Analysis of the Key Theoretical Frameworks of the Organization of Inclusive Education in a Preschool Establishment

Abstract

The article substantiates the peculiarities of the organization of inclusive education in preschool establishment. The author focuses on theoretical and practical research, in which the preschool stage of childhood is considered in the context of the problem of reforming the preschool education system within the framework of inclusion. The purpose of the presented article is a theoretical substantiation of the key theoretical and practical frameworks of the organization of inclusive education of children with special educational needs in a modern preschool establishment. The following research methods are selected: theoretical (study and analysis of pedagogical and psychological literature; legislative and normative documents; systematization, classification, terminological analysis; generalization of existing pedagogical experience) and empirical (pedagogical experiment; observation; pedagogical interpretation of research results). The methodological basis of the study is the activity approach in the process of personality development, conceptual provisions on the specifics of the organization of the educational process of children with special educational needs. According to the results of the presented research, the attitude of the participants of the educational process to inclusion, selection of content and methods of education, taking into account the individual characteristics and abilities of each child, has changed; the essence of interaction with children's parents; interdisciplinary interaction of all teachers. The author sees prospects for further research in the introduction of inclusive learning technologies into the practice of preschool education.