Volume 03 Issue 09-2023
27
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
27-31
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article explores the features of the organization of work with disabled children in preschool educational
organizations. In modern society, inclusive education is becoming an increasingly relevant and important aspect that
requires specialized approaches to the upbringing and education of children with disabilities. Within the framework
of this article, various aspects related to the organization of work with disabled children are considered: the training
of teaching staff, the creation of an adapted educational environment, an individual approach to each child, the use
of special methods and technologies. The article also discusses possible difficulties and challenges faced by educators
and parents in the implementation of an inclusive approach. The results of the study can serve as a basis for developing
recommendations for organizing effective work with disabled children in preschool educational institutions. This will
create a more supportive and inclusive environment for the development of children with disabilities, promoting their
socialization, educational progress and full participation in society.
KEYWORDS
Disabled children, preschool educational organizations, inclusive education, adaptive methods, individual approach,
special needs, social integration, pedagogical support, parental cooperation, psychological and pedagogical
diagnostics, adapted programs, communication, sociocultural adaptation.
INTRODUCTION
Research Article
FEATURES OF ORGANIZING WORK WITH DISABLED CHILDREN IN
PRESCHOOL EDUCATIONAL ORGANIZATIONS
Submission Date:
September 03, 2023,
Accepted Date:
September 08, 2023,
Published Date:
September 13, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue09-05
Kadyrova Naimakhan Abdiqodirovna
Researcher Of Namangan State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 09-2023
28
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
27-31
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In modern society, the issues of inclusive education
and social adaptation of children with disabilities
occupy an important place. One of the key areas where
work is carried out with children with disabilities is
preschool educational organizations. This article is
devoted to the peculiarities of the organization of
work with disabled children in such institutions.
Inclusive education implies equal opportunities for
learning and development of all children, regardless of
their physical, psychological characteristics or
disabilities. The inclusion of disabled children in the
educational process of preschool institutions
contributes to the versatile development of each child
and the formation of positive self-esteem in him.
One of the key tasks in organizing work with children
with disabilities in preschool educational institutions is
the creation of an adapted environment. This includes
accessibility of facilities for children with disabilities,
specialized learning materials, toys and equipment.
Every child is different and this is especially important
for children with disabilities. Educators must adapt
teaching and nurturing methods to the specific needs
of each child. This requires a deep understanding of the
developmental characteristics and capabilities of each
individual.
Active cooperation with the parents of disabled
children plays a significant role in the successful
organization of their education and upbringing.
Parents have valuable information about the needs
and characteristics of their child, and their experience
can be very useful for educators. Teachers working
with children with disabilities should have appropriate
training and competencies. The training of teachers
includes the study of methods and strategies for
working with children with disabilities, psychological
preparation for understanding their needs and
characteristics. It is important to create an atmosphere
of tolerance, understanding and respect for diversity in
the preschool educational organization. This will help
all children feel comfortable and important members
of society.
Inclusive education: concept and principles
Inclusive education implies the creation of conditions
in which children with different special needs can learn
together with their peers without any form of
discrimination or exclusion. This concept is based on
respect for the rights of every child to receive a quality
education and active participation in public life.
Features of the organization of work with children with
disabilities in preschool educational organizations
1. Individual approach: Each child with a disability is
unique, therefore it is necessary to develop individual
educational plans that take into account their needs,
opportunities and resources. Educators should be
prepared to adapt methodologies and approaches
depending on the needs of each child.
Volume 03 Issue 09-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
ISSUE
09
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:
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SJIF
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FACTOR
(2021:
5.
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(2022:
6.
015
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(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2. Trained teachers: Working with children with
disabilities requires special knowledge and skills.
Educators must have an understanding of the
characteristics of different types of disabilities, know
how to work with such children, and be able to create
a supportive and stimulating learning environment.
3. Cooperation with parents: Parents are important
partners in the educational process. Teachers should
maintain open communication with the families of
children with disabilities, take into account their
opinions and wishes, and cooperate in the
development of individual educational plans.
4. Creation of an accessible environment: The physical
and psychological environment of the preschool must
be adapted for all children. This includes the availability
of facilities, equipment, and adapted materials and
toys.
5. Promoting social inclusion: One of the main goals of
inclusive education is to develop in children the skills of
interaction, empathy and tolerance. Raising respect for
diversity and awareness of the equal rights of each
child helps to create a harmonious educational space.
Overcoming challenges
Working with children with disabilities in preschool
educational organizations faces some challenges:
1. Lack of training: Not all teachers have the necessary
knowledge and experience of working with children
with disabilities. This can lead to insufficient attention
to the needs of such children.
2. Limited resources: Creating tailored educational
programs and conditions requires additional resources
that are not always available within the limited budgets
of preschools.
3. Stereotypes and bias: Societal stereotypes and
misunderstandings about disability can create barriers
to inclusion and social inclusion.
Modern society strives to create a more inclusive and
equal environment for all its members, regardless of
physical, psychological or intellectual characteristics.
Within this concept, special attention is paid to children
with disabilities. The organization of work with
disabled children in preschool educational institutions
has its own unique features aimed at ensuring their full
development, socialization and education.
The main task of working with children with disabilities
in preschool institutions is to create an inclusive
environment conducive to their full participation in the
educational process. This requires the cooperation of
educators, professionals and parents to adapt space,
equipment and teaching methods to the needs of each
child.
Every child with a disability has unique needs, abilities
and challenges. Teachers in preschool institutions
should apply an individual approach to each child,
Volume 03 Issue 09-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
03
ISSUE
09
P
AGES
:
27-31
SJIF
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MPACT
FACTOR
(2021:
5.
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(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
taking into account his characteristics and developing
individual educational plans. This may include the
adaptation of teaching materials, the use of special
techniques and the assistance of assistants. An
important part of successful work with children with
disabilities is cooperation with their parents. Educators
should maintain open communication, counseling, and
joint development of support and development plans
for each child. Parents can provide valuable
information about their child's needs to help tailor the
educational process.
Educators working with children with disabilities
should have appropriate training and knowledge of
inclusive teaching methods. The organization of
regular trainings, seminars and training programs helps
to increase the competence of teachers and ensures
the effectiveness of the educational process. Creating
a supportive environment for children with disabilities
includes not only the adaptation of the educational
process, but also the formation of a positive attitude
on the part of all participants in the educational
process. It helps to overcome stigma and negative
stereotypes by promoting an inclusive environment.
For successful work with children with disabilities in
preschool educational organizations, it is necessary to
use special resources. These may include specialized
educational materials, technical aids, assistants, and
other forms of support.
Conclusion. At present, the issues of inclusive
education and social integration have become key in
the field of education. As part of this trend, special
attention is paid to the organization of work with
children with disabilities in preschool educational
institutions. Implementation of successful integration
and ensuring the full development of each child is a
complex but extremely important task that requires a
special approach, the competence of teachers and the
creation of suitable conditions.
The organization of work with disabled children in
preschool educational institutions requires an
integrated approach, pedagogical competence and
the cooperation of the whole society. Inclusive
education contributes to the formation of a more
tolerant and inclusive society, where every child has
the right to a quality education and the opportunity for
full development. Working with children with
disabilities in preschool educational institutions
requires special attention to the needs of each child,
the creation of an adapted environment, the
competence of teachers and cooperation with parents.
Inclusive education contributes to the formation of a
more just and humane society, where every child has
equal opportunities for full development.
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Volume 03 Issue 09-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
09
P
AGES
:
27-31
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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