Keyword: «children with disabilities»

The article analyzes the influence of psycho-emotional factors (emotions, motivation and needs) on the behavioral responses of children with disabilities. The authors prove that the physical activity realized in the behavior of these children is a form of their life activity that changes the duration of communication with the external environment and is able to meet the needs of their body.

The pandemic has made adjustments to the correctional and developmental work of participants in the educational process. But the specifics of teachers' work with children with disabilities is such that it should be continuous. Large absences in classes for preschoolers, including those with disabilities, can «nullify» all the previous achievements of the child. Therefore, the remote work of a speech therapist teacher turned out to be very important. The article reveals the features of such work, its pros and cons, ways of its organization.

The article considers the approximate integration of correctional and developmental work in all educational fields through the digital educational environment.

The leading motive of a child's communication is a personal motive when accepting an adult as an integral person with knowledge, skills and socio-moral norms, who can be a strict and kind older friend. Communication with adults and peers contributes to the familiarization of preschool children with the moral and moral values of society; the formation of motivational, intellectual and communicative readiness for school education».

The article discusses modern educational technologies for teaching children with disabilities on the example of teaching a foreign language, as well as some problems that arise when working with the studied category of children in inclusive education. The use of these technologies is considered as one of the effective conditions for improving the quality of educational results in the subject.