Journal archive

Abstract: The article reveals the concept and role of psychological and pedagogical support of participants of educational relations in preschool educational organizations in an inclusive education. The urgency of this problem is indicated since the introduction of the federal state educational standards, professional standards, as well as the appearance of amendments to the Law “On Education”, as the need for special psychological and pedagogical support for all participants in the educational process, including pre-school general education organizations. The need to accompany children, parents and teachers appeared as a result of the increasing trend in the number of children who need different conditions for the development, upbringing and formation of prerequisites for learning. In pre-school institutions there are more and more children with the status of “a child with disabilities”, “disabled child”, child “at risk or with special educational needs”. The latter category of children, although not related to the status of “child with disabilities”, has one of the criteria for inclusive education providing them with special conditions. Health problems may be both permanent and temporary. Based on this, we will consider the child "in inclusive practice" as a child who needs special educational conditions. The article presents a scientific study in which an attempt is made to identify the problems of modern educational organizations to carry out professional activities in an inclusive education. It is proposed to develop a program for the psychological and pedagogical support of subjects of educational relations in an inclusive education. The article describes the results of implementation of this program.