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Relevance (context) of the topic of the article. Speech development is a key factor in the academic success of students. Reading and writing as types of speech activity are metalinguistic competencies that provide students of all levels of education with the assimilation of the content of academic disciplines, communication and influencing further socialization. Therefore, the issues of timely mass diagnostics of speech development disorders in modern children are becoming more relevant. The article examines the domestic and world experience in the diagnosis of speech disorders, including the use of screenings for assessing the risks of speech and psychological development; the changes in the system of dispensary speech therapy observation of children that have occurred in Russia over the past 10 years are analyzed, models of psychological and pedagogical support of children with speech disorders are described.

The aim of the article is to describe a model of a standardized two-stage speech screening procedure; to present the content of the first stage, the algorithm for its implementation and the analysis of the results of the primary approbation of the questionnaire for assessing speech development in 7-year-old children.

Description of the research progress. The study was conducted in 15 educational organizations in Moscow in 2020-2021. Based on modern ideas about the child’s speech development, a questionnaire was developed to assess speech development and tested in preschool groups with 686 children aged 7 years-7 years and 3 months. The main research methods are observation, questionnaire, methods of mathematical statistics.

The results of the study. A questionnaire for assessing the speech development of a 7-year-old child is presented, which allows identifying students who need logoscreening (stage 2) and differentiated help from a speech therapist teacher. Statistical data on speech disorders in this age group were obtained.

Conclusion. It is concluded that it is important to conduct two-stage speech screening in critical periods of development, and an algorithm for its testing is proposed. The advantages of the screening system for the selection of children in need of psychological and pedagogical support for the executive authorities in the field of education, educational organizations and the child are indicated. 

This paper is devoted to the analysis of the concept of “inclusion”, the existing problems and challenges of the implementation of inclusive education in the world, in particular through the example of the development of inclusion and the implementation of inclusive and socio-psychological practices in the education system in Germany. It describes the system of services for persons with disabilities, based on the classification by ICF, which is a standard and instrument of the World Health Organization, where disability is not considered as a property of a person, but a social phenomenon. The research is aimed at the organization of an inclusive environment, which does not exist in isolation, does not belong to a particular area of education, but is a natural part of society, and a general pedagogical concept. Ways of developing inclusion and inclusive education in particular are considered with regard to the history and mentality of countries, where the global community has moved away from a narrow view of inclusion as interaction with people with disabilities, and towards a broad acceptance of inclusion, where societies are diverse, with no segregation on the basis of diversity, from language and religion to disability, development and gender philosophy, which is the ideological basis for inclusion.

Inclusion as a special, progressive worldview is the emotional maturity of society, a well-thought-out structure of interaction between the child’s family and society and with other families, schools and other social institutions. The existing problems in the implementation of inclusive approaches in education in Russian practice are considered, in particular, the issues of human resources potential. The key principles of remedial and inclusive education, including in Russian educational practice, based on research by Lev Vygotsky, are presented.

The article deals with the immediate prospects for those teachers employed in children public organizations (CPO) in the context of implementing the Federal Preschool Educational Standard for the education of disabled infant and young children with various developmental disorders. It presents practiceoriented materials designed to help CPO educators in their work with special needs children in infant and early ages. Some infants and young children with developmental deviations have not been diagnosed as yet and neither have the peculiarities of their deviant development been identified. This has had a negative impact on their development in leaving out sensitive and favorable periods for leveling off their development. CPO teachers working in infant and young children groups may be the first to reveal such children’s individual characteristics and special educational needs. They are in a position to choose a differentiated approach to organizing the type of interaction these children require. The main objective of this article is to help a preschool teacher to acquaint oneself with the organization and content of the psychological and pedagogical corrective educational process in regard to physically challenged infant and young children in CPOs.

In the first half of the 20th century, with the opening of the first Waldorf School in 1919, Rudolph Steiner who is the ideological creator of the Waldorf pedagogy presented his own philosophy of education before the scholars. This was done by presenting a complete educational system designed for preschool, elementary school and high school children. To date, this educational model that is thought to be original by many of its characteristics, is successfully established and being practiced in many countries throughout the world. Within the framework of the Waldorf Pedagogy, children with special education needs are given the required attention and particularities that result from the needs of a concrete category of children are being respected.