Abstract
The article analyzes the results of monitoring the conditions of preschool education for children with disabilities. The study was conducted by the monitoring method. It was attended by more than 800 managers, educators, specialists of support services, parents of children with disabilities. The monitoring covered preschool educational organizations in 15 regions, 12 regional centers, the city of Moscow, etc. The monitoring allowed to identify the actual problems of the development of preschool education at the present stage of its reform. The results of the monitoring describe four theoretical models of preschool education for children with disabilities.
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