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Article deals with the diagnostic tests which determine the structure of a handicap in children with locomotor disorders. Data about what is characteristic for children of this category is given. It is specified that permanent psychological, medical and pedagogical support is required for inclusive education and the inclusion of a child with locomotor disorders (including cerebral palsy) in a general education group. Necessary support is identified within their individual rehabilitation program and determined by special educational needs. The findings of research on identifying the special conditions for the inclusive education of children with locomotor disorders are provided. It is stressed that people with locomotor disorders need to be differentiated into three groups in order to choose their educational route. The first group includes children who may be encouraged to receive education in terms of inclusion. The second group includes children to whom preschool education in groups oriented towards compensation is recommended. The third group includes children who should receive preschool education in short-stay groups. The article also gives the general special education needs of children with locomotor disorders, and the individual needs, which typical of certain groups of children with locomotor disorders. Individual special educational needs are divided into three levels: minimum, medium, maximum.

This article describes guidelines that ensure the remedial aspect of customized educational programs for preschool education in basic educational areas in accordance with the requirements of the Federal State Educational Standards for preschool education. The author dwells on the methodological recommendations ensuring the remedial aspect of customized preschool education programs (five educational areas) for children with musculoskeletal system disorders and cerebral palsy. The author gives recommendations for creating an algorithm of drawing up customized preschool educational programs and its content based on the model baseline educational program of preschool education. The article lists remedial guidelines, which have been published in the works by well-known authors and dedicated to the issues of psychological and pedagogical support of children with a severe type of health limitations, i.e. those with cerebral palsy. Each educational area has a model created for conducting remedial work among children with health limitations. The article ends with a list of legal documents on the issue of educating children with health limitations.

This article will report on a project, which consulted children about their understandings of safety in relation to the people and places in their lives. Thirty-nine children aged between three and five years attending preschool and long day-care services reflected on their experiences of what is safe and unsafe in their world through dialogue, artwork and construction. The services were based in an inner city in Australia. The article will then examine discourses of safety to explore how children limit their own capacity and willingness to actively and independently engage with the world outside their family and home due to concerns of safety. This examination raises questions for educators, researchers, policymakers and families about how the effects of how adults observe, monitor and restrict children’s play and movement to keep them in close proximity in order to keep them safe.

The main objective of this article is to help a preschool teacher to get acquainted with the organization and contents of the corrective educational process for children with disabilities. This category of children has special educational needs. Children with disabilities can receive preschool education in groups of combined or compensatory patterns in preschool educational facilities. Preschool education groups of compensating and combination patterns organize and implement the educational process for children with disabilities and special needs in accordance with customized educational programs. The author’s focus is on the development of such customized programs. “Model Basic Educational Program of Preschool Education” (MBEP) has been published in the Russian Federation Education and Science Ministry’s official register of model basic education programs. MBEP contains a section called “Program of corrective and developing work for children with disabilities and special needs.” This section shows an algorithm for developing customized programs for children with disabilities and special needs. This knowledge will help to enhance kindergarten teachers’ pedagogical skills necessary to implement the Federal State Education Standard in preschool education in the process of organizing inclusive education in preschool educational establishments.