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The relevance of the subject of the article. The article is devoted to the communication of children with speech disorders in an inclusive kindergarten. Staying in the environment of healthy children has a positive effect on socialization and the formation of communication skills in preschoolers with disabilities. But meanwhile, there may be a contradiction between the social conditions of preschool inclusion and the real opportunities for communication in some children. These contradictions affect children with speech disorders. These children, due to speech pathology, are not capable of full communication. Therefore, the problem of communication and socialization in preschoolers with speech disorders should be solved.

Description of the research progress. Studies on age periodization, according to which communication develops between preschoolers who do not have speech pathologies, are analyzed. The author of the article refers to the brain organization of speech and shows its systemic nature from the point of view of the participation of different brain areas. As a theoretical basis, two classifications of speech disorders are given in the article, with the help of which speech pathologies in childhood are studied; in the future, in accordance with this classification, according to the form of speech pathology, work is carried out to eliminate speech defects. The article has an interdisciplinary character and integrates psychology, pedagogy and speech therapy.

Research results. The work on speech correction begins with the diagnostic stage. Diagnostic examination, which establishes the state of active and passive speech in a child, is based on the position on the systemic structure of speech functions. The article shows that speech has a systemic structure – from elementary to the most complex forms. Speech therapy classes have different aims and structure, depending on the correctional focus on a particular speech defect. In addition to speech therapy classes, recommendations are given on the development of etiquette speech and on the formation of communication skills within the framework of a role-playing game and theatricalization.

Conclusion. Working in a kindergarten to restore speech reduces the “risk zone” for socialization. With sufficient communication, children acquire the possibility of full inclusion in the peer environment.

Relevance (context) of the subject of the article. Inclusive culture is one of the fundamental components of the inclusive environment of educational organizations. The study of this parameter, including the inclusive culture of preschool educational institutions, and its significance for inclusive practice remains relevant in Russian science.

The aim of the study. The work carried out a pilot study of the inclusiveness of the culture of a preschool educational organization as a factor that can influence the subjective readiness of teachers to apply inclusive practices in the context of the inclusion of children with special educational needs.

Methods of the study. The study was conducted using adapted scales-questionnaires, compiled on the basis of those used in international studies. The adaptation included changing the statements of the questionnaires for use in a preschool educational organization. The number of statements in the questionnaires and Likert scales remained unchanged. The following scales were used: attitudes towards inclusion, concerns about teaching in an inclusive environment, teachers’ self-efficacy in implementing inclusive practices, and intentions to implement inclusive practices. Questionnaires are given in appendices A, B, C, D. The sample consisted of 20 respondents, employees of preschool organizations in Moscow, including 15 educators, 2 tutors and 3 support specialists (speech therapist, special educator, educational psychologist).

Description of the research progress. The obtained results show that the attitude towards inclusion among teachers is ambiguous: most teachers are more likely to accept the values of inclusion, some of them are closer to undecided and 2 respondents expressed a negative attitude. The willingness to implement inclusive practices was reflected in the indicators of self-efficacy scales and the intention to implement inclusive practices. Correlation analysis showed that the scales of self-efficacy and intention were statistically significantly (p<0.001) positively associated with a high close relationship on the Chaddock scale, while there was a trend between the scales of attitudes towards inclusion and concern about difficulties in implementing inclusive practices (0.05<p<0.1) to a moderate negative relationship.

Research results. Thus, the set of methods used for the first time in the Russian sample revealed the contradictory nature of attitudes towards inclusion in the organization and the likely lack of support for it, which may indicate insufficient inclusiveness of the culture of the ECE. At the same time, the readiness to implement inclusive values among most teachers may indicate a personal commitment to their implementation.

The relevance of the topic of the article. In recent years, more and more preschool educational organizations) have become inclusive. In this regard, it becomes necessary to identify criteria for assessing the quality of providing special conditions to preschoolers with disabilities.

The aim of the study. This article examines the problem of criteria-based assessment of the effectiveness of the implementation of inclusive education in preschool education. The analysis of studies related to both general issues of inclusion and the assessment of its quality, as well as an analysis of the activities of effectively operating educational complexes in the city of Moscow, is carried out.

The results of the study was the identified system of criteria that helps to determine, especially at the initial stage of implementing inclusive practices in preschool education, the degree of their compliance with the regulatory legal framework of the Russian Federation. This system of criteria includes: 1) the creation and implementation of a specific mechanism for providing special educational conditions to children with disabilities; 2) the sufficiency of the local regulatory framework governing the implementation of inclusive education in a particular institution; 3) the availability of a document that allows for the individualization of the process of creating special conditions and an integrated approach to overcoming the existing developmental deficits of a preschooler; 4) transparency and accessibility of information about the implementation of inclusive practices in kindergarten for all participants in educational relations; 5) the presence in the preschool educational organization of the structures necessary for the deployment of inclusive practices: the psychological and pedagogical support service and the psychological and pedagogical council; 6) the availability of personnel resources necessary for the implementation of special conditions and the level of their competence; 7) a developing subject-spatial environment, organized taking into account the special needs and capabilities of pupils with disabilities, both in the group and in the kindergarten as a whole.

Conclusion. As a result of the study, criteria are proposed that complement the existing system of the effectiveness of the implementation of inclusive education assessment and will be especially useful for the management teams of preschool educational institutions.

The article is dedicated to the analysis of the concept of “multicultural education” in the context of the development of an inclusive society, in particular, on the comparison on the implementation of multicultural component in the Russian educational system and the experience and implementation of a multicultural educational environment and bilingual education in Germany. The authors consider the adaptation and integration of migrants as one of the most important humanistic priorities of educational activities, the implementation which requires active participation of the entire education system in accordance with the “concept of state free migration policy of the Russian Federation „for the period up to 2025, which prioritizes the tasks of assisting migrants in the process of social and cultural adaptation and integration, e.g. on the topic of speech development, interaction and the improvement of the system of measures, that ensure respect the attitude of migrants to the culture and traditions of the host community. Multicultural education in Russia is viewed in the context of a multinational environment and migration policy. One part oft he article is to analyze the concept of a teachers multicultural (intercultural) competence as non-an integral part of general pedagogical competence. The need to develop a teacher‘s multicultural worldview has to be put in the context of the migration policy development, diversity and globalism of intercultural relations and intercultural communication. The authors are explaining an example of Russian practice implementing a multicultural educational environment and development experience (bi) multicultural environment on the example of the federal state of Berlin. The educational practice and policy will be shown on the implementation of bilingual education in preschool and school organizations, technologies for integrating bilingual children, migrant children, examples of identifying the level of language development (testing of bilingual children for knowledge of the German language). The article describes cognitive development features of bilingual children, considering the connection in the picture the world of the child of several cultures, which is primarily manifested at the linguistic level and special communication skills. The article substantiates the importance of language development, relevance and the need for an inclusive aproach in the process of integrating children, carriers of bilingual and bicultural component of personality. Multicultural, multi-confessional environment is defined as social inclusion, but inclusive education is set in the context of cultural diversity. A social inclusive approach is seen as a necessity for the successful implementation of polycultural education.

The article describes the characteristics of children with Down’s Syndrome. It presents the main factors which may result in the birth of children with this syndrome, historical information and data related to the structure of the defects with Down Syndrome. The mechanism of the most common speech disorder in children, Dysarthia, is given. The process of psychological, medical and pedagogical consultation is examined and the opportunity for children in kindergarten to learn according to the adjusted program is described. Recommendations are given to kindergarten level educators concerning the involvement of a child in the education process, specifically in terms of implementing principles of inclusive education. The article highlights the sections related to intervention in the compensating groups or inclusive groups. Exercises for preschool educators are also described. The methods of Dr. Libby Kumin are analyzed.

The article analyzes the development of inclusive education in Russia. Inclusive education is one of the most debated problems in modern education. This article defines the term “inclusive education”, delineates the difference between “integration” and “inclusion”, presents aims and values of inclusive education, proves the principles on which inclusion is based and examines the education policies currently implemented in Russia. The methodology is based upon the system-activity approach and Vygotsky’s cultural-historical perspectives. Comparative and categorical analyses, synthesis, observations and logical generalization are used during the study of the development of inclusive education. The inclusive approach is compared to the new policies that have been implemented over the last 10 years in education in Russia and have faced some obstacles. On one hand inclusive education brings all the conflicts and drawbacks that exist in the educational system into sharp focus. On the other hand it allows one to develop a strategy to overcome these drawbacks. The article highlights inclusive technologies that individualize the process of education and allow educators to effectively work with diverse particularities of children. These methods consist of: an organized, structured and open environment; team teaching methods, such as team education, tutoring, inter-pair education, practice interacting, arrangement of environment, group activities, direct instructions of social skills, development of social skills through peers, individual approach to the process of education and evaluation of children’s achievements, and involvement with the community; methods taken from the fields of Psychology, speech therapy, special education, applied behavioral analysis and neuropsychology. The use of these recommendation for improvement advances inclusive education and increases the efficacy of inclusive policy.

The article presents analyzed data from a poll of early childhood education undergraduate students. The aim of the poll was to capture their understanding of their place in educational process, attainment of skills necessary for employment, and position on modern educational trends, in inclusive education. The demands on preschool teachers, on their basic occupational tasks according to the professional standard, are presented. The poll was in the form of the essay. The article shows the structure of the essay and the list of questions to the undergraduates. To illustrate fragments of the essays, students’ answers are given. The results of the analysis are shown in diagrams. The study reveals the most pressing issues, the answers to which can help better prepare undergraduates for future vocational activity with disabled children.

This article presents the positive performance of the preschool for preschoolers with cerebral palsy and locomotor disabilities in terms of social adaptation for children with severe developmental handicaps, partner relationships with their families, and the development of inclusive competence in parents. The above issues are consistently discussed. Options for interaction between the modern family with a preschool age child and preschool educators are given. This article pays attention to the terms “social practice” and “social tests” as socialization options for preschoolers with disabilities. This article helps conceptualize problems emerging in inclusive education and recommends solutions. This aid is addressed to preschool and kindergarten educators, students of pedagogical universities, and students of the career development system.

This article focuses on the problem of general speech and language disorders. Questions of categorization depending upon the intensity of speech and language disorders are analytically discussed. Groups which include children with severe speech and language impairments are described. The author characterizes the four levels of speech and language skill development in children with speech and language disorders. The aims and job description of a preschool teacher in preschools for children at speech and language development level one are pinpointed. This is the most severe level of speech and language disorders, which is characterized by a child’s inability to communicate via speech. Recommendations for language skill development and comprehension skill development may be interesting for preschool educators. A summary table for sound imitation is given. Preschool teachers can use it as a guide for the accumulation of sound imitations in children, to enrich his means of communication and activate his communicative possibilities. Variants of the expansion of children’s speech repertoire are analyzed. This article provides the speech and language models for speech and language development. Some recommendations for the development of attention, memory, and logical thinking in children with speech and language disorders are given. Also examined are techniques for interacting through play with a child with first level speech and language development to improve hearing attention, phonemic awareness, and fine motor skills.

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 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 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.

The article is devoted to the work with children with disabilities. After the introduction of the federal Standard of the preschool education these problems have become especially relevant. A key principle of the Standard is to support the diversity of each child, including the child with health disabilities. The author pays particular attention to the importance of training for work with children. Teachers of preschool educational institutions should know and take into account the individual characteristics of children with health disabilities to acquaint parents with the peculiarities of their interaction with children, to provide psychological support to the family in implementing educational activities in the frame of the developmental program. The article is focused on the need to develop an individual route of education for every child.

Background. In modern inclusive education, the need to explore opportunities for preserving and strengthening the cognitive health of children with varying levels of speech development becomes particularly important. Special attention is paid to children with speech disorders who do not fall under the category of disabilities, but who experience difficulties in perceiving information and assimilating programs. Polymodal perception, being a basic cognitive function, is closely related to a child’s speech and mental development. It is important to note that older preschool age is the most favorable period for the correction of these processes due to the neuroplasticity of the brain. That is why the development of preventive and rehabilitation measures aimed at strengthening interanalytical connections and the integration of sensory modalities is becoming an important area for improving the quality of education and speech therapy.

Objective. The study examines the functional state of polymodal perception and the possibilities of its psycho-regulation in the educational process among older preschool children in an inclusive environment.

Sample. The study involved 349 children aged 6–7 from kindergartens in the Irkutsk region, with both typical and impaired speech development.

Methods. To assess speech and characterize speech development, a methodology based on the guidelines of O.B. Inshakova (Inshakova, 2022) was used. The diagnostics of polymodal perception by I.Yu. Murashova (Murashova, 2018) were applied, identifying the dominant modality, the degree of activity in non-dominant modalities, and the child’s functional individual profile of polymodal perception: Harmonious (sufficient interaction between dominant and subdominant modalities in the perception process, creating a complete polymodal image); Disharmonious-selective (with selective emphasis on the dominant modality); Disharmonious-inert (with fixation on the dominant modality).

Results. The study examined the features of polymodal perception in older preschoolers with different levels of speech development in inclusive education. At the ascertaining stage, disharmonies in the structure of perception were revealed, which served as the basis for the formative experiment. Experimental training was aimed at psychoregulation of perception through the creation of a special information environment without changing the program content. The essence of creating an information educational environment was that monomodal and multisensory methods of information presentation were used in the classroom instead of traditional verbal methods. The results of the control stage showed that without targeted impact, compensation for violations is weak. At the same time, the high effectiveness of rehabilitation measures aimed at strengthening children’s cognitive health through strengthening the integrative activity of sensory modalities has been proven.

Conclusions. Data were obtained on the holistic structure of polymodal perception in children aged 6–7, both under typical conditions and in cases of speech development pathogenesis. The developed approaches contribute to a more successful development of educational programs and increase the effectiveness of speech therapy. The study has important practical significance, since the proposed methods can be used in preschool educational institutions to support children with speech development problems.

Background. The article highlights the problem of communication and socialization of older preschool children with severe speech impairments and with normal speech development, attending preparatory groups of combined kindergartens for school. In recent years, in kindergartens, groups of a combined orientation that are inclusive are increasingly functioning, which necessitates the search for effective ways of psychological and pedagogical work.

Objectives. The purpose of the work is to study the state of communication of preschoolers 6–7 years old with severe speech impairments in comparison with peers with normal speech development, in relation to indicators of their socialization in inclusive educational conditions.

Sample. In total, the study involved 60 children aged 6–7 years who attended preparatory groups of a combined orientation of Irkutsk kindergarten No. 153. Of these, 30 preschoolers had normal speech development and the same number with severe speech impairments.

Methods. The following methods were used in the study: “Studying communication and the nature of interpersonal relationships” (Aizman et al., 1994); the method of expert scale assessment of the development of social forms of behavior in older preschoolers by A.M. Shchetinina and L.V. Kirs (Shchetinina, 2000).

Results. It was found that children aged 6–7 years with speech disorders have significantly lower communication and socialization rates than their peers with normal speech ontogenesis. It was shown that studying the level of communication of preschool children can serve both as a reliable indicator of their preschool socialization and a basis for determining the conditions of psychological support for children with severe speech disorders in an inclusive environment.

Conclusions. Data were obtained on the communication of preschoolers studying in inclusive conditions. Firstly, the constant communication of 6–7-year-old children with normal speech development with peers with severe speech disorders in conditions of inclusion does not influence their communicative and social development. Secondly, despite the fact that severe speech disorders in children aged 6-7 years cause imperfection in the formation of communication skills and, in general, their socialization, an increase in the frequency of communication with peers has a positive effect on their social development for all preschoolers.