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This article deals with the training of teachers for preschool educational organizations to work with children with disabilities and special educational needs. Teachers employed in preschool education organizations groups that implement customized programs are required to know the features of special needs children. In this article the main characteristics of the Corrective and Inclusive Practice section in the From Birth to School educational program are analyzed. The section offers teachers an algorithm of organizing a meaningful interaction with children with disabilities in both combined groups which engage in inclusive education of several children and in groups with a compensatory focus in which each child has developmental problems. In this article a brief description of the main features and the specifics of different categories of children with disabilities and children with minimal manifestations of disorders is provided.

The article deals with the content of the work teachers in preschool educational establishments are engaged in regarding children with special educational needs. Teachers are offered a number of health-saving pedagogical technologies of an express correctional orientation. Health-saving (correctional) educational technologies can be used in group work with all types of children, not just with those involved in adaptive educational programs. Besides, some of the technologies described below can be offered selectively to a special needs child taking into account his/her specific characteristics. The health-saving (correctional) educational technologies will also be beneficial and available to every participant in the educational process: psychologists, teachers, educators, music instructors, social pedagogues, physical culture instructors and specialists involved in implementing adaptive curricula, and groups with a compensatory or combined focus. Most of the health-saving (correctional) educational technologies listed in this article are available to a special needs child’s parents for use in the home. Application of these technologies does not require that they should have some specialized training in defectology. Mastering these (remedial) pedagogical technologies will enhance the level of pedagogical competence among parents of children with special needs and will help to improve the mental, speech and motor development of a child with special educational needs.

Differences between preschool education in Russia and in Germany are discussed. The authors report on the forms and types of preschool education in these countries, the programs on which work of preschool education is based, issues that teachers are faced with. According to the authors one of the main tasks of the development of preschool education – is strengthening the family as a social institution. Therefore in both countries a system of public preschool education focused on the child who is brought up in a family environment is established. In Germany in contrast to Russia preschool establishments work not in accordance with specific programs, but in accordance with the “concept of education”, which gives ample opportunity for creative teachers. Authors analyze problems of migrant workers, which are common for both countries, and consider possibilities of bilingual education.