Tag: special educational needs

Annotation: This article examines the role of preschool teachers in creating an inclusive learning environment for children with special educational needs. The analysis covers the theoretical foundations of inclusive preschool education, practical experience working with children on the autism spectrum, methods for developing individualized educational pathways, and strategies for adapting teaching methods. The empirical basis consists of materials from pedagogical observations conducted between November 2021 and January 2022 involving 28 children of early preschool age (3–4 years), as well as the author’s 18 years of teaching experience. The results suggest positive trends across most key indicators. The proportion of children experiencing adaptation difficulties decreased from 25-30% to 5-7%. Adult intervention in conflict situations decreased from 80% to 35% of cases, while children's independent conflict resolution increased from 40% to 90%. Active participation in the morning circle increased from 35% to 75%. The article argues that within early preschool settings, the quality of inclusive education appears to be shaped primarily by the teacher's pedagogical competence and values, rather than merely by the administrative expansion of the network of inclusive groups.