Education of children with disabilities in preschool. Additional conditions in dow for disabled people and persons with disabilities

Question: Hello. This is the Murmansk region, the village of Roslyakovo-1. My six year old son is attending for the second year. speech therapy group free of charge, but from October 1, 2011, the kindergarten decided to charge us a parental fee in the amount of 130 rubles per day. A regular group costs 110 rubles per day.

Are they doing the right thing? Municipal kindergarten.

Vladimir Korzhov, lawyer, answers:

Hello, the provisions of paragraph 2 of Art. 52.1. The Law ON EDUCATION has not been repealed, but they read: for the maintenance of children with disabilities attending state and municipal educational institutions that implement the basic general education program preschool education, as well as children with tuberculosis intoxication who are in the specified educational institutions, parental fees are not charged.

That is, the decision of the preschool educational institution to charge you a fee is illegal. First tell this to the manager, and then you can send a complaint about this to the prosecutor's office.

In addition, according to the Methodological Recommendations for organizing and conducting a unified state exam(Unified State Examination) for persons with disabilities (letter of Rosobrandzor dated March 5, 2010 No. 02-52-3/10-in) persons with disabilities (hereinafter referred to as HVD) include persons with disabilities in physical and (or ) mental development: deaf, hard of hearing, blind, visually impaired, with severe speech impairments, with musculoskeletal disorders and others, including disabled children, people with disabilities.

Appendix 8 to this letter indicates the types of diseases of persons with disabilities:

• blind,
• visually impaired,
• with severe hearing impairment,
• with severe speech impairments;
• with musculoskeletal disorders;
• others (diabetes, asthma, heart disease, enuresis, ulcers, complex forms of osteochondrosis, scoliosis, etc.).

At the same time in Methodical recommendations by organization distance education disabled children in the regions Russian Federation in 2011 - 2012 (letter from the Ministry of Education and Science of the Russian Federation dated July 11, 2011 N 06-1277) Disabilities are indicated by poor vision or hearing, disorders of the musculoskeletal system, cardiovascular system, with leukemia, neurological diseases, etc.

We can conclude that, according to the conclusion of the pediatrician, a diagnosis is established, which, together with the conclusion of the psychological-medical-pedagogical commission, determines the referral of the child to a general preschool educational institution or preschool educational institution correctional type(with the conditions of correctional education), which is the legal basis for considering such a child to have a disability.

Special (correctional) educational institutions in accordance with the Model Regulations on a Special (Correctional) Educational Institution for Students and Pupils with Disabilities (approved by Decree of the Government of the Russian Federation of March 12, 1994 No. 248) are created for

• deaf, hard of hearing and late deaf people,
• blind, visually impaired and late-blind children,
• children with severe speech impairments,
• with musculoskeletal disorders,
• with mental retardation,
• for the mentally retarded
• and other children with disabilities.

The Law “On Education in the Russian Federation,” which was adopted in 2012 and came into force on September 1, 2013, became a real breakthrough in the field of relationships between adults and young residents of the country. This innovative document takes into account modern trends in social development, but at the same time relies on traditions and features Russian system education. Work on the law “On Education in the Russian Federation” went on for several years, and the result was a legal instrument that takes the regulation of relations in education to a qualitatively different level. For the first time in the history of domestic education, this law introduced a new legal concept - students with disabilities.

Children with disabilities.

The federal law defines students with disabilities as individuals who have physical and (or) disabilities. psychological development, confirmed by the conclusion of the psychological-medical-pedagogical commission and preventing the acquisition of education without the creation of special conditions. Obtaining a PMPK conclusion is the most important step in confirming the status of a child with disabilities. If a mother comes to a preschool educational organization and says that the child has limited health capabilities, but this is in no way supported by a document from the PMPK, then such a child cannot be assigned to a compensatory or combined group. Even if kindergarten teachers and psychologists see that a particular child needs correctional help, the family is obliged to visit the PMPK and obtain the commission’s conclusion.

Psychological and pedagogical support for inclusive education in territorial primary education and training schools

It should be noted that the psychological, medical and pedagogical commission works in two directions: on the one hand, it examines children, on the other hand, it gives recommendations on providing children with psychological, medical and pedagogical assistance and creating conditions for them in educational organizations. PMPC employees know and understand that the recommendations must reflect the conditions that need to be organized for the education of a child with disabilities in a preschool educational institution according to the Federal State Educational Standard using an adapted educational program for children with disabilities - either basic or individual. Quite often, PMPK recommends that parents assign a child with disabilities to a compensatory group or a combined group where inclusive education is provided. This approach makes it possible to more actively include children with disabilities in the life of society and instill in them communication skills. Inclusive education The term “inclusive education,” which is directly related to the education of children with disabilities, first appeared in the regulatory framework of the Russian Federation in 2012; previously there was no such concept in any document at the federal level. The Law “On Education” introduces the following definition: “Inclusive education - ensuring equal access to education for all students, taking into account the diversity of special needs educational needs and individual capabilities." Despite the fact that this concept appeared quite recently, inclusive education has already become firmly established in our lives, it is implemented both in preschool educational organizations, and at the level of primary general and basic education. general education, both in higher professional and secondary vocational education. Organization of inclusive education for children with disabilities. Depending on the recommendations of the psychological, medical and pedagogical commission, children with disabilities are admitted to kindergarten either into a compensatory group or into a combined group. What are the features educational process in these groups?

1. Inclusive education in preschool educational institutions in groups of a combined focus Groups of a combined focus can hardly be called an innovative novelty; preschool education in such groups existed even before the adoption of the law, when ordinary children's groups included children with minor health problems (low vision, mild deafness, etc.). The peculiarity of combined groups is that, along with normally developing preschoolers, they co-educate children who have certain types of impairments (visual impairment, hearing impairment, speech impairment, mental retardation, musculoskeletal disorders, etc. ). Unlike the occupancy of general developmental groups, which depends on the area of ​​the premises, the occupancy of combined groups is regulated by SanPiN. The SanPiNs indicate how many children with disabilities can be in such a group. As a rule, the programs that teachers use in such groups have also already been widely tested and introduced into teaching practice and into the educational process, however, the methods of teaching children with disabilities in preschool educational institutions according to the Federal State Educational Standard in these groups differ. Regardless of the number of such students (it can be two, three, four, five, seven people), the teacher uses an adapted educational program when working with them, and his own for each child. It must be emphasized that one program can only be used if the group is attended by children with a similar type of disability. For example, if two or three people have the same degree of hearing loss, then adapted program may be united. If there are different children in the team, especially different types of disabilities, for example, one child has a hearing impairment, another has a visual impairment, a third has a mental development disorder, then an adapted educational program for a child with disabilities is prescribed individually for each child. health opportunities.
2. Inclusive education in compensatory groups Compensatory groups are groups attended by children with the same disability. For example, groups for children with hearing impairments, or groups for children with visual impairments, or groups for children with speech impairments, and so on. The Law “On Education” for the first time included in the list of children with disabilities also children with autism spectrum disorders, which was not previously the case in the standard provision. This is the first time such a group of children with disabilities has appeared. Unfortunately, in recent years there have actually been many children with early childhood autism; in the new millennium, doctors began to actively diagnose this disease. Autistic children need special educational conditions, and that is why they also fall under the definition of children with disabilities. Based on the characteristics of the pupils, compensatory groups can have 10 directions - depending on the category of children. The groups implement an adapted basic educational program, the only adapted basic educational program. And this is one of the main difficulties in implementing inclusive education for children with disabilities in preschool educational institutions in compensatory groups. The fact is that approximate adapted basic educational programs, taking into account which it is possible to write an actually adapted basic educational program, while they have not yet been posted on the Federal State Educational Standards register, they have not been developed to date. There is only a federal state educational standard on the basis of which they are written, but on the basis of this document it is quite difficult for preschool organizations to create adapted basic educational programs.

Preparing kindergarten for inclusive education

Our state guarantees equal opportunities for full development to all citizens, including those with health problems. Of course, every child needs to get to the right time and place, that is, to the very kindergarten where he will feel comfortable. This especially applies to children with disabilities. Parents are not always able to get a ticket to the preschool organization where conditions have been created for such a child. And if a mother receives a ticket to a general developmental group, but the educational organization does not have the required specialist (psychologist, speech therapist, speech pathologist), and the child absolutely needs him according to the conclusion of the PMPK, then a twofold situation arises. From the outside it seems that the child is covered in preschool education. But is he getting exactly the education he needs? Not at all. Does he receive exactly the set of conditions that he needs? Again, no. And in this regard, the following is extremely important. As soon as kindergarten children appear who have provided confirmation from the psychological-medical-pedagogical commission, the conclusion of the PMPK about the status of “child with disabilities”, this immediately directs the educational organization to create special educational conditions for such a child. And special educational conditions- these are not only ramps, handrails and some other architectural and planning things. This is, first of all, improving the qualifications of teachers, training teachers, and preparing them to work with such children. This is a methodological component. This is the introduction of changes to the educational program, that is, the emergence of a certain section in the main educational program, which the Federal State Educational Standard defines as “corrective work/inclusive education.”

Thus, at preschool organization There are quite a lot of serious problems that need to be solved. It should be recalled here that the training of teaching staff proficient in special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the organ state power The subject should worry about training these teaching workers, on the one hand, and promote the attraction of such workers into the organization, on the other hand. Today, pedagogical universities in their programs pay attention to the education of children with disabilities; students are offered series of lectures on this topic. But very little time is allocated in the university curriculum to study this multifaceted problem; the depth of its study is insufficient to fully prepare preschool teachers for working with children with disabilities in preschool educational institutions. Future educators are given only general information about diagnostics and some fragmentary information about correction. In fact, students and graduates do not learn the actual methods of working with children with disabilities in preschool educational institutions, work methods, techniques and technologies and do not receive skills for such work. Therefore, a teacher who comes to a general development group after a pedagogical college is not ready, does not have the skills, abilities, and these competencies that he needs. It cannot be said that today our society is constantly faced with the optimization of processes and conditions. A serious problem in many regions is the dismissal of speech therapists, psychologists, and defectologists. Federal and regional authorities explain this by a decrease in funding and cost optimization. But the lack of much-needed specialists in kindergartens does not allow the educational program to be fully implemented for all children. It turns out that for some categories of pupils it can be implemented, but for others it cannot. However, with this approach, it becomes impossible to comply with the Law “On Education” and the federal state educational standard. And, of course, the social request on the part of parents is not fulfilled in any way, which is important. Adapted educational programs for children with disabilities

Although the implementation of inclusive education is associated with a lot of difficulties, the process is becoming more and more active. For children with disabilities, kindergartens are creating accessible environment, teachers master methods of interaction with such preschoolers. And today the issue of developing basic educational programs comes to the fore. The basis for writing a program is the federal state educational standard, on the basis of which the program is written. But it is equally important that the basic educational program is designed taking into account exemplary. This is required by the Education Law, so everyone does it educational organizations(including preschool) when developing basic educational programs. To date, there are no approximate adapted basic educational programs for preschool. They have not been developed, they are not on the Federal State Educational Standards register website, and there is nowhere to get them. This is a rather serious problem that significantly hampers the development of the preschool education system in terms of preschool education for children with disabilities. We must not forget that in groups where there are children with disabilities, adapted programs should be used for training, although they may differ from each other. This point is especially worth noting. Previously, the concept of “adapted program” did not exist, although the term “ correctional program" has been used for a long time. Adapted basic general education programs are another innovation in the education system, including preschool. Adapted basic general education programs are programs that are used for a group, for a class of children who have one or another disorder. For example, an adapted basic general education program for a group of children with visual impairments or children with hearing impairments, for blind children, for deaf children, for children with severe speech impairments. There are a lot of such children's groups in the country, and these groups should work according to adapted basic programs.

What is an adapted educational program for children with disabilities?? You cannot do without such a program when there are one, two, three, five children with disabilities in a group of normally developing peers. It is obvious that the program that the group works on (for example, the “From Birth to School” program, “Childhood”, “Rainbow” or any other program) is simply not suitable for a child with mental health problems, or any child with any disability. And if the program is not suitable, then it must be adapted. To illustrate, let's give a simple example. A child with severe speech impairments is placed in a combined group. It is clear that for such a child it is necessary to adapt the section of the program called “Speech Development”. For such a child, it is necessary to make certain changes to the content of the program, exactly those that are necessary for this particular child, based on what kind of lexical deficiency he has (that is, what he lacks in terms of vocabulary), whether he has any disorders grammatical structure speeches (and if any, what kind) that this child has with sound pronunciation. Thus, the educational program is adapted so that the learning process of a child with disabilities is more comfortable and leads to the achievement of high results.

Is it necessary to make changes to the charter in the case of teaching children with disabilities according to an adapted educational program? m?

It is obvious to both parents and educators that it is much easier for children with disabilities to adapt and master educational programs in mixed groups. And here it is more important than ever to talk about adapted programs. Each child with disabilities who is included in the combined group needs to adapt the basic program, which is offered for the entire group. Undoubtedly, individual adaptation of this program is required for a particular child. Perhaps only in one educational field, such as for children with severe speech impairments. Perhaps in two areas, if, for example, these are children with mental retardation. Features of adaptation depend on the educational needs of each child who finds himself in a group of healthy peers. And, perhaps, two points - the development of an adapted educational program for each child with disabilities in combined groups and the development of adapted basic educational programs - represent the main difficulty in the inclusive education of children with disabilities today. But, despite all the difficulties in introducing inclusive education, this approach to teaching children with disabilities in preschool educational institutions has the broadest prospects. Constant interaction and daily cooperation allows both children with disabilities and children with normal development to acquire new knowledge and skills, become more tolerant, and learn to find solutions in a variety of life situations. Global goal inclusive education - creation comfortable conditions for joint successful upbringing and effective education of children with different psychophysical developmental characteristics. And our society has already taken the first step towards achieving this goal.

The state special education system includes preschool educational institutions special purpose:

Nurseries;

Kindergartens;

Preschool orphanages;

Preschool groups at nurseries, kindergartens and general purpose orphanages, as well as at special schools and boarding schools.

Staffing of institutions occurs according to the principle of leading developmental disability. Preschool institutions (groups) for children have been created:

Hearing impaired (deaf, hard of hearing);

With visual impairments (blind, visually impaired, for children with strabismus and amblyopia);

With speech impairment (for children with stuttering, with general speech underdevelopment, phonetic-phonemic underdevelopment);

With intellectual disabilities;

With musculoskeletal disorders.

The occupancy of groups in special preschool institutions is smaller compared to mass kindergartens (up to 15 pupils).

The staff of special preschool educational institutions includes specialists - speech therapists, teachers of the deaf, oligophrenopedagogues, typhlopedagogues, and additional medical workers.

The educational process in special preschool educational institutions is carried out in accordance with special comprehensive training and education programs developed and approved by the Ministry of Education of the Russian Federation for each category of children preschool age with special educational needs.

Classes in specialized preschool educational institutions are redistributed between teachers and defectologists. Thus, classes on speech development, the formation of elementary mathematical concepts, design, development play activity In some special preschool institutions, the work is carried out not by educators, but by speech-language pathologists.

In compensatory institutions, special types of classes are organized, such as the development of auditory perception, correction of sound pronunciation, development of visual perception, physical therapy, etc. Similar areas of work are also available in ordinary kindergartens, where they are included in the content of general developmental classes.

For children with disabilities, visiting a special preschool educational institution free of charge (letter of the Ministry of Education of the USSR dated 06/04/74 No. 58-M “On the maintenance at state expense of children with defects in physical or mental development”).

For parents of a normally developing child, kindergarten is a place where the child can socialize, play with other children, have an interesting time, and learn something new. For families raising children with disabilities, kindergarten may be practically the only place where conditions have been created for the full development of the child.

In accordance with the standard regulations on a preschool educational institution, approved by Decree of the Government of the Russian Federation dated July 1, 1995 No. 677, the preschool educational institution provides education, training, care and health improvement for children aged from 2 months to 7 years. Children with disabilities are admitted to preschool educational institutions of any type if conditions for correctional work only with the consent of parents (legal representatives) based on the conclusion of the PMPK.

Most children with disabilities are raised in compensatory kindergartens and in compensating groups of combined kindergartens. Training and education in preschool institutions are carried out in accordance with special correctional and developmental programs developed for each category of children with disabilities.

Group occupancy is determined depending on the type of violation and age (two age groups: up to three years and over three years) of children:

with severe speech impairments – 6-10 people;

with phonetic-phonemic speech disorders only over the age of 3 years – up to 12 people;

deaf – up to 6 people for both age groups;

hearing impaired – up to 6-8 people;

blind - up to 6 people for both age groups;

visually impaired, children with amblyopia, strabismus – 6-10 people;

with musculoskeletal disorders – 6-8 people;

with intellectual disabilities ( mental retardation) – up to 6-10 people;

with mental retardation – 6-10 people;

with severe mental retardation only over the age of 3 years - up to 8 people;

with tuberculosis intoxication – 10-15 people;

with complex (complex) defects – up to 5 people for both age groups.

For children with disabilities who, for various reasons, cannot attend preschool educational institutions as usual, short-term groups are organized in kindergartens. The tasks of these groups are to provide timely psychological and pedagogical assistance to children, advisory and methodological support to their parents (legal representatives) in organizing the upbringing and education of the child, social adaptation of children and the formation of prerequisites educational activities. In such groups, classes are conducted mainly individually or in small subgroups (2-3 children each) in the presence of parents at a time convenient for them. This new organizational form involves classes with different preschool specialists. The total duration of classes is five hours a week (instructive letter from the Ministry of Education of Russia dated June 29, 1999 No. 129/23-16 “On the organization of short-term groups for children with developmental disabilities in preschool educational institutions”).

Another type of educational institutions where the upbringing and training of children with disabilities is organized are educational institutions for children in need of psychological, pedagogical and medical and social assistance, the standard regulations were approved by Decree of the Government of the Russian Federation dated July 31, 1998 No. 867. These are various centers: diagnostics and consulting; psychological, medical and social support; psychological and pedagogical rehabilitation and correction; therapeutic pedagogy and differentiated education. These institutions are designed for children from 3 to 18 years old. The population of the institutions consists of children:

With a high degree of pedagogical neglect, refusing to attend general education institutions;

With disturbances of the emotional-volitional sphere;

Exposed various forms mental and physical violence;

Forced to leave their family, incl. due to the mother's minority;

From families of refugees, internally displaced persons, victims of natural and man-made disasters.

The main activities of these institutions are:

Diagnosis of the level of psychophysical development and behavioral deviations in children;

Education of children in accordance with their age and individual characteristics, state of somatic and mental health;

Organization of correctional, developmental and compensatory training;

Psychocorrectional and psychoprophylactic work with children;

Carrying out a complex of therapeutic and recreational activities.

For children in need of long-term treatment, there are various sanatorium-type health-improving educational institutions (sanatorium boarding schools, sanatorium-forest schools, sanatorium orphanages for orphans and children without parental care). These institutions provide assistance to the family in raising and receiving education, carrying out rehabilitation and health-improving activities, adapting to life in society, social protection and diversified development of children in need of long-term treatment. In accordance with the standard regulations approved by Government Decree No. 1117 dated August 28, 1997, groups for preschool children can be opened in such institutions.

There are often cases when children with disabilities did not attend a preschool educational institution until the age of 5-6 years. To prepare for studying at school, a number of organizational forms are provided. For children with severe developmental disabilities, preschool departments (groups) are created at special (correctional) schools and boarding schools. Their educational programs are designed for 1-2 years, during which the child develops the prerequisites for educational activities in the necessary correctional and developmental environment. The contingent of such departments (groups) consists mainly of children whose developmental disabilities were detected late, or children who previously did not have the opportunity to attend a specialized educational institution (for example, in the absence of a compensating kindergarten in the family’s place of residence).

In addition, according to the instructional letter of the Ministry of Education of Russia dated July 22, 1997 No. 990/14-15 “On preparing children for school,” favorable conditions for preparing for schooling can be created for children 3-6 years old on the basis of a preschool educational institution or for children 5-6 years old on the basis educational institutions(“Preschooler’s School”). To conduct classes, groups can be formed that are focused on the comprehensive development of children in accordance with the objectives of preschool education, advisory groups for children attending classes with a speech therapist, psychologist, and speech pathologist. The number of classes depends on the age of the child.

The selection of children with disabilities into all types of educational institutions is carried out by a psychological, medical and pedagogical commission. Parents can independently apply for an appointment at the PMPK, but more often the child is referred by specialists from the educational institution that the child attends or from a medical institution (clinic, children's hospital, audiology center, etc.). The commission gives an opinion on the state of the child's psychophysical development and recommendations on further forms of education.

Related information.

Konshina Ekaterina
The problem of education of children with disabilities in preschool educational institutions

Today, one of the most alarming problems has become a steadily increasing number children with health problems, including children

Children with disabilities are children whose health status prevents them from learning educational programs outside special conditions of education and upbringing. Children with disabilities have various disabilities development: impaired hearing, vision, musculoskeletal system, intelligence, with severe disorders of the emotional-volitional sphere, including early childhood autism, with delayed and complex developmental disorders.

By various reasons such children are often limited in communication with peers, which deprives them of acquiring social skills. They go out into the world completely unprepared, have great difficulty adapting to the changed situation, acutely feel the ill will and wariness of others, and react painfully to this. Children are absolutely not socialized.

Problems of education for these children very relevant in our country. In order to further life such children was full, it is necessary to provide optimal conditions for their successful integration into the environment of healthy peers already in a preschool institution. Creating these conditions is a complex task, requiring integrated approach and full commitment from all participants in the process. To solve it we should not force children with disabilities adapt to existing conditions, but must be ready to change the system education, design new forms of organization educational space . Practice recent years earnestly testifies about efficiency co-educational children with disabilities, children with disabilities and healthy children.

However, today there are a number of problems of inclusive education: insufficient preparedness of teaching staff working according to the inclusive model education. Teachers who have never encountered learning disabilities children with various problems health, often do not possess the necessary knowledge, techniques and techniques of special educational process, even despite the fact that they have completed advanced training courses. Teachers do not have the necessary qualifications both to correct the child’s existing disorders and to involve him in educational process. In addition, some teachers are opponents of inclusion because it gives them additional difficulties, but does not bring significant financial rewards. Inclusive education should be accompanied by special support for teachers, which can be provided both inside and outside the institution.

Implementation of inclusive education in preschool educational institutions reveals a number of problems.

Firstly, there is a lack of a regulatory framework that would allow determining such criteria as “number of children with special needs in one group, the length of their stay, the size and procedure for financing the employees of the inclusive group, the composition of specialists, the rules for the provision of medical services depending on the capabilities and health status of the child.”

Secondly, the lack of necessary methodological literature. Preschool educational institutions must have correctional literature, which is necessary when organizing educational activities children with disabilities.

Thirdly, there is a need for change educational environment and directly related financing problem.

Unfortunately, many kindergartens can hardly afford to organize inclusive groups, precisely because there is a need to purchase additional teaching aids, special equipment, which includes special chairs with armrests, special tables, posture correctors and tactile panels, and funds are also needed for organizing a barrier-free environment, etc.

One more problem is the lack of experience among the teaching staff and psychological readiness accept a child with disabilities into a regular kindergarten group. It is necessary to carry out appropriate work to improve the qualifications of teaching staff, to instill in adults an unbiased attitude towards "special" the child, the ability to accept him on an equal basis with other members of the children's team. There is also an acute issue of shortage of specialists (speech pathologists, audiologists, etc.), but it is difficult to organize full-fledged correctional and pedagogical support children with special health needs is only possible with coordinated teamwork of all specialists.

Not unimportant problem is the attitude of parents as normally developing children, and parents children from HIA to the introduction of inclusive education in preschool educational institutions. From the parents' side "special" children Often a situation arises when they cease to realistically correlate the capabilities of a special child and the prospects for his development, and simply shift the responsibility for raising the child to specialists. This problem needs to be resolved in close cooperation with parents, educators and preschool specialists.

Parents are ordinary children not always ready to accept children with special educational needs, they are afraid that being in a group with a child with disabilities may harm their own children. But it’s no secret that relationships children towards special children depends to a large extent on the attitude of adults towards them. Therefore, it is imperative to work with parents aimed at increasing the level of competence on issues of inclusive education, for the inclusion of parents in the life of the preschool educational institution.

Despite all problems of inclusive education promotes social adaptation children with disabilities from a very early age, the development of their independence and independence, and, most importantly, encourages modern society to change attitudes towards them, teaches healthy children to see other people as equals, regardless of their characteristics, to be more tolerant and instills respect for people with disabilities.

Today inclusive or inclusive education called co-educational children with disabilities with typically developing peers. Children with special needs educational needs in such practice will be able to grow and develop together with other children, attend regular educational establishments, make your friends there. In general, live like all other children live. The idea is that to obtain quality education and psychological adaptation in society, children with special needs need to actively interact with other children. But such communication is no less important for those children who do not have any limitations in their development or health. All this significantly increases the role of inclusive, collaborative learning, which allows us to fundamentally expand the possibilities of socialization children with disabilities.

Quantity children with one type of disability or another continues to grow. This means that thousands of families in the country need support. Support inclusive education- means giving children a chance to become part of society, develop talents, and socialize.

The world of a special child allows only its own.
The world of a special child is interesting and timid.
The world of a special child is ugly and beautiful.
Clumsy, sometimes strange, good-natured and open.
The world of a special child sometimes frightens us.
Why is he aggressive? Why doesn't he speak?
The world of a special child is closed from the eyes of strangers.
The world of a special child allows only its own!

The modern system of Russian special education defines priority goals and objectives, the solution of which requires the construction of an adequate system of psychological and pedagogical support for the upbringing and training of children with disabilities.

In the modern view, the concept of quality of education is not reduced to the training of pupils of preschool educational institutions, a set of knowledge and skills, but is associated with the concept of social well-being and security. In this regard, support for preschoolers with disabilities cannot be limited to the tasks of overcoming difficulties in education and training, but includes ensuring successful socialization, maintaining health, and correcting disorders.

Each child has the opportunity to be ready for school education at his own level, according to his personal characteristics.

The organization of interaction between various specialists in a preschool educational institution pursues the goals of the comprehensive development and correction of a pupil with disabilities, taking into account individual and potential capabilities. Which provides equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nationality, language, including disabilities health.

- these are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing, that is, these are disabled children or other children under the age of 18 who are not recognized in the prescribed manner as disabled children, but have temporary or permanent physical disabilities or mental development and need to create special conditions for training and education.

The groups of preschoolers are not homogeneous; they include children with different developmental disorders:

1. children with musculoskeletal disorders;
2. children with hearing impairments (deaf, hard of hearing)
3. children with visual impairments (blind, visually impaired)
4. children with severe speech impairments;
5. children with mental retardation;
6. children with mental retardation;
7. children with autism spectrum disorder.

Basic for the purpose of accompanying children with disabilities is the definition and implementation of individual educational routes for correctional pedagogical work with children with disabilities.

The definition and implementation of individual educational routes for correctional and pedagogical work occurs in stages, according to a certain algorithm and is carried out by a psychologist, speech therapists, teachers, and medical workers of preschool educational institutions.

Exist main directions of correctional and pedagogical work of preschool specialists with children with disabilities:

- Diagnostic. For the success of raising and educating children, it is necessary to correctly assess their capabilities and identify special educational needs. The main goal of this stage is to collect the necessary information about the characteristics of psychophysical development, to identify the structure of the n.p. speech disorder and potential capabilities of the child. The results of the diagnostic examination are brought to the attention of all participants in the correctional and pedagogical process.

- Consultative-projective stage. At this stage, experts discuss possible solutions to the problem, determine the most effective methods and methods of correctional work, draw up individual programs, distribute responsibilities for their implementation, and clarify deadlines. The specificity of support is such that each specialist performs certain tasks in the area of ​​his subject activity. Drawing up an individual educational route helps to realize the educational needs of children with disabilities (eg speech impairment).

An important principle for defining and implementing individual route is:

• the principle of accessibility and systematicity of the proposed material;
• continuity;
• variability;
• respecting the interests of the student;
• the principle of creating a situation of success;
• the principle of humanity and realism;
• assistance and cooperation between children and adults.

Thus, IOM is an integrated model of a psychological, medical and pedagogical space created by specialists in order to realize the individual characteristics of a child with disabilities over a certain period of time.

- Activity stage. During this stage, individual programs for comprehensive support for children with disabilities are implemented. Classes conducted by specialists provide an opportunity to create an enriched speech environment, which allows the formation of all aspects of speech: phonetic-phonemic, lexical-grammatical, coherent speech. Teachers conduct classes in accordance with the individual educational route. The main directions are: formation cognitive processes using various games and exercises, adaptation of a pupil in a children's group, development of children's self-service skills in the process of performing routine tasks, organization of play activities outside of class, on walks.

- Advisory and educational support for families. Parents are full participants in the educational process. They must have all the information about what psychological and pedagogical impact is on their child in a preschool educational institution. Involving parents in correctional pedagogical the impact entails an increase in their activity, an increase in pedagogical competence, and also changes the nature of the parents’ relationship with the child and his characteristics. Speech therapy practice shows that the conscious inclusion of parents in joint teacher-speech therapist correction process allows to significantly increase its efficiency.

Organization of work in preschool educational institutions with children with disabilities involves:

1. development of recommendations for parents in accordance with the individual characteristics of their child;
2. conducting consultations, trainings, workshops on the implementation of correctional and developmental tasks;
3. holding open classes;
4. work with child-parent couples.

The above system of psychological and pedagogical support for children with disabilities to ensure their development in a preschool institution provides:

• an individual development path for each child with disabilities based on the integration of the activities of all preschool specialists;
• unity of diagnosis and correction - developmental activities of children with disabilities;
• an opportunity to clearly demonstrate to parents the results of a child’s successful development.