THE CONTENT OF INCLUSIVE EDUCATION IN SCHOOL EDUCATIONAL INSTITUTIONS

Аннотация

Освещаются вопросы психолого-педагогического обеспечения эффективной системы инклюзивного образовательного процесса в школьных образовательных организациях, пути и средства педагогической помощи детям, вовлеченнымвинклюзивноеначальных классов Ключевые слова: Инклюзивное образование, образовательная организация, квалифицированный педагог, высокая внимательность, современный педагог, психолог, семья,общество,социальное,развитие,проблема,интеллект. Annotatsiya: Maktabgacha ta’lim tashkilotlarida inklyuziv ta’lim jarayonini samarali tizimini psixologik va pedagogik qo‘llab-quvvatlash, maktabgacha inklyuziv ta’limga jalb qilingan bolalargapedagogik yordam berish yo‘llari va vositalari yoritilgan. Tayanch tushunchalar: Inklyuziv ta’lim, ta’lim tashkiloti, malakali pedagog, yuksak onglilik, zamonaviy pedagog, psixolog, oila, jamiyat, ijtimoiy, rivojlantirish, muammo,intelekt. Annotation: In preschool educational organizations, ways and means of psychological and pedagogical support of an effective system of the process of inclusive education, pedagogical assistanceto children involved in preschool inclusiveeducation are highlighted. Key words: Inclusive education, educational organization, qualified educator, high consciousness, modern educator, psychologist, family, society, social, development, problem, intelekt. Inclusive education is based on an ideology that excludes any discrimination against children, provides equal treatment for all people, but creates special conditions for children in need of Education. Inclusive education is the process of developing general education, which implies the existence of education for all in terms of adapting to the different needs of all children, which provides the possibility of obtaining education for children with special needs. The vertical model of continuing education provides for a scheme for drawing up a training route taking into account the walking distance for a disabled child. Preschool organization, schools (SOSH or SKOSH), Center for psychological and pedagogical support, additional educational organizations.Other interested organizations (clinics, social protection organizations, community organizations, etc.) undoubtedly, the predictable educational strategy for children and their families with special educational needs and the ability to choose the optimal option for teaching and raising a disabled child are very important. The Continuous Vertical of inclusive education in the Central Administrative District is carried out according to the following principles: complexity-duration-a child who falls into an integrative environment at an early age, should not be deprived of the Society of ordinary peers at any stage of growth; walking distance-inclusive education in each district of the district should be built vertically "kindergarten-school-center";; permanence-all inclusive institutions must be open to cooperation and exchange experiences both in their vertical circle and in the diversity of their species; at each stage of the educational vertical, information about the child's development is recorded on his personal map https://ijmri.de/index.php/jmsi volume 4,issue3,2025 473 (“development map”).professional competence-an effective mechanism for training, retraining and methodological support of all teachers and specialists engaged in inclusive education should be developed. The effective functioning of a single educational vertical begins with the upbringing of future parents. They should receive timely information about possible complications of pregnancy and childbirth, the necessary prenatal medical examination, early care services, etc. Integrative early intervention groups must find their logical continuation in the system preschool organizations... The preschool system is best suited for the implementation of an inclusive approach, since: most kindergartens in the district have a well-prepared development environment; differences in the cognitive development of preschool children with normative and developmental abnormalities are not very important; in the process of education and upbringing, game approaches contribute to the development of children with different primary abilities; preschool children successfully copy the attitude of tolerance towards children with developmental disabilities of important adults (educators and parents; a large number of leisure activities allow you to teach how to deal with different children and their families in an emotionally positive environment. Today, there is still an integrated method today in kindergartens where isolated groups of the compensatory type (Speech Therapy, for children with sensitive, motorized and intellectual disabilities) work. This is called partial integration when children spend their free time, walks, vacations, etc. together. Preschool organizations that are actively working in the inclusive paradigm today have in their arsenal not only integrative groups, but also other forms of inno