions were the
result of understanding of the role and importance of non-public
Day Care Centers in the development of children with disabilities
and the support of their families.
At the same time it should be remembered that a significant and
important work carried out by the public parent organizations and
Day Centers will be effective only if the transparent and responsible
cooperation will be built up among all stakeholders, including one of
the most important services in the lives of parents and children the
PMPC.
In recent years, the PMPC being as an education and multidisciplinary
service, which includes doctors, teachers and developmental
paediatrician/speech pathologists, note that the final decision will
7

be made by parents in terms of follow its recommendations or not.

Currently PMPC is targeted to provide the comprehensive care in
terms of the identification and recommendations to use the most
appropriate Training Program to the child with disabilities based on
his/her individual abilities. This Manual is developed to help parents
and professionals of education, health and social protection with the
objective to fill the gap and fix a weakness in terms of knowledge of
parents on how to pass and get the PMPC.

Organization of the activities of

Psychological, Medical and Pedagogical
Consultations
Background and principles of current activities of
Psychological, Medical and Pedagogical Consultations
The Psychological, Medical and Pedagogical Consultations (PMPC)
were established in the depths of the education system to resolve the
tasks set by this system itself. Historically, Psychological, Medical
and Pedagogical Consultations is aimed at children and teenagers
with developmental disabilities, but the last decade has clearly
demonstrated that PMPC specialists are covering very different
problems of the secondary school and general social misadaption
in childhood. In fact, PMPC is working with children and teenagers
from 0 up to 18 years who are characterized by imbalance of the
social development situation (in accordance with L. S. Vygotskei).
In accordance with L. S. Vygotskei, the social development situation
is the relationship between the child and the surrounding sociomediated reality. The deviation in the development should be
considered in the broader sense based on this approach.
Traditionally it was considered that abnormalities disrupt a child
to adapt to the social environment and to integrate into it. Current
focuses (on the organization of the social environment adequately
to the peculiarities of the child development) force PMPC specialists
to focus not so much on the development of diagnosis (as a goal
in itself), but rather on the development of recommendations in
accordance with the delivered diagnostics.
There is the most important task for the PMCP specialists to answer
the question under what conditions the child who is diagnosed on
the growth pattern will be able to realize his/her full development
capacity, being integrated into society.

The PMPC activities directly deal with the issues of mental and
9

physical health of the child population of the Kyrgyz Republic, and

hence, with the development perspectives of the country as a whole.
The significance of the logistic problem in terms of the organization
of the PMPC activities escalated during of last 25 years due to the
contradictions that become apparent in the content, methodological
provision and methodological justification, in the legal, staff and
inventory and logistics management of the PMPC activities. Briefly
looking at the development of the current PMPC, we would see
that formally their status the status of commissions - was fixed in
the post-war years: the standard provisions were approved in 1949
(republican, regional) on the Medical and Pedagogical Commission
(MPC) and Instructions for the selection of children for placement in
the special needs schools.
The predecessor of the Psychological, Medical and Pedagogical
Consultations was the Medical and Pedagogical Commission that
had the status meeting to its name. The Commission, in accordance
with the lexical meaning of this word, is the body created to perform
some certain functions. The Commission either stops its functioning
after the implementation of the planned functions, or performs some
certain functions, and having meeting if necessary in accordance
with the request. The Commission had a permanent nomenclature
(in accordance with the standard provisions of the MPC, 1976) and
a fairly constant composition consisting of specific professionals
(individuals).
As a rule, the best specialists of different profiles were selected
for the MPC; the composition of the MPC was approved by the
education and health care authorities of the appropriate level (the
national, oblast/regional). However, unfortunately in spite of the
relatively permanent staff of highly qualified specialists, a holistic
approach to the child was not achieved by many MPC. Initially, the
MPC have been created in our country to perform the selection
functions for the special educational institutions, and first of all, for
the special needs schools. Usually this function of the MPC have
been performed by the end of the academic year, i.e. in spring,
when it was start of the staffing of the special schools (for example,
the first MPC used to work on the basis of the special school
22 in the city of Frunze in 1957). Also there was a need for the
10

MPC activities at the beginning of the academic year, when there

were found different manifestations of school misadaptation among
some of the new enrolled or previously studied children in the
public secondary schools, requiring a diagnostic justification and
development of other, more effective approaches or even changes
of the educational route.
Orientation of the previous MPC (and other PMPC that are
functioning at present) on the selection of children for special
needs schools and other special educational establishments was
adequate corresponding to the past time when the national system
of the special education is characterized by stability and rigidity.
At the same time the non-flexibility and the lack of differentiation of
the special education system, as reflected in the Soviet Instructions
as of 1976 for the selection of children for certain types of schools,
could cause a compromise solution that was not in favor of
the child, arising from the need to adapt a diagnosis (and child)
to this system. More often in some cases the MPC than current
PMPC used inadequate education conditions that were not always
correspond to the actual diagnosis or Instructions for selection for
this school. This approach is justified by the fact that otherwise
the child could be deprived of any special (remedial) assistance,
especially children from marginalized families. Right now, being
aware on some cases in terms of the wrong referral, we see that,
in practice such decisions may lead to both a positive and a
negative outcome for the child.
At the same time there is no denying that there are obvious errors
in diagnosis, which could be and might be caused by insufficient
professionalism of both MPC and PMPC staff, because of inability
of the specialist of specific profile try on or adapt a professional
diagnosis to the opportunities of the education system. Its much
easier for teachers of different profiles to adapt their professional
diagnosis to the peculiarities of the educational system, which is for
them is own; but PMPC doctors need to do all effort to understand
how a child with a specific clinical diagnosis will behave in the specific
educational conditions. The PMPC psychologists became peculiar
11

adapters of the clinical information on the child for teachers, because

often psychological realities are between clinical and teaching,
revealing the mechanisms of clinical symptoms and pedagogical
problems. Expansion of the psychological referral promoted to the
transition from the medical model used in the MPC activities to the
social model applied in the PMPC works.
The basis of the idea of PMPC network establishment at the end
of the 90s was the need of humanization based approach towards
children with abnormalities. Specifically there was talk of counseling
in case of the voluntary application of parents with children
with abnormalities.
The need of any decisions and findings of PMPC specialists that
should be advisory rather than mandatory of any findings and findings
is emphasized in the new Regulation on the Psychological, Medical
and Pedagogical Consultations (1999). This approach is opposed
to the commission examination/ assessment of a child with the
inevitable role of the diagnosis label, often - the impossibility of
timely remodeling or cancelation of this diagnosis..
The Psychological, Medical and Pedagogical Consultation
became the new title to determine the content and referral of the
PMPC activities. The issue of renaming - always this is an issue
related changes in terms of the content of the activities. The
developers of the PMPC creation considered this approach, first of
all, as a movement from the adaptation of the child to the education
model to the adaptation of the education system to the needs of the
child with abnormalities model. The terms like client-centered or
child-centered therapy are taken from with Western literature.
At the present time PMPC are not involved in the selection of children
into special (educational establishments), but PMPC are working
with the selection (identification) for each child with disabilities of
appropriate educational conditions, curriculum or training program,
as well as with the identification of the nature of o-occurring
medical, social and psychological assistance.
12

The objective and tasks of the current PMPC (please, see below)
do not envisage performing of the administrative and management
functions by the PMPC specialists, but also includes access to the
management structures in the form of referral and the exchange
with relevant documentation that will be mentioned later on.
The spectrum of indications, and hence the frequency of referral of
children and teenagers with abnormalities in the PMPC is increased
by replacing the former static approach by the dynamic approach.
This is an orientation not only on diagnosis, but, first of all,
on the dynamic characteristics of the childs adaptation to
the requirements recommended them by the PMPC. Such
approach is based on the importance of the time factor to overcome
abnormalities in the development of children. Especially the timely
referral of children with abnormalities is very important to for rereferral to the PMPC. Adults who are interested in the problems
resolution of the child should immediately contact with the PMPC
in case if there are any signs of misadaptation of the child within
the conditions of the educational establishments or in frames of the
upbringing in the family, under the status of the child decompensation,
or in case of emerging difficulties of education and upbringing.
And there are the emerging critical problems of effective use of
the so-called diagnostic conditions (stay in the diagnostic class,
marking of the diagnostic period of stay in the traditional secondary
or special educational establishments).
From the currently functioning PMPC there is required more careful
case follow-up over children, directed in such diagnostic conditions.
The importance of the PMPC is caused by one of its most important
tasks: the initiation of the education system development in
general and in particular special education, as well as contacting
other agencies with proposals to ensure their education needs. In
addition, the PMPC initiates the development of unique and unified
cross-curriculum and interagency technologies that is key of a
holistic approach to the child.
13

There is one Republican PMPC, 16 district and municipal PMPC

in the Kyrgyz Republic as of 01.05. 2016. But only Republican
PMPC and Bishkek PMPC are working on a full-time paid job,
and the rest - on a voluntary basis twice a year (at the end and
at the beginning of the academic year). Only just the Republican
PMPC has provided with the recommendations for 1235 children
of preschool and school age in 2015. Also, the Republican PMPC,
in addition to the general functions, performs a coordinating and
oversight role, which includes the consideration of complicated and
disputed cases on the basis of documents submitted by oblast/
regional, district or city Psychological, Medical and Pedagogical
Consultations. All consultations are working in close collaboration
with the departments of education, health care institutions, social
welfare authorities and relevant non-government organizations.
The objective and tasks of the PMPC work
The objective of PMPC - based on the evidence based diagnostics
the identification of special educational needs and conditions to
ensure the development, education, adaptation and integration into
society of children and teenagers with abnormalities.
The qualification of special educational needs of the child is
the mandatory component of the development diagnostics in
frames of the PMPC.
The definition of ways to eliminate abnormalities of children and
teenagers means development of recommendations to ensure
special educational conditions and necessary o-occurring psychopedagogical and medico-social assistance.
Special educational conditions are determined in accordance with
the special educational needs of the child. The main criterion of
the adequacy of special educational conditions to the special
educational needs of the child is the adaptation and integration into
society of children and teenagers with abnormalities.
Ensuring adequate special educational conditions for of children
and teenagers with abnormalities is aimed at followings:
14

Ensure education for children in a qualified sense, that is the

acquisition of knowledge and skills in accordance with the
relevant educational programs and standards;
The formation of the childs personality, i.e. the formation of
personality capable to the independent life in society.
PMCP tasks
1. Evidence based diagnostics of abnormalities in terms of the
development of children and teenagers.
2. Identification of the special educational needs of children and
teenager with abnormalities.
3. Determination of the special conditions of education of children
and teenager with abnormalities in accordance with the
diagnosed structure of the dysontogenesis.
4. Performance management of the effectiveness of the developed
recommendations on the basis of the following criteria:
A. Dynamic criterion:
ensuring the development of the laws of normal ontogenesis
by eliminating of abnormalities in development;
adaptedness to the recommended educational conditions;
integration into the educational conditions recommended by
the PMPC.
B. Prognosis Criteria:
forecast of development in accordance with the structure of
mental dysontogenesis;
adaptedness (adaptability) in the changing social conditions;
ability to integration into society in the different age stages.
Planning of activities
Tentative scheduling of attendance and support of the population
requires taking into account of working forms and seasonal
peculiarities of the tasks facing the PMPC. PMPC Schedule
is prepared each week considering the factual request on the
attendance of the population (according to the childrens record for
examination in the PMPC). 18 working hours per week on average is
provided for the attendance of the population. All PMPC specialists
15

are engaged in the enrollment of children and teenagers. The rest

of the time (12 hours per week) is distributed for the implementation
of organizational and methodological, informational and controlling
(support) activities.
PMPC Head informs professionals about the appropriate
redistribution of working time with subsequent adjustments of
the PMPC Work Plan in frames of the increased demand on the
attendance of the population, for example flow of applicants at the
beginning of the academic year, or joint retreat / offsite meeting).
The adjustment of the Working Plan is delivered on a monthly basis.
Applying to the PMPC
The proponents / initiators of the application could be parents can
be PMPC (legal representatives) and, based on the consent of the
parents (legal representatives), - staff of organizations / facilities and
agencies working with the PMPC, discovered evidence / indications
to the referral of the child t the PMPC.
Any staff of the educational establishment (and specialists working
directly with children and support staff) should be informed on the
possibility of application to the PMPC in terms of at-risk children. This
treatment / support anticipates provision of the relevant information
to the above mentioned competent officers, but in any case it
doesnt accept the presence of the child during of the discussion
of child problem, accusations against kid and other arguments,
which can cause trauma to the childs psyche / mentality. Staff
of the educational establishment should explain to parents the
importance of treatment / application to the Psychological, Medical
and Pedagogical Consultation. School teachers should inform the
parents about the childs difficulties in accessible and humane
manner.
Probably there is possible application / treatment of children and
teenagers themselves to any body of the PMPC system. To do this,
specialists of these bodies, in frames of the outreach activities,
should inform children and teenagers on the existence of the PMPC
16

educational establishments and the services they can provide to

children and teenagers. This information should be presented in an
accessible form in terms of the childs perception and understanding,
obligatory its necessary to inform on the confidentiality (non disclosure) of the attendance. There is possible independent
treatment / application to the PMPC since 14 years old.
Indications for referral of children and teenagers to the PMPC
In a broad sense, there are following indications for the referral
of the children and teenagers to the PMPC; abnormalities that
impede their stay, adaptation, development and education (training,
upbringing) within the establishments of the education system, in
the family, in the society.
PMPC specialists are delivering an assessment and watch over
children and teenagers from 0 up to 18 years. Usually the first step
towards the formulation of the question of the childs referral to the
PMPC is identification of the group of risk. Already in pre-school
educational institutions, specialists who are working with children
without difficulties are noted kids who need the assessment and
examination of different specialists with possible further referral to
the PMPC on the basis of assessments of children.
The referral of PMPC is required only in cases when the staff of the
educational establishments does not find the optimal way to solve
the problem of the child and provide the kid with adequate assistance
in this educational establishment and its necessary to transfer the
child to other conditions, such as educational institutions, and other
agencies and departments. Besides, when its necessary to transfer
the child in frames of the educational establishment to that class in
which the education is based on the curriculum, which differs from
the curriculum of the general secondary education, and then the
referral to the PMPC is obligatory.
Parents can contact the PMPC anonymously if they wish.
In the case of the application to the PMPC initiated by the staff of
institutions and agencies who is cooperating with PMPC and who
17

found the appropriate indications for the referral of the child t the
PMPC, they can recommend to parents to apply to the PMPC based
on the professional, psychologically and ethically correct and easy
for understanding manner. It important to justify / proof the positive
role of the official referral and, what is the most important, the
positive role of the enclosed documents for the problem resolution
of the child.
The child cannot be referred to the PMPC without the consent
of the parents (legal representatives). There is a reason why
usually parents (legal representatives) apply independently to
the PMPC that is awareness of differences between a child and
teenager from his peers, combined with misadaptation. Moreover
misadaptation has a wide range of manifestations: from difficulties
to get the learning skills, abilities and knowledge in accordance with
the age norms up to behavioral abnormalities.
When a child is recording in the PMPC, the Record Keeper (one of
the PMPC members) is informing parents (legal representatives)
on the awareness of the guarantee of confidentiality of the provided
information about the child. The information on the childs assessment
in the PMPC has a special importance that is provided only based
on the voluntary consent of the parents (legal representatives) who
are realizing the importance of the assessment to solve a particular
problem of the child development and protection of his / her interests
and rights. Under the initial recording the Record Keeper informs
parents on the need, in the interests of the child, to submit some
of the documents containing the objective information about the
child. At the same time, if the parents are not willing to identify
the problem of the child and family, but they would like to examine
the kid anonymously, the PMPC members can accept such a child
without primary (incoming) documentation.
During of the attendance of such parents by the PMPC specialists,
except other tasks, there is the task to convince parents on the
importance of the interactions between different specialists not only
within the PMPC, but also outside of the PMPC for the evidence
based diagnosis and adequate problems resolution of the child. This
18

may require the findings of other specialists, and other additional

documents. The opinion in this case eliminates the pressure on
parents.
There are following documents requested by the PMPC during of the
initial attendance of the child (please see Annex). The PMPC sends
a request to the childrens health care institutions if its necessary to
get additional medical information about the child.
The procedure for the enrollment of the child in the PMPC
Assessment of the child in the PMPC cannot be a mechanical sum
of specific assessments of specific specialists with the inevitable
overlapping of some stages of the assessment and its represents
a qualitatively peculiar technology. The PMPC works as a team of
specialists, jointly planning the child assessment and formulating
the collegial Findings.
This approach requires a combination of the activities principle
of independent highly qualified experts with the ability to make a
consistent mutually agreed decision. The final decision is formulated
as collegial findings with the recommendations contained therein.
The procedure of examination / assessment of the child at the
PMPC is requiring the simultaneous participation of all specialists in
the form of supervision (outside supervision). The exam situation
has an extremely negative impact on the childs state and deforms
the results of the assessment.
First of all, its possible to use the game in its different variants
(thematic, case role-playing, with the rules, didactic, etc.).
Methodological procedures are added at the story line of the game,
and the assessment can be delivered by the specialist based on
the inclusive examination. For teenagers its a special trust based
communication that doesnt anticipate the presence of a few adults,
who also are unknown. Specific procedures will be working more
efficiently, if specific procedures will be modified in accordance with
the leading child activity.
19

There are specific requirements towards the decision-making

technology on the results of the child assessment in case of
the emerging contradictory opinions on the diagnosis and
recommendations. In such cases, there are compromise decisions
made in favor of the child. The question is about a diagnostic
training periods, treatment, psychological, social and legal support,
and dynamic assessment delivering by the PMPC specialists
in the process of re-examination. At this stage always there are
recommendations for the child to have the conditions anticipating
a wider zone of proximal development, respectively, to one (easier
and perspective) of the differentiated diagnoses.
It should be clarified what means the wider zone of proximal
development. For example, if there is a need to have a diagnostic
period for the differential diagnostics between mild degree of the
mental retardation and disorders of psychological development
(developmental multiplication), the diagnostic training takes
place in the school environment or class / group for children with
developmental multiplication, but not for the mentally retarded
children.
If its necessary to deliver a more detailed assessment of a child by
the specific PMPC specialist (s), parents (legal representatives) are
provided with the recommendation to come with a child repeatedly
on the appropriate attendance.
Time of the attendance depend on the age and mental and physical
peculiarities of the child. In diagnostically difficult and conflict cases,
time for the additional medical assessment of the child can be up
to a total of 3 hours and time for the psychological or pedagogical
assessment - up to 6 hours (that is the division of this time into
a few additional attendances). A further increase of time spent
per child under assessment within the PMPC conditions does not
make sense. For the implementation of the diagnostic stage its
possible to use the capabilities of educational institutions or medical
establishments other agencies cooperating with the PMPC, in which
the PMPC can refer a child in accordance with the indications.
20

There are following criteria of the adequacy of procedures and

duration of the assessment:
Implemented contact with of the examiner with the assessing
child;
The accessibility, performance, success of the child activity
in the course of the assessment taking into account the
necessary actions of the support;
Timely compensation of the child status or the termination of
the assessment in case of the occurrence of the psychosomatic
disorders, expressed neurodynamic, neurotic, psychopathic
or psychotic disorders during of the assessment;
Exclusion of psycho-traumatic, stressful and unethical
situations, including addressing the issue of the presence of
the parents (legal representatives) during of the assessment
of the child;
Acceptability of the assessment of the child by either specialist
individually and several specialists at the same time under the
exclusion of physical overload, psycho-traumatic, stressful
and unethical situations;
The emergence of the trust between parents (legal
representatives) to the PMPC specialists, a willingness to
accept the collegial opinion and follow the recommendations
of the PMPC.
The structure of a childs enrollment at the PMPC
Childs enrollment at the PMPC is divided into two main stages.
The first stage includes general steps of any assessment aimed at
followings: a) analysis of baseline information; b) collection of the
information on the social life conditions of the child; c) the collection
of anamnestic information; g) formulation of the request for other
organizations, institutions, agencies on the missing information (if
required); d) collegial planning of the assessment of the child by the
PMPC specialists.

21

The second stage envisages an Individual Child Assessment Plan

developed on the basis of the results of the first stage. As a rule,
this stage includes the following steps: a) a medical examination
/ assessment; b) psychological examination/ assessment; c)
pedagogical examination/ assessment (according to indications:
assessment by the special pedagogist, teacher-logopedist, teacher
- specialist in teaching methods of primary education, in case of
the presence of specialists - teacher of persons who are hearing
impaired - visual impairment specialist).
The first stage of the childs enrollment in the PMPC begins from the
analysis, clarifications, supplementation of the baseline information
and documentation, and its carried out in the presence of all
PMPC specialists and parents (legal representatives) of the child.
The Record Keeper shall provide information about the child in
accordance with the entries of the Record Book and informs on
the submitted documents. The content of the submitted documents
read out by the relevant PMPC specialists (record from the outpatient hospital by doctor, teacher characteristics by the teacher,
etc.). In the course of communications the specialists conduct initial
analysis and clarify some certain details.
Data collection from the parents (legal representatives) on the
social conditions of the child life is implementing in individual
conversation by the teacher or psychologist. In the PMPC conditions
its necessary to execute some part of functions by the psychologist
for the collection and analysis of the family anamnesis /past medical
history.
Collection of medical anamnesis information from parents (legal
representatives) is delivering by one of the PMPC specialists (usually
by the pediatrician, neuropathologist or psychiatrist). The medical
history is gathering taking into account submitted anamnestic
information in the baseline medical documentation. The PMPC
pediatrician (or neuropathologist, psychiatrist) collects anamnesis
based on the traditional scheme. The personal anamnesis which is
related to the dynamics of psycho-physical development of the child
(taking into account the age-related development stages) may be
22

collected by the psychiatrist and by the psychologist of the PMPC. In

any case, in order to achieve the PMPC objective its very important
to collect the psychological (especially - pathopsychological)
analysis of anamnestic data corresponding to each specific age
stages.
The general Assessment Plan is developed on the basis of the
diagnostic hypothesis, which includes answers on the following
questions: who out of professionals, in what sequence, and what
will be examined.
The second stage of the childs enrollment in the PMPC is delivering
on the basis of the results of the first stage and envisages the
implementation of followings:
Main methodological principles;
Generall Plan;
Individual Child Assessment Plan by each specialist.
Principles of the development of the Child Assessment by the
PMPC specialists
A holistic approach towards the child. Assessment of the
level of social adaptation and personal integrity (congruence)
of the child.
Comprehensive analysis of the psycho-physical and social
development of the child.
Comprehensive approach to the childs assessment from the
viewpoint of specialists of different profiles.
Analysis of the dynamics of the child development.
The preferred use of form of training or formative experiments
under the Child Assessment in the PMPC conditions.
Analysis of the dynamic changes in the child educational
process, formation of the planned changes.
I there are difficulties to carry out the tasks, the assessment is based
on the following principles:
Transition from simple to complicated;
Transition from joint actions of specialist and the child to the
23

child independent action.

Basis on reserve (non-ablative) structures of psychophysical
development.
Basis on the leading representative systems (channels of
information perception).
Load distribution in accordance with the dynamics of the task
performance / mental capacity of the child.
Proportionality / balance of the support to the assigned
diagnostic task and abilities of the child.
Ensuring the success of a child as a result of the implementation
of each step of the Assessment. Reinforcement of
achievement motivation.
Assessment of the childs ability towards transfer - action,
reflection by analogy.
Use of the following adequate assessment forms towards
child individual and age peculiarities:
Game (thematic, story / case, role-playing, didactic
etc..), competition, different forms of training or
formative experiment, etc .;
Individual work with the child, work in small groups
(including the presence of their parents, in cooperation
with their parents, in the presence of several specialists,
etc.).

Specialists of different profiles contribute their inputs in the diagnosis

of the childs mental development. The peculiarity of the current
stage of the PMPC development is to change the weight of each
of the special assessments (medical, psychological, pedagogical)
towards the quality of uniqueness. Up to the present time it was
clear that the last word belongs to the doctor, especially in terms
of the diagnosing issues. Right now its obviously clear that the
diagnostics has many aspects and the own diagnostic aspect
highlights in each specific case.
Mainly the clinical (medical) diagnostics is based on the
nosological analysis or syndromological analysis. And indeed, in
certain cases it has the leading role comparing with other types of
diagnostics. Its known that the detection of certain syndroms or
24

nosologic units provides with a complete picture of the development

dynamics, that is determines the development forecast under certain
conditions of life, treatment, education, etc.
Psychological diagnostics mainly its ontogenetic diagnostics of
the development. In contrast to the doctor, the psychologist is not
focused on the logic of the painful processes (pathological or border),
and he / she is focused on the logic of the normal development
at different age stages. The psychologist doesnt focus on the
fact that what is missing, and on what is non-ablative and what
could be replenished at the expense of the available reserves up to
individualized level that is still the norm. In addition, a psychologist
diagnoses the driving forces of development and their specificity for
the specific child, including interests, abilities, the forming orientation
of the person, etc.
Pedagogical diagnostics its mostly the diagnostics of training
/ proficiency and learning capability to different social knowledge,
skills and abilities, both with regard to the everyday life and academic
level. It would be better to say that its diagnostics of education,
which in addition to the training and learning capability includes the
educatedness, educability, pedagogical aspects of socialization,
adaptation and integration into society.
Under the development of the recommendations each specialist is
focused on those aspects of the child support (treatment, education
/ training, psychological and social assistance and support) that
reflect the relevant referral of the professional diagnostics in frames
of the objectives and tasks of the specific specialist.
By the end of the collegial meeting the representative of PMPC
informs parents (legal representatives) on the collegial findings
and recommendations in evidence based and understandable in
terms of their understanding form. If necessary, the findings of
specialists are presented in order to clarify, explain and convince
parents on the adequacy of the developed findings and proposed
recommendations (in the understandable form for the parents).
25

Its mandatory practice to inform the parents (legal representatives)

on the projections of the child development depending on the
implementation or non-implementation of recommendations
developed by the PMPC.
With the consent of the parents (legal representatives) with the
findings (of professionals and collegial findings) and the PMPC
recommendations parents are provided with the following document:
the PMPC Collegial Findings with Recommendations. The staff
of the education authorities is provided with the Collegial Findings
by the parents (legal representatives) (at the place of residence of
the child), supervising special education and inclusive education.
The Officer of the education authorities is familiarizing with the
PMPC Collegial Findings and deals with the issue of the referral of
the child to the educational facilities recommended by the PMPC.
There are following three conceptual models of education of children
in the current practice of education in our country that could be
selected by parents based on the PMPC recommendations.
1.
Differentiated education of children with disabilities in special
education institutions. This type of education has a long tradition
across the world, but recently tests serious criticism, because
developed countries advocate other principles of education and
Kyrgyzstan is unable to remain uninvolved from global processes.
2.
Integrated education of children in special remedial classes
(groups) in the general educational institutions in the community
where he/she lives. Today this education has the greatest interest for
parents. It has many different forms, but envisages the acquisition
of the general education standard (in the same or adapted form)
by the child with disabilities and abnormalities during of the same
(or closed) timelines as healthy children. Integration appears in two
forms: educational and social. There is a hope that the network of
remedial classes of secondary schools across the country will be
expanded / replicated, that will allow to the child with abnormalities
to attend the secondary school nearby of the own house.
3.
On the one hand, the inclusive education represents the most
attractive, but also often the most difficult to implement variant of the
26

integrated education, when children with special educational needs

are trained altogether with ordinary kids in the general classroom
in frames of the secondary education. This level of integration is
possible in the case if the child with the disabilities has nonablative
academic abilities and requires considerable efforts to create
conditions in the educational establishments that meet the special
needs and requirements in education of children with serious
limitations in terms of health. The PMPC provides support to the child
in the process of integration, provides with the recommendations to
teachers and parents for a successful adaptation of the child.
In many respects parents are responsible for the success of the child
education. Parents continues be responsible for the selection
of the school, preschool educational establishment and forms
of education. Parents should remember that the PMPC specialists
are not intended to harm the child. All PMPC recommendations are
aimed at creating conditions for the development and education of
the most suitable for his / her state and capabilities.
Finally, there are following recommendations for parents.

A few days before the assessment in a relaxed form please
remember altogether with the child your home address, information
about parents (name, name of the organization / facility and
occupation), the familiar poem (based on the age), talk about the
current season.

Create a positive attitude of a child to pass through
the assessment (do not say that you are going to come to the
Commission, and there will be check of the childs knowledge, etc.)
Make happy your preschool child driving on gaming activities, and
if your child is a secondary school student - to communicate with a
psychologist.
Do not worry yourself for the results and the process of the
assessment. Remember that your panic is transmitted to the
child.
On the day of counseling the child should be healthy. If a
child is sick, you need to make a phone call and ask them to
27

change the visit at the next day.

Since children are often lost when there are a large number of
adults, preferably if only parents will attend the assessment.
Calculate the time so come early, do not hurry to change
clothe and prepare the child.
During of the assessment no prompting the child, do not
distract by the comments and remarks. If necessary, the help
to the child will be delivered by the psychologist.
If the child is nearby of you dont use the following phrases:
he / she ashamed, he / she doesnt like to learn poetry, to
narrate, he / she doesnt know how to do it, if there are
another people, he / she is not responding, etc.
After consultation mandatory you need to appreciate the child,
even if he / she answered more badly than you expected.
Listen carefully the recommendations of the specialists
based on the results of the child assessment (you need to
record the important information). Ask questions; verify what
it is not clear.

Annexes
List
Of documents required for passing through
the procedures for consultations in the PMPC
1. Psychological and pedagogical characteristics of the school
student reflecting data on the academic performance /
achievements and behavior of the child, cognitive and emotional
- volitional spheres that should be stamped and signed by the
Head of the educational establishment.
The Assessment / characteristics and drawings should be
presented for the child growing up in the pre-school establishment.
2. Paper works of the child on native language and mathematics
(for the secondary school student).
3. Referrals to the PMPC signed by following doctors of the Family
Medicine Center:
pediatrician on the general state of the childs health;
psychiatrist with the evidence based medical diagnosis and
characteristics of mental development;
otolaryngologist with the characteristic of the state of the
ear, nose and throat and bodies, which taking part in the
articulation of speech;
neuropathologist on the neurological status of the child;
ophthalmologist with the characteristic of the visual organ,
and with a detailed full-scale diagnosis;
doctor - orthopedist (for children with dysfunction of the
musculo - skeletal system).
4. The birth certificate is provided.
5. Personal identification document are presented with the parents
(legal representatives).
Note. The documents should be provided that referred in paragraph
3 and paragraph 4. for children who are not enrolled in the secondary
school.

28

29

Form

Form

Referral for the Psychological, Medical

and Pedagogical Consultation

________ _____________

1.Name of the child ______________________________________________

2.Age __________________________________________________________
3. Home address _________________________________________________
4. Secondary school (preschool educational establishment) ________________
5. Findings of the psychiatrist
______________________________________________________________
______________________________________________________________
______________________________________________________________
6. Findings of the logopedist
______________________________________________________________
______________________________________________________________
______________________________________________________________
7. Findings of the otolaryngologist
______________________________________________________________
______________________________________________________________
______________________________________________________________
8. ophthalmologist
______________________________________________________________
______________________________________________________________
______________________________________________________________
9. Findings of the orthopedist (surgeon)
______________________________________________________________
______________________________________________________________
______________________________________________________________
10. Findings of the neuropathologist
______________________________________________________________
______________________________________________________________
______________________________________________________________
11. Findings of the pediatrician
______________________________________________________________
______________________________________________________________
______________________________________________________________
Signature of the authorized officer representing the organization / facility who
referred the child to the
___________________________________

, ___________ , ________
Full name______________________ Date of birth

______________________________________________________
Home address
_______________________________
Who provided the referral

Results of the Assessment of the PMPC specialists:
__________________________________________________
mental capacity state
______________________________________________________________

Stamp
Note: if there are no medical specialists - highly specialized doctor the referral can be completed by
the family doctor or doctors of the relevant centers of the healthcare system.
30

THE PMPC FINDINGS

___________________________________
state of the physiologic sense of hearing
______________________________________________________________
__________
state of the phonemic awareness and speech
______________________________________________________________
_______________________________________________
state of the sense of vision
______________________________________________________________
- _____________________
state of the musculo-skeletal system
______________________________________________________________
____________________________
social adaptation and personal adjustment:
______________________________________________________________

(, )_________________________________
additional assessment data (skills of reading,
writing, calculations, and etc.)
31

 _________________________________
GENERAL PMPC FINDING________________________________________
______________________________________________________________
:____________________________________________________
RECOMMENDATIONS: ___________________________________________
______________________________________________________________
____________________________________________________
for teachers _____________________________________________________
______________________________________________________
for doctors______________________________________________________
-____________________________________________________
for parents ((legal representatives)
______________________________________________________________
____________________________
PMPC Head
:____________________________
PMPC members: _______________________________
_____________________________________________
Stamp:________________________________________

32

International Classification of Diseases ICD-10

Oft-recurring diagnoses in the practice of the PMPC enrollment
Class: V. F00-F99. Mental and behavioral disorders
F06.6 Organic emotional labile [asthenic] disorder
F06.7 Mild cognitive disorder
F07.0 Organic personality disorder
F07.1 Postencephalitic syndrome
F20 Schizophrenia
F21 Schizotypal disorder
F70 Mild mental retardation
F70.0 With the history of the absence or weak distinct manifestation of
behavioral disorders
F70.1 Significant impairment of behaviour requiring attention or treatment
F71 Moderate mental retardation
F72 Severe mental retardation
F73 Profound mental retardation
F78 Other forms of mental retardation
F79 Mental retardation, unspecified
F80 Specific developmental disorders of speech and language
F80.0 Specific speech articulation disorder
F80.1 Expressive language disorder
F80.2 Receptive language disorder
F80.3 Acquired aphasia with epilepsy [Landau-Kleffner]
F80.8 Other developmental disorders of speech and language
F80.9 Developmental disorders of speech and language, unspecified
F81 Specific developmental disorders of scholastic skills
F81.0 Specific reading disorder
F81.1 Specific spelling disorder
F81.2 Specific disorder of arithmetical skills
F81.3 Mixed disorder of scholastic skills
F81.8 Other developmental disorders of scholastic skills
F81.9 Developmental disorders of scholastic skills, unspecified
F82 Specific developmental disorder of motor function
F83 Mixed specific developmental disorders
F84 Pervasive developmental disorders
F84.0 Childhood autism
F84.1 Atypical autism
F84.2 Retts Syndrome
F84.3 Other childhood disintegrative disorder
F84.4 Overactive disorder associated with mental retardation and stereotyped
movements
F84.5 Aspergers Syndrome
F84.8 Other pervasive developmental disorders
F84.9 Pervasive developmental disorder, unspecified
F88 Other disorders of psychological development

33

F89 Unspecified disorder of psychological development

F90 Hyperkinetic disorders
F90.0 Disturbance of activity and attention
F90.1 Hyperkinetic conduct disorder
F90.8 Other hyperkinetic disorders
F90.9 Hyperkinetic disorder, unspecified
F91 Conduct disorders
F92 Mixed disorders of conduct and emotions
F93 Emotional disorders with onset specific to childhood
F93.0 Separation anxiety disorder of childhood
F93.1 Phobic anxiety disorder of childhood
F93.2 Social anxiety disorder of childhood
F93.3 Sibling rivalry disorder F93.8
F93.8 Other childhood emotional disorders
F93.9 Childhood emotional disorder, unspecified
F94 Disorders of social functioning with onset specific to childhood and
adolescence
F94.0 Elective mutism
F94.1 Reactive attachment disorder of childhood
F94.2 Disinhibited attachment disorder of childhood
F94.8 Other childhood disorders of social functioning
F94.9 Childhood disorder of social functioning, unspecified
F95 Tic disorders
F95.0 Transient tic disorder
F95.1 Chronic motor or vocal tic disorder
F95.2 Combined vocal and multiple motor tic disorder [de la Tourettes
syndrome]
F95.8 Other tic disorders
F95.9 Tic disorder, unspecified
F98 Other behavioural and emotional disorders with onset usually occurring in
childhood and adolescence F98.0 Nonorganic enuresis
F98.1 Nonorganic encopresis
F98.2 Feeding disorder of infancy and childhood
F98.3 Pica of infancy and childhood
F98.4 Stereotyped movement disorders
F98.5 Stuttering [stammering] F98.6 Cluttering
F98.8 Other specified behavioural and emotional disorders with onset usually
occurring in childhood and adolescence
F98.9 Unspecified behavioural and emotional disorders with onset usually
occurring in childhood and adolescence
Class: VI. G00-G99. Diseases of nervous system
G40 Epilepsy
G40.0 Localization-related (focal) (partial) idiopathic epilepsy and epileptic
syndromes with seizures of localized
G40.1 Localization-related (focal) (partial) symptomatic epilepsy and epileptic
syndromes with simple partial seizures
34

G40.2 Localization-related (focal) (partial) symptomatic epilepsy and epileptic

syndromes with complex partial seizures
G40.3 Generalized idiopathic epilepsy and epileptic syndromes G40.4Other
generalized epilepsy and epileptic syndromes
G40.4 Other generalized epilepsy and epileptic syndromes
G40.5 Special epileptic syndromes
G40.6 Grand mal seizures, unspecified (with or without petit mal)
G40.7 Petit mal, unspecified, without grand mal seizures
G40.8 Other specified forms of epilepsy
G40.9 Epilepsy, unspecified
G80
Infantile cerebral palsy
G80.0 Spastic cerebral paralysis
G80.1 Spastic diplegia
G80.2 Infantile hemiplegia
G80.3 Dyskinetic cerebral palsy
G80.4 Atactic cerebral palsy
G80.8 Other type of the infantile cerebral palsy
G80.9 Infantile cerebral palsy, unspecified

35

Instructions
Instructions on the enrollment in the pre-school
establishments
Agreed with
Ministry of Health of the KR
Deputy Minister . Murzaliev
As of 21 April 2016

Approved by
Order of the Ministry of Science and
Education of the KR No. 516/1
As of 22 April 2016

Instructions
on enrollment of visually impaired children
in special pre-school establishments.

with manifest deviation /strabismus requiring ortopto - surgery

- orthoptic or just orthoptic treatment.
Note. All pre-school institutions, where there are organized
groups for children with visual impairments, children with
strabismus and amblyopia are divided into separate groups.
The independent kindergartens and Early Childhood Centers
can be established in accordance with the current order /
procedures if there is the sufficient number of children with
strabismus and amblyopia.

1. Enrollment in the special pre-school establishments for visually

impaired children is available for children ages 3 - 7 years who
have evident loop of vision and who has a need of intensive
pleopto - orthoptic treatment.

5. The referral of visually impaired children in special pre-school

establishments and special groups under the pre-school
educational establishment is implemented by the Psychological,
Medical and Pedagogical Consultations.

2. The ophthalmologic indications for the referral of children in

pre-school establishments with special purposes are set up
strictly individually, taking into account the data ophthalmologic
examination by the doctor - ophthalmologist.

6. Findings of the Psychological, Medical and Pedagogical

Consultations are submitted to the appropriate Department
of Education or to the specialized pre-school educational
establishment to make a decision on the childs enrollment.

3. The special pre-school establishments and specially

organized remedial groups for blind children under pre-school
establishments are available for following children:
totally blind children;
children with residual vision up to 0.04 adjusted for the best
eye.

4. The special pre-school establishments and specially organized
remedial group under pre-school establishments are available
for starblind children:
with a visual acuity of 0.05 up to 0.4 in the better eye with
tolerated remodeling;
with amblyopia (disbinocular, refractive, obscuration) under
any rate of declining of sense of vision that need the pleoptic
treatment;

7. Special pre-school establishments for visually impaired kids are

not available for following children:
with profound disorders of the intellectual development;
epilepsy;
with profound disorders of motional sphere, who are not able
to move and who are not able to help himself / herself;
deaf-blind.

36

8. If the during of the period of stay in the special preschool

establishment for children with visual impairments there will be
revealed contraindications listed in paragraph 7, the child shall
be subject to be removed from this facility.
9. The blind and visually impaired children with mild intellectual
disorders or soft disorders of the musculo-skeletal system,
37

should be referred to the group of children with complex mixed

disorders, organized in special pre-school establishments for
children with visual impairments.

loss or progressive hearing loss) with the primary non-ablative

intellect and the rehabilitation period after surgery for at least 5
months.

10. The Principal of the special pre-school establishment for

children with visual impairments shall be solely responsible for
the enrollment in accordance with the enrollment procedures
established in this Instruction, for the safety and security of
life and health of children during of their stay in the pre-school
establishment.

3. All pre-school groups are formed with regard to the nature and
intensity of the speech defect, as well as taking into account
their age:
a) children from 4-5 years old with the following diagnoses are enrolled
in the groups of children with general speech underdevelopment:
alalia, aphasia, rhinolalia, dysarthria, having babbling speech or
full-blown / pronounced speech underdevelopment (vocabulary,
grammatical structure, sound - syllabic word structure) ;
b) children ages 5 - 6 years old are enrolled in the groups with
following diagnoses: hypoplasia of phonemic aspects of speech
are taken dyslalia, rhinolalia, dysarthria, with main abnormalities of
phonetic and phonemic development under mild underdevelopment
of the lexical and grammatical structure, which can then serve as
barrier to learning of reading and writing skills, as well as with
dyslalia without abnormalities in the phonetic perception.
c) children from 3 years of age with a diagnosis of stuttering are
enrolled in the group of children with stuttering.

Instructions
Enrollment of children with speech pathologies
in special pre-school establishments
1. All pre-school children with severe speech pathologies are
identified and referred by the Family Medicine Centers by
specialists in consultation and agreements with the parents
towards the Psychological, Medical and Pedagogical
Consultations to make a decision on the Program of the
upbringing and education / training.
2. The enrollment in the special pre-school establishments and
remedial groups for children with speech pathologies under the
pre-school educational establishments, secondary compulsory
schools, centers, is available for children ages 2 - 7 years old
with normacusis and intellect intact initially non-ablative intellect
who are coming with the following diagnoses: alalia, aphasia,
dysarthria, rhinolalia, dyslalia, stuttering and other speech
pathologies on the basis of the findings of Psychological, Medical
and Pedagogical Consultations. The enrollment is delivering
every year, usually during of August.
Note:
There is possible enrollment of children with cochlear
implantation, who have been surgically operated at the age
strictly up to 3 years old, with the otopharyngeal experience
before implantation not less than 1 year (acquired hearing
38

4. The duration of stay of children in pre-school establishments from 1 year up to 3 years.

Note:
Depending on the speech state and age of the child, the term /
period of stay in the pre-school establishment can be changed
based on the Findings of the Psychological, Medical and
Pedagogical Consultations.
5. Selection of children with speech pathologies in pre-school special
establishment is delivered by the Psychological, Medical and
Pedagogical consultations based on the Baseline Assessment
of doctors: psychiatrist, hearing specialist, neuropathologist,
including a specialist - logopedist. Status of the child speech
development is determined by its individual assessment explored
by the PMPC members (vocabulary, grammatical structure
39

of speech, speech tempo, pronunciation of sounds, syllabic

structure of the word, and understanding of the adults speech in
their native language). There are adopted Findings based on the
Assessment on the state of the child development, developed
recommendations on the Program of training and development
of the child and provided appropriate recommendations for the
parents.
6. Findings of the Psychological, Medical and Pedagogical
Consultations are submitted to the relevant department of
education or specialized pre-school educational establishment
to make a decision on the childs enrollment.
Note.
There is adopted 3-month diagnostic term to clarify and verify
the validity of the enrollment of children with complicated mixed
diagnoses, after this deadline the Psychological, Medical and
Pedagogical Consultations altogether with parents are making
decision on the further education and upbringing of the children.
7. The following children are not eligible to be enrolled in the preschool establishments and remedial groups for children with
speech pathologies:
deaf and hearing-impaired;
cochlear implants after 3 years
blind and visually impaired;
with cognitive development disorders;
with psychopathic behavior, epilepsy, schizophrenia;
with severe disorders of the musculo-skeletal system and the
lack of life skills on self-care.
8. The Principal of the special pre-school establishment for
children with visual impairments shall be solely responsible for
the enrollment in accordance with the enrollment procedures
established in this Instruction, for the safety and security of
life and health of children during of their stay in the pre-school
establishment.
40

Instruction
On enrollment of hearing-impaired children to special needs
preschool establishments and remedial groups under
preschool educational establishments
1. Deaf and hearing-impaired children aged 2.5 with different
intellectual level without any additional development disorders
having basic self-care skills, and at the discretion of parents
or guardians shall be enrolled to special needs preschool
establishments and remedial groups under preschool educational
establishments. Children with congenital deafness, implanted at
the age of 3 years and older, having an experience of wearing a
high quality hearing aid/ earphones, and in rehabilitation period
of at least 5 months after the operation shall be also accepted.
2. Children aged 4-6 are enrolled to preschool orphanages,
remedial groups in preschool establishments and in special
boarding schools for hearing-impaired children.
Note:
Hearing-impaired children aged 7, who did not attend preschool
and have no basic oral skills are enrolled to reception classes
of the relevant schools.
3. Enrollment of hearing-impaired children to the relevant preschool
establishments is done based on the findings of psychological,
medical and pedagogical consultation (hereinafter referred to as
PMPC).
4. The following children shall not be enrolled to special preschool
establishments for hearing-impaired children:
Children with moderate, severe and profound mental
retardation;
Children with severe dysmotility, requiring individual care;
Children with significant behavior disorder of different etiology;
Children with schizophrenia in the exacerbation phase or
other psychotic disorders;
Children with epilepsy, epileptic dementia due to epilepsy;
Deaf and blind children;
41

 Children with severe speech pathology and non-ablative

hearing.
5. The Director of special preschool and preschool educational
establishment shall bear sole responsibility for enrollment to
preschool establishment in accordance with the procedures
established in this Instruction, and for safety and security of life
and health of children while in the educational establishment.
Instruction
On enrollment of children with musculo-skeletal disorders
(MSDs) to special needs preschool establishments.
1. Special needs preschool establishments for children with
musculoskeletal disorders (MSDs) can accept children with selfcare skills or having dexterities to develop self-care skills, who
can walk themselves or with special walking aids, having the
following diseases:
Mild cerebral palsy;
Poliomyelitis consequences in restorative or residual period;
Limb trauma consequences, and inborn and required upper
and lower limb deformities;
Consequences of infectious polyarthritis, arthrogryposis,
hondodystrophy ,
myopathy;
scoliosis.
2. Children with cerebral palsy can be enrolled to special preschool
establishments for children with the same diagnosis or to special
groups for children with musculoskeletal disorders (MSDs) within
preschool establishments.
3. Day care units (special preschool educational establishment)
can enroll children with musculoskeletal disorders (MSDs) aged
3 to 7:
kindergartens and preschool orphanages accept children
aged 3 - 4 to 7;
preschool groups in the relevant special schools (boarding
schools) accept children aged 6-7.
42

4. Special preschool groups for children with progressive scoliosis

are established in preschool establishments for children with
musculoskeletal disorders (MSDs).
5. All special preschool establishments for children with
musculoskeletal disorders (MSDs) enroll both children with
normal intelligence or children with disorders of psychological
development (including, disorders of speech development).
6. Special (special needs) groups are established for children
with movement disorders due to organic cerebral affection and
consequent cognitive disorders, including mental retardation.
7. Special preschool establishments or groups for children with
musculoskeletal disorders (MSDs) do not enroll children, who:
cannot move by themselves without any help;
provide self-care due to serious movement disorders and
having no movement abilities to develop self-care skills;
suffer from moderate, severe and profound mental retardation;
have frequent epileptic seizures;
have pronounced disopsia or hearing disorders;
have diseases that serve as contraindications for enrollment
to preschool educational establishments.
8. Enrollment of children with musculoskeletal disorders (MSDs)
to special preschool establishments is done based on the
findings of psychological, medical and pedagogical consultation
(hereinafter referred to as PMPC).
9. Children with musculoskeletal disorders (MSDs) reaching the
age of 7 shall begin to study according to the relevant curricula
by the decision of PMPC.
Note.
In some cases, medically fragile children can be kept at the
special preschool establishment until age of 8, based on the
doctors and teachers decision.
43

10. The Director of a special preschool and a preschool educational

establishment shall bear sole responsibility for enrollment children
in accordance with the procedure established in this Instruction,
and for safety and security of life and health of children while in
the educational establishment.
Instruction
On enrollment of children with mental development disorders
to special needs preschool establishments and remedial
groups in preschool educational establishments
1. Children with mental development disorders aged 3-7 are
subject to enrollment to special needs preschool establishments
and remedial groups in preschool educational establishments.
2. Refer of children with mental development disorders to special
preschool establishments and remedial groups in preschool
educational establishments is done based on the findings
of psychological, medical and pedagogical consultations
(hereinafter referred to as PMPC) before parents or lawful
guardians.

pronounced behavior disorders of different ethiology, requiring

medical remedial treatment;
schizophrenia and psychotic manifestation;
epilepsy and frequent seizures (over 2-3 seizures a
month);
socially and pedagogically abandoned;
somatic diseases that serve as contraindications for enrollment
of children to preschool educational establishments.

5. While in special preschool establishment for children with
mental development disorders, based on observation results of
the childs psychophysical health by the teachers and doctors
and the results of PMPC findings the child may be withdrawn
or referred to another education establishment upon agreement
with the parents (their lawful guardians).
6. The Director (Principal) of a special preschool and a preschool
educational establishment shall bear sole responsibility
for enrollment children in accordance with the procedures
established in this Instruction, and for safety and security of life
and health of children while in the educational establishment.

3. PMPC findings shall be submitted to the relevant educational

unit or a special preschool establishment for consideration and
decision making on the child enrollment to this preschool.
4. Children shall not be subject to enrollment to special preschool
establishments and remedial groups in preschool educational
establishments for children with mental development disorders
if they have or are:
moderate and severe mental retardation;
dementia (moderate) of organic genesis;
Blind and starblind;
Deaf and hearing-impaired;
musculoskeletal disorders (MSDs), and cannot move by
themselves and require individual care;
Downs syndrome followed by moderate to severe mental
retardation;
44

45

Instructions on enrollment to school educational

establishments
Instruction
On enrollment of children to special boarding schools,
remedial classes in secondary compulsory schools for
children with mental retardation (disorders of psychological
development according to ICD-10).
1. Children aged 7-9 (children above this age shall be an exception)
with specific cognitive and emotional-volitional disorders are
subject to enrollment to special boarding schools, remedial
classes in secondary compulsory schools for children with
mental retardation (hereinafter referred to as DPD).
Cognitive deviations manifest as immature intellectual
functioning, limited knowledge and views needed for learning,
and hypophrenia or low learning ability.
Emotional-volitional sphere is characterized by ill-formed learning
interests, low game motivation, low goal-directed behavior. With
that, discontinuity of cognitive development is determined which
manifests itself as obvious difficulty in the process of verballogical problems solution. Children are relatively good at e y e minded and
visual types of problem solution. They can use
assistance, and apply the acquired knowledge and skills when
learning new materials.
2. Special boarding schools for children with DPD can enroll children
who studied in the 1st 2nd grades of secondary school and
had constant difficulties in learning school curricula materials and
children with disorders of psychological development, incapable
of learning school subjects who initially attend school.

46

Basic enrollment includes children with:

Disorders of psychological development of residual and
organic genesis;

Disorders of psychological development due to critical

upbringing gaps and lack of information starting from early
childhood (pedagogically abandoned children);
Disorders of psychological development of constitutional
genesis (signs of psychophysical and disharmonic infantilism);
Disorders of psychological development due to failure of
sensory organs (hearing-impaired, starblind, alalia, ICP);
3. Contraindications for enrollment of children to special boarding
schools, remedial classes for children with DPD in general
secondary schools are as follows:
Pedagogically abandoned children with non-ablative mental
capacity (general secondary school education);
Mild, moderate or severe mental retardation;
dementia (due to cerebral and somatic disorders);
dementia due to epilepsy;
schizophrenia with mental retardation;
blindness, hearing impairment of III-IV grade, deafness,
severe allolalia;
severe musculoskeletal disorders;
Note.
These children shall study at special schools or shall be sent
to education establishments of healthcare or social sector.
Children having disorders of psychological development, chronic
infections, such as chronic tonsillitis, sinusitis, adenoiditis,
caries shall be enrolled to special boarding schools for children
with PDP only after sanation of indicated lesions.

4. The list of psychic and somatic disorders for children to be sent
to secondary compulsory school (at home) or health care system
establishment is as follows:
schizophrenia without mental disorders;
pronounced behavior disorders;
frequent
paroxysmal (convulsive) states (over 2 times
per month);
enuresis and encopresis

47

5. Enrollment of children to special boarding school, remedial

classes for children with DPD is done based on the findings of
psychological, medical and pedagogical consultation (hereinafter
referred to as PMPC).
Refer to special school of a different type is done by PMPC. The
school submits documents and findings of clinical and pedagogical
examination of a child made during educational process that serve
as justification for such a refer.
The Director of special secondary school shall be solely responsible
for compliance with enrollment in accordance with the procedures
established in this Instruction, and for safety and security of life and
health of children while in the educational establishment.
Instruction
On enrollment of children to special secondary boarding
schools, remedial classes for blind and starblind children in
secondary compulsory schools.
1. Special secondary boarding schools, schools, remedial classes
for blind and starblind children in secondary compulsory schools
enroll children aged 7-8 with visual acuity in a better eye within 0
0.4 according to findings of psychological medical pedagogical
consultation (hereinafter referred to as PMPC).
Ophthalmological indicators for a child referral to a special
boarding school, remedial classes for blind and starblind children
in secondary compulsory schools are established strictly for each
individual case depending on visual function state visual acuity
corrected by normal lens (distance and near), visual range, and
also on the character of visual organ lesion and pathogenic
mechanism on both eyes or a better eye. Both principal and
secondary ophthalmological diagnosis are accepted, as well as
all findings received during of the ophthalmological examination.
2. Special boarding schools, schools, remedial classes in secondary
compulsory schools accept children with:
48

visual acuity of 0.04 at a better eye and below with correction;

visual acuity of 0.05 0.08 at a better eye with correction,
and progressive optic atrophy, progressive choroidal
atrophy, etc.
diseases characterized by progressive loss of vision.
3. Special boarding schools, schools, remedial classes in secondary
compulsory schools for starblind enroll children with:
visual acuity of 0.05 0.4 at a better eye with correction;
when other visual functions are considered (vision range,
near visual acuity), form and pathological mechanism. For
cases when there is no progressive pathological mechanism
or asthenopic complaints, children with visual acuity
above 0.2 can study in secondary compulsory school located
at the place of their residence/ in their community under
condition that they sit at the first desk in the classroom;
a higher visual acuity with advanced or recurrent diseases,
and asthenopic manifestations during reading, writing at a
near distance;
in all cases children shall be able to read the eyechart signs
for near sight and with normal lens correction from a distance
not closer than 15 cm.
4. Reception class shall enroll children who reached the age of
7. However, in some cases both reception class and other
classes may enroll children exceeding for 2 years the age
norm established for secondary compulsory schools. Preschool
groups in special school can enroll children aged 6.
5. Blind and starblind, mentally retarded children study in remedial
classes in special schools for children with visual disorders.
6. Enrollment of children to remedial class shall be done based
on the findings of psychological, medical and pedagogical
consultation (hereinafter referred to as PMPC) after it is been
identified during educational activity for at least one year that
their academic failure is a consequence of their intellectual
underdevelopment.
49

7. The following groups of children are not subject to enrollment to

special boarding schools, schools, remedial classes for the blind
and starblind in the secondary compulsory schools:
Children with moderate, severe and profound mental
retardation;
Children with obvious behavioral disorders of different
etiology;
Children with obvious motion disorders who are unable to
move by themselves or having no self-care skills;
Deaf and blind;
Children with constitutional disorders, convulsive seizures
(more than 2 times a month);
Children with schizophrenia accompanied by psychotic
manifestations.
These children shall be sent to the relevant social or health care
facilities. Enrollment of children to special boarding schools,
schools, remedial classes for blind and starblind in secondary
compulsory schools shall be done based of PMPC findings.
8. The Principal (Director) of the school shall be solely responsible
for compliance with enrollment procedure established in this
Instruction, as well as for safety and security of life and health of
children while in the educational establishment.

Instruction
On enrollment of children to special secondary compulsory
boarding schools, remedial classes for deaf, hearing-impaired
and late-onset deaf children in secondary compulsory
schools.
Special boarding schools for deaf, hearing-impaired and late-onset
deaf, remedial classes enroll upon agreement with their parents
(lawful guardians) children who have an average loss of hearing
in the speech range (500 to 4000 Hz) of 40 to 80 decibel and over.
Hearing capability is determined based on assessment of speech
and whisper perception. Pure-tone audiometry findings (alongside
with speech hearing screening) are accepted.
Children with a loss of hearing from 30 to 40 dB shall be sent to
secondary compulsory establishments.

1. Special boarding schools, schools for deaf children, remedial
classes in secondary compulsory schools enroll children who:
Do not react to loud voice;
React to loud voice and spoken voice at ear auricle;
Perceive some speech sounds (, , u, r), pronounced with a
raised voice at ear auricle.
After cochlear implantation with profound speech
underdevelopment restricted vocabulary similar to lallation,
babbling, unstructured phrasal speech, significant difficulties
in speech understanding (later on, when their auditory sense
is developed and their vocabulary is increased, it is possible
to refer a child to secondary compulsory establishments for
hearing-impaired children).
Such children have a hearing loss in the speech range of over
90 decibel.
Children aged 6 7 without any preschool training or skills of
Fingerspelling are enrolled to a reception class. Children with
sufficient preschool training and Fingerspelling skills shall be
mandatory enrolled to the 1st grade when they reach the age
of 7-8.

50

51

2. Special boarding schools, schools for hearing-impaired and lateonset deaf children, remedial classes in secondary compulsory
schools shall enroll hard-hearing children who:
Lost hearing at school and preschool age having speech
capabilities, even with serious allolalia.
Have moderate loss of hearing from 40 to 80 dB in the
speech range, understand speech (words, phrases of normal
spoken voice 3 meters far from the ear auricle), and who
have different degrees of speech underdevelopment due to
hearing loss;
Have cochlear implantation, limited vocabulary and ability of
simple phrasing or phrasing elements, sound pronunciation
and syllable structure dysfunction, and agrammatism (later,
when they acquire speech skills they can be referred to the
secondary compulsory school);
Have speech dysfunction with a mild hearing loss of 40
to 80 dB (sensorineural hearing impairment with sensor
component).
Note: children with a hearing loss of 80 to 90 dB in the speech
range can be accepted for a diagnostic (pilot) training.
Level of speech development is determined via individual testing
of vocabulary, pronunciation and self-directed connotative and
narrative speech. Hearing impairment grade and character, time
of hearing loss and surdity occurrence, personality traits of a
child and his development environment before entering school
shall be taken into account.
Hearing-impaired children aged 7, who have no preschool
training and elementary speech skills shall be enrolled only to
reception classes of relevant schools.
When identifying the training conditions and curricula for children
with grade IV of hearing impairment, their different capabilities
needs to be taken into consideration based on . Wedenbergs
classification:
Group 1. high-frequency hearing loss to with low-frequency
52

hearing sensitivity conservation. Hearing impairment at

frequencies of 250 Hz does not exceed 35 dB. Progressive
hearing loss up to 20 dB in speech range at all frequencies above
1000 Hz and 1hearing loss of at least 80 dB. Children in this
group have a wider speech range and favourable prognosis for
speech development. They usually have skills of simple phrasal
speech and can study at schools for hearing-impaired children;
Group 1b. high-frequency hearing loss with a mild lowfrequency hearing loss. Hearing impairment at frequencies
up to 250 Hz is 45-55 dB. In high frequencies range hearing
impairment is over 80 dB. Normally, the speech of children in this
group contains words and phrases that allow these children to
study at the school for hearing-impaired children;
Group 2.- equal hearing loss at all frequencies up to 85 dB.
Speech contains separate bubbling words;
Group 2b. sharp equal hearing loss above 90 dB. Children of
this group lack speech skills.
Children having hearing impairment of grade IV, groups 2 -2b
are taught at schools for deaf children.
3. 3. Level of speech development is identified via individual testing
of vocabulary, pronunciation and self-directed connotative and
narrative speech. Hearing impairment grade and character, time
of hearing loss and surdity occurrence, personality traits of a
child and his development environment before entering school
shall be taken into account. Depending on speech development
state the children are sent to division I or II of educational
establishment.
) division I enrolls hearing-impaired, late-onset children with
limited vocabulary and ability to build simple phrases and phrasal
speech, dysfunction of sound pronunciation, syllable structuring
and aggramatism;
b) division II enrolls hearing-impaired children with profound
speech underdevelopment (restricted/ limited vocabulary similar
to lallation, babbling, unstructured phrasal speech, significant
difficulties in speech understanding).
53

c) hearing-impaired children aged 6-7 lacking speech skills are

enrolled to reception classes or preschool reception group.
4. Deaf, hearing-impaired and late-onset deaf children with
underdeveloped intellect, complex musculoskeletal disorders
(MSDs) are arranged into classes for children with complex
multiple psychophysical development defects in accordance
with the established procedures.
Enrollment of children to these classes is done based on the
findings of psychological, medical and pedagogical consultation
(hereinafter referred to as PMPC) only after it is been identified
during educational activity for at least one year that the curricula
is overwhelming for them.

8. If during education process there is a necessity to refer a child

to another special or secondary compulsory establishment, the
school shall provide his/her profile for repeated examination by
PMPC.
9. The school Principal shall be solely responsible for compliance
with enrollment procedures established in this Instruction, and
for safety and security of life and health of children while in the
educational establishment.

5. Hearing-impaired, late-onset deaf children who has got a

sufficient preschool training or primary school education and
having understandable speech skills can study at a secondary
compulsory school based on PMPC findings and upon consent
of their parents or lawful guardians.
6. Boarding schools (schools, remedial classes) do not enroll
hearing-impaired, late-onset deaf, deaf children with:
Severe speech disorders and normacusis (alalia, aphasia,
etc.);
Hearing impairment and severe and profound mental
retardation;
Complex defects when musculoskeletal disorders (MSDs)
and visual impairment are more pronounced than hearing
impairment;
permanent enuresis and encopresis (boarding type
establishments);
daily or frequent convulsive seizures;
permanent psychopathy-like disorders of different genesis;
7. Enrollment of children to schools for deaf, hearing-impaired and
late-onset deaf children is done based on PMPC findings.
54

55

Instruction
On enrollment of children to special secondary compulsory
boarding schools, schools, remedial classes for children with
severe allolalia in secondary compulsory schools.
1. Special secondary compulsory boarding schools, schools,
remedial classes for children with severe allolalia in secondary
compulsory schools enroll children with speech disorders and
normacusis, non-ablative intellect who are split into two divisions
depending on the state of their speech disorders.
2. The first division of educational establishment enrolls children
with general severe (level I-II) allalia, aphasia, dysarthria,
rhinolalia, rhinophonia, dysgraphia and alalia accompanied with
stammer.
During enrollment to speech school they consider the level of
speech development to be identified via comprehensive and
complex examination: speech apparatus, pronunciation, voice,
phonemic awareness, vocabulary, grammar structure, selfdirected enlarged (connotative and narrative) speech, and writing
and reading skills for children who received training; findings of
hearing, vision ability and psychic condition are also considered.

Children with general alalia, grade I-II, aged 7-8 (sound and
phrase pronunciation defects, limited/ restricted vocabulary,
ungrammatical structure of phrases) are enrolled to a reception
class.
Children who have got a sufficient training in a special preschool
establishment or secondary compulsory schools non-achievers
with the above-mentioned speech abnormalities are enrolled
to 1st grade or other school grades for children with profound
allalia in accordance with the level of their speech development
and general knowledge.
In case there is a relevant number of children with allalia, aphasia
and allalia accompanied with stammer, dysarthria or rhinolalia,
56

special classes are arranged according to the type of the speech

defect.
The 2nd division enrolls children with severe stammering.
3. Schools for children with severe speech disorders shall not enroll
children with:
Hearing impairment;
Mild mental retardation;
Epilepsy manifested by frequent convulsive seizures (more
than 2 4 times a month);
Behavior disorders;
Lack of self-care skills due to severe physical defects requiring
special care;
Schizophrenia and other psychotic disorders;
Mild speech disorders that can be cured by logopedist/
speech therapist in family practice centers or logopedic units.
4. Enrollment to school for children with severe speech disorders
establishments is done based on the findings of psychological,
medical and pedagogical consultation (PMPC).
5. If during education process there is a necessity to refer a child
to another special or secondary compulsory establishment, the
school shall provide his/her profile for repeated examination by
PMPC.
6. The school Principal shall be solely responsible for compliance
with enrollment procedures established in this Instruction, and
for the safety and security of life and health of children while in
the educational establishment.

57

Instruction
On enrollment of children to special boarding schools for
children with poliomyelitis and cerebral palsy consequences.
1. Special boarding schools for children with poliomyelitis and
cerebral palsy consequences enroll school age children who
can move independently, do not need individual care and the
following diagnosis:
Cerebral palsy;
Poliomyelitis consequences in rehabilitation and residual
period;
Different inborn and acquired musculoskeletal deformities;
Arthrogryposis,
chondrodystrophy, myopathy.
2. Children aged 7 are subject for enrollment to reception classes.
However, in some cases enrollment with an increased age norm
for 2 years is allowed.
Children with cerebral palsy can be arranged in special classes
in the school.

have frequent epileptic seizures;

suffer from enuresis and encopresis due to organic CNS
lesion;
suffer from moderate and severe mental retardation.
4. Enrollment of children to secondary boarding school for children
with musculoskeletal disorders (MSDs) is done based on PMPC
findings.
5. If during education process there is a necessity to refer a child
to another special or secondary compulsory establishment, the
school shall provide his/her profile for repeated examination by
PMPC.
6. The school Principal shall be solely responsible for compliance
with enrollment procedures established in this Instruction, and
for the safety and security of life and health of children while in
the educational establishment.

Children with movement disorders due to organic brain lesion are

followed by cognitive disorders with a mild mental retardation,
can be arranged in special (remedial) classes in accordance
with the established procedures.
Enrollment of children with intellectual underdevelopment is done
based on the findings of psychological, medical and pedagogical
consultation (hereinafter referred to as PMPC) only after it is
been identified during educational activity for at least one year
that their permanent academic failure is a consequence of their
intellectual underdevelopment.
3. The special boarding school for children with musculoskeletal
disorders shall not enroll children who:
cannot move by themselves without any help; provide selfcare due to serious movement disorders who require constant
individual care;
58

59

Instruction
On enrollment of children to special secondary (remedial)
schools, boarding schools and remedial classes for mentally
deprived children in secondary compulsory schools.
1. 1. Children aged 6.5 10 (or above 10 years old as an exception)
who studied in grades 1-4 of secondary compulsory schools or
those who did not attend school shall be enrolled to special
secondary (remedial) schools, boarding schools and remedial
classes for mentally deprived children.
2. Remedial schools, boarding schools and remedial classes for
mentally deprived children enroll children with:
mild mental retardation, including borderline moderate mental
retardation;
dementia (mild) of organic genesis (consequences of
infectious diseases, intoxication, trauma or other brain
injuries);
dementia (mild) due to epilepsy (rare episodes, no more than
1-2 times a month);
schizophrenia with disorder at mild mental retardation level
(with no psychotic manifestations).
3. Remedial schools, boarding schools and remedial classes for
mentally deprived children shall not enroll children with:
Moderate, severe and profound mental retardation;
mild mental retardation or mild dementia with the pronounced
behavior disorders;
moderate of severe dementia;
schizophrenia with permanent psychotic disorders;
socially and pedagogically abandoned children who did not
attend school;
disorders of psychological development;
organic disorders accompanied with frequent convulsive
seizures (over 3 -4 times a month).

60

Note:
children with severe and profound mental retardation shall be
sent to the relevant social establishments;
teaching of hearing-impaired, visual-impaired children, and
children with musculoskeletal disorders of a primary nature
who are intellectually underdeveloped shall be provided in
remedial classes of the relevant special schools;
children with disorders of psychological development shall be
taught either at special schools for children with disorders
of psychological development or in a secondary compulsory
school under condition of individual approach to teaching.

4. Enrollment of children to special secondary (remedial) schools,

boarding schools and remedial classes for mentally deprived
children is done based on the findings of psychological, medical
and pedagogical consultation (hereinafter referred to as PMPC).
5. Refer of children from a remedial school to a secondary
compulsory school during education process is implemented by
educational bodies based on a new PMPC findings. The school
submits the relevant documents with a proof that the child has
acquired the necessary life skills while at school, that serve as
an evidence for advisable referral in case of a complex diagnosis
after one year of study at a special (remedial) school, boarding
school and remedial class for mentally deprived children in a
secondary compulsory school.
6. In case if psychophysical diagnosis revision or specification of
child attending remedial school is needed, parents or lawful
guardians address to a child psychiatrist at the place of their
residence/ in their community with a request to provide the
childs profile and observation diary.
7. The school Principal shall be solely responsible for compliance
with enrollment procedures established in this Instruction, and
for the safety and security of life and health of children while in
the educational establishment.
61

Contra indications
on the enrollment of children in the general education
establishment
1. Epilepsy with frequent convulsive seizures (more than 2 - 4
times per month), with evident behavior disorders and dementia
formation.
2. Schizophrenia with evident behavior disorders, development of
emotional - volitional defect and cognitive deficit.
3. Disorders of the musculo-skeletal system (paralysis, paresis,
hyperanakinesia, etc.), combined with mental retardation and
confounding self-care of the student.
4. Deaf-blind children.
5. Mild mental retardation with behavioral disorders, moderate,
severe and profound mental retardation.
6. Pervasive developmental disorder (except the Aspergers
syndrome).
Note:
The issue on indications and contra indications towards the
education of children with hearing disorders and sense of vision
in general secondary schools should be addressed individually,
because the child with disabilities under the certain training,
good hearing, speech, psychological remodeling, who has
communication skills, can attend the general secondary school
successfully.`

62

63

Directory of organizations
List of PMPC
Republican PMPC
Kulatova Street, Bishkek, 37. (in the facility of the special school for
the blind and visually impaired children)
Cell. phone: 0772 195 566
Romanova T.
PMPC Bishkek
Chuy Av., Bishkek, 76, Special Needs School 30
Phone: 0312 63 38 68
Zoya Vladimirovna Kononenko, Head
Osh PMPC
Osh, Kyrgyzstan Str., Special Needs School 12
Cell. phone: 0550 22 50 14
Kudaikulova Aigul Mamatjanovna
PMPC of the Kara - Buuriynskei district
Cell. phone: 0556202423 - Kubatbekova Syrga Musuretbekovna,
PMPC Head,
Cell. phone: 0557 09 16 31 - Arzymatova Nurby Sagynbekovna,
Secretary
PMPC of the Manaskei district
Cell. phone: 0779 277495; 0771962974
Tokonova I. K.
Talas PMPC
Tel. :03422 56076
Cell. phone: 0772 266076
Berembaeva M. A.
PMPC of the Talas District
Tel.: 03458 58543, Cell. phone: 0772 662872
Turdumambetova J. K.
64

PMPC of the Bakai-Ata district

Cell. phone: 0776 151379
Chiketaev B. D.
PMPC of the Naryn rayon/district, Naryn city
FMC 1, Naryn city
Cell. phone: 0779 200807 - Tursunbaev Ulan
PMPC of the Nookatskei district
Lenina Str., 7, Nookat city, FMC of Kyzyl-Kiya city
Cell. phone: 0770 888174
Kochkonbaev O.
PMPC of Kadamjai city
Kadamjai city, district department of education
Cell. phone: 0777 262759
Djanuzakova A. I.
PMPC of the Suzak district
Suzak district, district department of education, Dakamalvan Str.
Cell. phone: 0773 031807
A. Isayeva
PMPC of the Chui oblast / province
Moscovskei rayon / district, Belovodskoe Village, Krupskaya Str.,
28
Tel.: 03131 58190
Sydykova N.
PMPC of the Yssykatinskei district
Kant city, school 2
Tel. 0550 111352
Mamutova Z. M.

65

Reference Book of organizations / facilities providing services

to children with disabilities in the Kyrgyz Republic
Batken oblast / province
Municipal Childrens Rehabilitation Center Nur
Education and rehabilitation of children with special needs, support
for parents, the integration of children into society
Batken city, Hodjaeva Str., 16
Tel.: (03622) 50760,
Cell. phone: 0770348730, 0778458932
Tashtemirova Minabar
Day Care Center Umut for children with disabilities and lowincome families
Delivery of legal aid, support to improve the social and financial
situation and mental state
Batken oblast / province, Samarkandek Village
Cell. phone: (0778) 73-87-67
Karabotoeva Cholpon
Day Care Center Umut under the auspice of the Sun beam
PF / NGO
Day care for children with disabilities
Kyzyl-Kiya city, Djusubalieva street near of Vodokanal / Water
Supply Office
Cell. phone: (0772) 53-29-07
Svetlana Halbaeva
Day Rehabilitation Center Kulunchak
Isfana city, Leilekskei district, Koshmuratova Str., 7
Cell. phone: 0773 394025
Juraeva Kalemkash
Bishkek
Bishkek Centre for autism and applied behavior analysis under
the Hand in Hand NGO
66

Education, development and social adaptation of children with

autism, as well as counseling and training of parents.
. , Str., 15
Tel.: 0312 512254, Cell.phone: 0555 002497
info@autism.kg, autism.kyrgyzstan@gmail.com
www.autism.kg
Sadykova Jyldyz
Kindergarten for children with Down syndrome Junior Park
under the Beam of goodness NGO
Development of children with Down syndrome, support and training
for parents
Bishkek, Ogonbaeva Str., 54
Cell. phone: 0556 762654, 0555 779799
Toktosunova Victoria
Santerra NGO
Support for parents and children with Down syndrome
Cell. phone: 0706 706207, 0552 855745
sunterra_kg@mail.ru
sunterra.kg
Dina Eshalieva
Kindergarten Pchelka (Bee) under the NGO Childhood
without diabetes
Support and development of children with pancreatic diabetes
Bishkek, Bektenova Str., 180
Cell. phone: 0555 001415
Djumabaeva Nurhan
The first Childrens Hospice under the Help is easy
Help for families with incurably-ill children during of the most difficult
period of life
Bishkek, Rijskaya Str., 21
Cell. phone: 0556 400400, 0550 050440
solaren251@gmail.com
Dinara Alyaeva
67

Urban Rehabilitation Center for people with disabilities

Rehabilitation of children with disabilities
Bishkek, Velikolukskaya Str., 29a
Tel.: 0312 679371, 0312 679383
Amankulova Gulnara
Training Rehabilitation Center Juventus
Adaptation and integration of teenagers with disabilities into society
through educational programs aimed at social, psychological and
medical rehabilitation, vocational training, support in providing
employment or creation of occupations forms depending on the
childs intellectual / mental capacity.
Bishkek, Kokjar microdistrict, Moldokulov Str., 100/1
Tel.: 0312 933551, Cell. phone: 0550 455410
lanalife_555@mail.ru, n_semn@mail.ru
Svetlana Buslaeva
Rehabilitation Center Obereg (Amulet or Talisman)
Recovery / resurgence to normal life of teenagers and young
people with disabilities, their social rehabilitation and adaptation /
integration into the world through educational and partly medical
remedial remodeling in frames of in-patient day and night facility
720042, Bishkek, Vasileva Str., 95
Tel.: 0312 371717
Branch:
Bishkek, Drevesnaya Str., 71
Phone: 0312 361802
Branch:
Issyk-Kul oblast, Tonskei rayon / district, urban-type settlement
Kadjisai city, Chapaeva Str., 22.
Tel.: 03941 9 2476
obereg.kg@mail.ru
www.obereg.kg
Djabrailova Olga
Child Rehabilitation Center Umut-Hop
3 Centers including pre-school / school groups, handcrafted class,
Center named after Yanush Korchak, etc. Children from 3 years old.
68

Bishkek, Repina Str., 210

Tel.: 0312 491955
nadeshda@elcat.kg
Karla Mariya Shelike
Center for Hearing and Speech Development
The development of hearing and speech of hearing-impaired
children, and / or speech pathologies. Psychological support for
children and parents. Training for school attendance, Art Therapy.
Bishkek, Yntymak settlement, Asia Str., 41A
Tel.: 0312 910280, Cell. phone: 0557 900940
gylnara09@rambler.ru
logoped.kg
Nogoibaeva Gulnara
Social Rehabilitation Center for children with disabilities
Education, comprehensive rehabilitation, individual educational
/ training classes for children with mental retardation and speech
development, mild mental retardation, cerebral palsy
Bishkek, Street named after Ahunbaev, 184a crosses Chapaev Str.
Tel.: 0312 251653, Cell. phone: 0773 093799, 0557 007892
Abdymomunova Janyl
IMC (Informational and Methodological Center) of support and
development of children with disabilities and their families, the
Association of Parents of Disabled Children (APDC / ARDI)
Social rehabilitation, adaptation and development of children with
special needs in early childhood through an individual approach.
Center: Bishkek, Street named after Ahunbaev, 184-A, first floor,
Office: Kok-Djar settlment, 1, semi - basement 4
Tel.: 0312 880245 - Center, ARDI Office tel.: 0312 517634
ardi.kyrgyzstan@gmail.com
Djumabekova Tamara
Center of Esthetic Education Balajan
Balajan is subordinate organization under the Ministry of Education
and Science. There are more than 30 children with special needs,
more than 100 children with visual problem and speech delay are
69

provided with the training in the School for the special children under
the Center on a regular basis.
Bishkek, Moskovskaya Str., 53; Branch: 12 miscrodistrict, 754
Tel.: 0312 383260, 486475, 525089
balajan@mail.ru
www.balajan.kg
Musina Daria
Rehabilitation Centre for street children under the Bishkek
Mayors Office
Rehabilitation, social integration and education of homeless / street
children
Bishkek,.Baltagula Str., 1
Tel.: 0312 210 305, 210 709, 939 432, Cell. phone: 0555 930 470
Alexei Petrushevskei
Center for social adaptation of children in difficult life situation
under the Bishkek Mayors Office
Support, training and adaptation of children in difficult life situations.
Bishkek, Djal microdistrict, Kurchatova Str.,70
Tel.: 0312 259282, 0312 259279, 0312 259275
Atamyrzaeva Mukaram

Asankulova Asel
Manas
Social Village
Social adaptation, ensure employment and provision of housing
of young people with disabilities - mostly graduates of the UmutHope Center
Moscovskei rayon, Murake Village, Begaliev Str., minivan 322
Tel.: 0312 698637, 0312 552690
sozialdorf@mail.ru
Takyrbasheva Gulbarchyn
Umut Social and Psychological Training Center under the
Bishkek Humanitarian University named after K.Karasaev,
consultations and trainings
Development and provision of psychological and social services for
teenagers with disabilities and families with the disabled child
720044, Bishkek, Street named after Karasaev, 10
Tel.: 0312 534722 - Centre, Department: 530294, Cell. phone: 0550
380260
center.umut.kg@gmail.com
Erik Orozaliev

Nasyykat Day Center for children with mental retardation

and autism
Rehabilitation of children with intellectual disabilities / mental
development disorders
Bishkek, 10 microdistrict, 107
Tel.: 0312 578310, Cell. phone: 0772 765645
0772765645@mail.ru
Dolgih Elena

Municipal pre-school educational establishments:

Orphanage under the Svetlyi Put (Shining Path) NGO

Ensure the social assistance to street children
Bishkek, JukeevaPudovkina Str., 14-a
Tel.: 0312 572970
asankulova0812@gmail.com

Pre-school educational establishment 87

For children with impaired / dysacousia, speech pathology and
disorders
Bishkek, Shakirova Str., 31a
Tel.: 0312 545766
Tashpaeva Gulnara

70

Pre-school educational establishment 48

For children with hearing impairment / dysacousia, speech
pathology and mental development disorders
Bishkek, Kolbaeva Str., 22a
Tel.: 0312 334063
Sulaimankulova Raushan

71

Pre-school educational establishment 122

For children with speech pathologies
Bishkek, Shakirov Str., 27
Tel.: 0312 545817
Urkunchieva Clara
Special schools:
Special needs school 22
For training of children diagnosed with epilepsy, emotional, volitional,
cerebral palsy incl. Homeschooling
Street, Bishkek. Intergelpo, 10
Tel.: 0312 653716, Cell. phone: 0772 169149
Sydykova Mairamkul
Special needs school 34
For education of children with diagnosed epilepsy, cerebral palsy,
including the home based study courses
Bishkek, 5 mkrn., 49 / 1
Tel.: 0312 515889
Karasartova Gulizat
Special needs school 22
For education of children with diagnosed epilepsy, emotional- volition
sphere, cerebral palsy, including the home based study course
Intergelpo Str., 10, Bishkek
Tel.: 0312 653716, Cell. phone: 0772 169149
Sydykova Mairamkul
Remedial lasses in ordinary secondary schools for children
with mental development peculiarities
Secondary school 3
Number of classes - 4
Bishkek, 5 mkrn. 42/2
72

Secondary school 11
Number of classes - 5
Bishkek, Moskovskaya Str., 54
Secondary school 19
Number of classes - 1
Bishkek, Kulieva Str., 187a
Secondary school 41
Number of classes - 1
Bishkek, Azovskaya Str., 6
Secondary school 59
Number of classes - 3
Bishkek, Luschihina Str., 35
Jalal Abad oblast / province
Jalal - Abad oblast / provincial Children Rehabilitation
Comprehensive Center Ak Jol
Comprehensive rehabilitation of street children and children with
disabilities
Jalal - Abad city, B. Osmonov Str., 18
Tel.: 03722 70081, 70182, fax: 71 314, Cell. phone: 0773 741 191
Erkingul Sarkarova

Family Based Care Home 1 named after Abdurahmanova
Social adaptation of children
Jalal - Abad city, Sarchibaeva Str., 77
Tel.: 0372270113
Abdrahmanova Mastura
Jalal - Abad Family Based Care Home for children from socially
vulnerable families Ak Bermet
Training on foreign languages: Chinese and English languages.
Vocational and labour skills.
Jalal - Abad city, Barpy Str. blind pass , 5
73

Tel.: 03722 22313, Cell. phone: 0777 763003

Tashbayeva Alima

Tel.: 03722 55261, Cell. phone: 0773827859

Djumabaeva Asylkan

Childrens Rehabilitation Center Ariete at secondary school

23
Providision with social and educational services for children with
special needs.
Tashbulak AO, Mahmudov Str., Secondary school 23
Tel.: 03748 26992, Cell. phone: 0778 675821
Abdykalykova Yryskan

Comprehensive Rehabilitation Center for children Ak Jol

Psychological rehabilitation. Vocational and labour skills
Jalal-Abad oblast, Jalal-Abad city, B. Osmonov Str., 18
Tel.: 0372270081, Cell. phone: 0773 741191
Sarkarova Erkingul

Day Rehabilitation Center Zirek

Rehabilitation and socialization of children with disabilities
Kazarman Village, Toguztoruyskei district, Djeenalieva Str., 20/3
Cell. phone: 0777 345497
Kydyrshaeva Aychurok
Support and Development Center of Lifelong Disabled Persons
Training and maintenance of the physical condition of children
with disabilities
Tash Kumyr city, Oktyabrskaya Str.
valievaklara@mail.ru
Cell. phone: 0777 496958
Valieva Clara
Children Center for Social Adaptation Rahat
Upbringing, sports events, social adaptation and rehabilitation
Maili - Suu city, Street named after Z. Kutmanov
Tel.: 03744 54551; Cell. phone: 0773 995 746
Abdybekov Kylychbek
State specialized agencies
Kindergarten 17 Kaakym
Education, training, rehabilitation and development of children; their
integration into society, Ensure the employment opportunities to
parents
Jalal Abad city, Djenijok, 56 A
74

Bazarkorgon Children Rehabilitation Center-Health Resort

Health protection and rehabilitation of children with special needs
Bazarkorgon district, Bazarkorgon Village, Lenina Str., 154
Tel.: 03736 22652, 03736 50214,
Ukubaeva Kunduz
Interdistrict Regional Center for Medical Rehabilitation
Kochkorata
Treatment and rehabilitation of children with disabilities and the
disadvantaged low-income people.
Nooken district, Kochkorata city, Toktogul Str.
Tel.: 03734 53392, 53053; Cell. phone: 0555 606 610
Osorova Dilbar
Issyk Kul oblast
Center of early intervention and rehabilitation of disabled
children under the Ravenstvo NGO (Equality)
Support and development of children with special needs.
Issyk-Kul oblast, Karakol city, Karasaev str., secondary school
14
Cell. phone: 0771 265400
nurgulik@mail.ru, ravenstvoik@mail.ru
Ishembekova Nurgul
Center for social adaptation and rehabilitation of street
children in Karakol city.
Karakol city, Pioneerskaya Str., 29
75

Tel.: 03922 24052, 03922 722360

Dubanbaeva Chynar
Emergency Center Irada Family Orphanage / Family Based
Care Home
Social rehabilitation, adaptation and development of children
Karakol city, Kirpichnyi zavod (brick-making plant), a former school
named after Makarenko
Tel.: 03922 42733; Cell. phone: 0554 471579; 0770 672552
Omurbaeva Ainagul Asanovna
SOS Childrens Village Cholponata
Social rehabilitation, adaptation and development of children
Cholponata city, 3 microdistrict, PMK, Childrens Village
Tel.: 03945 52630, 52395, 52433; Cell. phone: 0772 224025, 0555
221257
Abdiev Bakyt
Day Care Center for children with special needs under the
Svetlyachok (lightning bug) kindergarten
Training of children with disabilities on life and communication
skills to improve their status and the opportunity of integration into
society.
Balykchy city, Komsomolskaya Str., 206
Tel.: 03944 30863
Djumalieva Gulnara
Rehabilitation Center Children of Tien Shan
Twenty-four-hour Rehabilitation Center, day clubs, trainings and
education of families
Balykchy city, Ozernaya Str., 299; Michurina Str., 3
Tel.: 03944 40800, 41049, Cell. phone: 0550 540 499
tien.shan@gmail.com
Dmitry Trofimov
Public Association Society of disabled children (NGO)
Ensure the humanitarian aid, medical assessment / examination
and treatment, legal aid, training
76

Balykchy city, Gagarin Str., 26

Tel.: 03944 30398, 0709 174368, Cell. phone: 0772 432726
Tadjihan Talipova
Interregional (interoblast) Issyk-Kul - Naryn Center of
adaptation and rehabilitation of minor street children
Balykchy city, Gagarin Str., 26
Islam Koshoev
Support Center for children with special needs and their
families
All the children - our children! under the Shoola Kol NGO
Support, development and education of children with special
needs and their families of the Tonskei rayon / district, promotion
to the inclusion of children into the society.
Issyk-Kul oblast, Tonskei rayon / district, Bokonbaevo Village,
Toygonova Str., 84
in the facility of the secondary compulsory school named after
Altymyshbaev
Tel.: 03947 91027 Shoola Kol; Cell. phone of the Center: 0779
631316, 0770 644740
chinarkul62@mail.ru
Chynara Bakova
The Rehabilitation Center under the Beipil NGO
Rehabilitation of children and teenagers with disabilities
Tonskei rayon, Bokonbaevo Village, Atakan Str., 122
Tel.: 3947 91123; Cell. phone: 0779 198352
found_beipil@mail.ru
Tentieva Baktygul
Day Care Center for children with special needs
Development and training of children with special needs, school
readiness training
Aksuu Village, Teploklyuchenka, Gagarin Str., kindergarten - Day
Care Center
Tel.: 03948 91937, Cell. phone: 0705 39 36 50
Iskakova Jyldyz
77

Day Care Center for children with disabilities Archa

Rehabilitation of children with disabilities, support to parents.
Jeti-Oguz skei rayon, Kyzylsuu Village, q May Str., 77
Tel.: 03946 21351
Baratova Ainura

childdren
Issyk-Kulskei rayon, Semenovka Village, Shkolnaya Str., 10
Tel.: 03943 34337; Cell. phone: 0552 883 012
kindfam@narod.ru
Svetlana Mihailovna

Orphanage Drujnaya semya (friendly family)

Ensure the social services, a Resource Center for the elderly
.Semenovka Village, Shkolnaya Str., 10
Cell. phone: 0552 883012
Svetlana Studenikina

Day Care Center for children with disabilities under the NGO
Put k mechte (the Way to a Dream)
The development of children, charity, cultural events and medical
aid
Ak-Suu Village
Cell. phone: 0773514648
Dinara Mamytova

Rehabilitation Center under the PBF Hadicha

Care and upbringing of the children from low-income families and
orphans
Kadjisai urban-type settlement, Djunushov Str.
Tel.: 03947 92652; Cell. phone: 0772 123014
Akmatova Kulushkan
Public Association Baldar omr Bulagy (NGO)
Organization. Protection of rights and interests of children with
disabilities and their mothers, preparation / training of teenagers
for future adult life.
Tyupskei rayon,Tyup Village, Mokoev Str., 41a
Tel.: 03945 29286, 03945 24286; Cell. phone: 0772 297695
Urkaimova Shaiym
Family Based Care Home of the Jeti Oguzskei rayon
Kelechek
Social rehabilitation, adaptation and development of children
Jeti-Oguzskei rayon / district, Kyzyl-Suu Village,
Krasnovostochnaya Str., 59
Tel.: 03946 52857; Cell. phone: 0558 912 023
Temirkanova Aida
Semyonovskei Orphanage - Foster Families Center Drujnaya
semya (Friendly family)
Services on rehabilitation, development and socialization of foster
78

Day Republican Center Too Bulbulu NGO

Home patronage, child development, handicraft
Boorson Village, Eshmanbeta Str., 140, building of Aisymal
Cell. phone: 0705 399268
Amankan Mambetova
Naryn oblast
Day Center for children with special needs Kadam under the
Naryn NGO of parents of disabled children
Day Care and training of children with disabilities
Naryn city, Turdubaev Str., 37
Tel.: 03522 53740, 60461; Cell. phone: 0550 910 303
sharapatnaryn@gmail.com
Sharapat Aktanova
Rehabilitation Center Altyn Syrga
Ensure the educational and social services for young people with
disabilities on a voluntary basis
Naryn city, Lenin Str., 92
Cell. phone: 0555 964732 - Kochkorbaeva Tursun, Head
Cell. phone: 0708 719911 - Kurmambetov Zaryl, Deputy
79

Center of Social Support and Employment of persons with

disabilities Ak Bairak
Support and development of children and youth with special needs,
as well as the low-income and marginalized groups of population.
At-Bashy Village,.Omurakunova Str., 74
Tel.: 03534 23772; Cell. phone: 0777 239758
akbairaka@mail.ru
Shaigul Omuralieva
Day Care Center of disabled children Nur
Day care and education of children with disabilities
Jumgal rayon, Chaek Village, Ryskulov Str., 12
Cell. phone: 0777 160669
Zakira Murzabekova
Support Center for people with mental disorders under the
Daanyshman Jumgal kabary NGO
Psychological support and consultations to people with mental
disorders
Naryn oblast, Jumgal rayon, Chaek Village, E. Matyev Str., 56
Tel.: 03536 23008; Cell. phone: 0773 240688
daanishman@rambler.ru
Japarbek Dopoev
Osh city
Day Center Buchur under the Nurzaman NGO
Support, development and social support for children with special
needs
Osh city, Lenin Street, 306
Cell. phone: 0550 178314
uakkozueva@mail.ru
Guljamal Akkozueva
Day Care Center for children with autism under the Smile KG
NGO
Support to children to protect and promote the rights of children with
80

autism, development and treatment

Osh city, Lenin Street, 306
Cell. phone: 0552 861086; Tel.: 03222 46905
smailkg@rambler.ru
Larisa Kuznetsova
Municipal Childrens Center of Rehabilitation
Rehabilitation, therapy of children with disabilities
Osh city, Lenin Street, 306
Tel.: 03222 26453, Cell. phone: 0555 433122
suusar@rambler.ru
Sagynbaeva Suusar
Center of Social Services of the Smile NGO
Provision with the social and legal aid to children with disabilities
including the class for the deaf kids
Osh city, Lenin Street, 341/4
Tel.: 03222 2 98 26 03222 4 94 92
info@ulybkaosh.org, ulybkakg@rambler.ru
www.ulybkaosh.org
Umarov Elmira
Center for Hearing and Speech Development
The development of hearing and speech of impaired children, and
/ or speech pathologies. Psychological support for children and
parents. School readiness training, art therapy.
Osh, the town of Geologists, Street 45, 9
Tel.: 0312 910280; Cell. phone: 0557 900940
gylnara09@rambler.ru
logoped.kg
Nogoibaeva Gulnara
Family Orphanage Lotus
Social rehabilitation, adaptation and development of children
Osh city, Mamyrova Str., 3
Tel.: 03222 20830; Cell. Phone: 0557 112644
glucy2@gmail.com
Maxim Yarmuratei
81

Family Orphanage Altyn yi (Gold house)

Social rehabilitation, adaptation and development of children
Osh, Sportivnaya Str., 1
Tel.: 03222 40080; Cell. phone: 0550 600 417
Toktomametova Tamara
The initiative group, the youth organization The same as as
all under Smile KG NGO
Social and pedagogical support and social adaptation of teenagers
and youth
Cell. phone: 0551679700
Egemberdieva Umida
State specialized agencies
Kindergarten 29 Darman of the sanatory type
Prevention and treatment of tuberculosis in children of preschool
age
Osh city, Cheremushki Str., Krasnoflotskaya 7
Tel.: 03222 24740,
Turdubaeva A. U.
Specialized kindergarten 25 Ak Tailak
Training of children with low functioning / developmental problems of
life, their social and psychological adaptation, as well as education
and training of children with special needs
Osh city, Iminova Str., Stepnaya 201
Tel.: 03222 21697
Iminova Farida
Specialized TB kindergarten 40 Nariste
Health improvement and preventive treatment of children
Osh city, Frunze Str., 50
Tel.: 03222 26703
Aliyeva Mahabat
82

Special Secondary orphan boarding school for the blind and

visually impaired children in the southern region / province
Education of children with visual impairment
Osh city, microdistrict named after T. Kulatov
Tel.: 03222 65654, 63968, Cell. phone: 0550 225 014
aigul.ai2010@yandex.ru
Kudaikulova Aigul
Special needs school 12
Therapy of mental and physical disabilities in the course of training
and educational work. Vocational, labor and professional training
and career guidance
Osh city, Masaliev A. Str.
Tel.: 03222 30821, Cell. phone: 0555 81 59 07
Nasirova Rahilya
Osh oblast
Rehabilitation Center Sezim
Rehabilitation, support to children with disabilities
Kermetoo village, Aravan rayon / district
Cell. phone: 0779 319815, 0779 710049
jolborsuulu1975@mail.ru
Tillebaeva Cholponai
Family based care home Kelechek
Creation of the necessary conditions for the preservation of health,
development, education and training of children with special needs
Kara-Suu rayon / district, Telmann Str., Sarai village, Borombaeva
Str., 39
Cell. phone: 0773 008461, 0559 788854
Tulesheva Bayan
State specialized agencies
83

Special kindergarten integrated type for deaf children

Upbringing, education / training and treatment of children with
disabilities
Karasu rayon / district, Kashkar Kyshtak Village, Str.
Aeroportovskaya
Svetlana Bostonova
Talas oblast
Remedial group at the pre-school educational institution
17 Balastan in Talas with the support of the NGO
Nur Bala
Social adaptation and rehabilitation of children with disabilities and
support for their parents.
Nur Bala NGO, Talas city, Lenin Street, 365
Tel.: 03422 54042, Cell. phone: 0778 242474
nurbalafoundation@gmail.com
Turdugulova Jyldyz
Day Care Center under the auspices of organizations
supporting children with special needs Tan Nuru
Social adaptation and rehabilitation of children with disabilities and
support for their parents.
Taldybulak Village, Turda ake Str.
Cell. phone: 0779 954899, 0701 772202
tannuru.ngo@gmail.com
Djusupjanova Nurzat
Day Center under the auspices of organizations supporting
children with special needs Beknur
Social adaptation and rehabilitation of children with disabilities and
support for their parents.
Talas city, Rural Okrug Kok-Oi, Lenin Str.
0555 856551, 0770 195533
beknur.ngo@gmail.com
Djorobekova Ermek
84

Day Center under the auspices of organizations supporting

children with special needs Teir Koldo
Social adaptation and rehabilitation of children with disabilities and
support for their parents. Protection of the rights and interests of
children and their parents.
Talas city, Lenin Street, 365
Tel.: 03422 60591, Cell. phone: 0773 615616
tenirkoldo.ngo@gmail.com
Ahmatov Abdymalik
Day center Ayardjan
Social adaptation and rehabilitation of children with disabilities.
Kyzyl-Adyr Village, Kara Buurinskei rayon
Cell. phone: 0779 486107
Duyshonalieva Asylzhan
Chui oblast
Day Center under the NGO Childs Dream
Capacity development and civic engagement of parents and children
with disabilities
Alamudun district, Leninskoe Village, Almaatinskaya Str., 253
Cell. phone: 0559 13 00 70, 0777 681 389
tamarabalkibekova@gmail.com
Balkibekova Tamara
NGO Special Child
The development of children with disabilities, home visits, counseling
to parents
Bishkek, Ashgabat alley, 38a
Cell. phone: 0771 40 88 51
Torobekova Saltanat
Maksat Chui Oblast Childrens Rehabilitation Center for
children and teenagers with disabilities
Medical, social and educational rehabilitation of children with special
needs.
85

720000, Chui, Alamedin rayon, Dachny settlement, GES (HPP) 5,

Lenin Str.
Tel.: 0312 451992, Cell. phone: 0555 178289,
Abdrakhmanova Kalbubu
Adaptation Center Susan
Protection of the rights and interests of children, social adaptation.
Lenin Street, 47, Issyk Atinskei rayon, Kant city
Tel.: 3132 50918, Cell. phone: 0555 221548
Galina Zaharova
Sanatory and rehabilitation Center Dao Tokmok
Rehabilitation of people with disabilities.
Lenin Str., 289, Tokmok, building of the Tokmok Trest, Chui rayon
Tel.: 0 3138 6 17 08, Cell. phone: 0 772 65 43 71, 0555 654371
daotokmok@inbox.ru
Alexandra Dubina
Support Center for Families and Children Kelechek
Support and rehabilitation of children and low-income families,
housing, professional support of psychologists and care givers
Sadovaya Str., 5a, Kirgshelk Village, Issyk - Atinskei rayon
Tel.: 03132 41567, Cell. phone: 0555 080785
Djamankulova Jyldyz
Day Care Center Just gather together under the
Cornelius NGO
Child development and integration into society through inclusive
education: half of the children with special needs.
Shamsinskaya Str., 63, kv.38, Tokmok city
Cell. phone: 0777 333555
tsmsolga@mail.ru
Lavrinovich Olga
Day Care Center Hope
The provision of medical and social services for children with special
needs
Sportivny rv., 7, Karabalta city
Tel.: 03133 62713, 03133 32713, Cell. phone: 0550 123458
86

Amanatova Janyl

Support Center to children with disabilities under the

Evangelical Christian Lutheran Church Educational services,
support and development of children.
Oktyabrskaya Street, 44/2, Vasilevka Village
Cell. phone: 0772 763674, 0700 763674, 0559 763674
Eremeeva Akmaral
Resource Center under the Jany Bashat NGO
Support for parents, delivery of social events, promotion actions for
children with disabilities
Taranchieva Str., 1, Besh-Kungei Village
Cell. phone: 0550 966 920, 0703 161855
rakymbaeva@yandex.ru
Rakymbaeva Jyldyz
Kemin private specialized Orphan Boarding School for mentally
retarded orphans and children without parental care Yraiym
Shevchenko Str., 32, Kemin rayon / district, Kemin city
Tel.: 03135 50834; Cell. phone: 0550 470 846
lena.holyelena@mail.ru
Konova Elena Konstatinovna
Government institutions
Rehabilitation Center for people with disabilities
Rehabilitation of people with disabilities.
Kirova Street, 86, Sokuluk rayon / district, Malovodnoe Village,
Tel.: 0312 616576, Cell. phone: 0778 272434
a_aizada76@mail.ru
Asanova Aizada
Children Psychoneurological Sanatorium Rodnichok
(Springlet or fontanel)
Rehabilitation of children with border mental impairment
87

Zavodskaya Str., 41, Moscovskei rayon / district

Tel.: 03131 55433, 57040
Bazarbaeva Chinara
Rehabilitation center Rostok (Sprout) for children with disabilities
Support and development of children in difficult life situation.
Shopokova Str., 9, Shopokov city

88