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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 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.