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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 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 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 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.

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.