Keyword: «limited health opportunities»

The article deals with topical issues of the development of inclusive education in institutions of supplementary education for children. Attention is drawn to the fact that the system of additional education of children in our country has a great inclusive potential. An analysis of the data on the accessibility of additional education for students with disabilities and disabled children is given, priority tasks for the development of inclusive education in the context of additional education are highlighted.

The article is devoted to the problem of preschool children with General underdevelopment of speech, who have difficulties in mastering the system of word formation. The main direction of this article – the mastery of preschool word-formation models of the native language, as word formation significantly affects the development of language competence and speech communication of the child as a whole.

This article is devoted to the analysis of the problem of rehabilitation potential of the family of a child with disabilities in the context of educational inclusion. The essence of the rehabilitation potential of the individual, the specifics and structure of the rehabilitation potential of the family. The interrelation between the rehabilitation potential of the child's family with disabilities and the success of inclusive educational processes is analyzed.

The article deals with the problem of entering the educational process of children with limited health opportunities, as well as the difficulties faced by teachers in inclusive education. The author reveals the main definitions on this topic, describes the process of teaching children with limited health opportunities in inclusive education, and also deduces the hypothesis of the impact of increasing the level of resilience of teachers during the consultative process on the adaptation to school of children with limited health opportunities.

The article deals with the problem of forming the readiness of teachers and specialists working in the preschool Department to work with children in an inclusive space. The author is convinced that one of the main tasks in the development of any educational organization in relation to children with special needs is to form a respectful attitude of teachers to children with disabilities. The article presents the results of research on the level of formation of pedagogical tolerance, and offers a program to improve it in working with children with disabilities.