Volume 03 Issue 09-2023
12
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article explores issues related to the organization of work with disabled children in preschool
educational organizations. In the context of modern inclusive pedagogy and social responsibility of society,
the importance of providing a full-fledged education and upbringing of children with disabilities is
becoming increasingly relevant. The article analyzes various aspects of this issue, including pedagogical,
psychological and social approaches to working with children with disabilities. Particular attention is paid
to the issues of adapting the educational process to the needs of each child, creating a comfortable
educational environment, involving specialists of various profiles to support and assist in the development
of each child. The article also considers organizational aspects, including the training of teaching staff,
coordination of actions between various specialists, adaptation of curricula and methods, as well as issues
of interaction with parents of children with disabilities.
K
EYWORDS
Inclusive education, disabled children, preschool education, organizational aspects, social integration,
curriculum adaptation, pedagogical support, specialized methods, work with parents, inclusive
environment, psychological and pedagogical support, social responsibility, educational adaptation,
parental cooperation, differentiated approach, training with special needs, individualization of the
educational process.
I
NTRODUCTION
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
ORGANIZATIONAL ASPECTS OF WORKING WITH CHILDREN
WITH DISABILITIES 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/ijasr-03-09-03
Kadyrova Naimakhan Abdiqodirovna
Researcher Of Namangan State University, Uzbekistan
Volume 03 Issue 09-2023
13
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Inclusive education is becoming an increasingly
relevant and important topic in modern society.
Children with disabilities need special attention
and support, especially in early childhood
education, where the foundations for their future
development are laid. The organizational aspects
of working with children with disabilities in
preschool educational institutions play a decisive
role in creating a comfortable and accessible
environment for the all-round development of
each child.
Creating an inclusive environment
The main goal of inclusive education is to create
an environment in which children with
disabilities can learn and develop together with
their peers. To achieve this goal, the following
organizational steps must be taken:
1. Individual approach: Each child has their own
unique needs and abilities. Teachers should
develop individual educational plans and
methods for children with various disabilities.
2. Professional training of teachers: Working with
children with disabilities requires special
knowledge and skills. Educators should be
trained in inclusive education and how to work
with children with different needs.
3. Adapted materials and equipment: Preschool
organizations should ensure that special
materials, toys and equipment are available to
enable children with disabilities to actively
participate in the educational process.
Partnership with parents
Working with children with disabilities requires
close cooperation between teachers and parents.
Organizational aspects include:
Open Communication: Parents should be
included in the educational process and have the
opportunity to discuss the progress and needs of
their children with educators.
Co-Development of Plans: Parents are experts on
their children. Joint development of individual
educational plans with their participation helps
to achieve the best results.
Support for social adaptation
One of the important aspects of working with
children
with
disabilities
in
preschool
organizations is assistance in their social
adaptation:
Facilitating interaction: Organization of joint
activities and games promotes the integration of
children with disabilities into the general
community.
Creating a Friendly Atmosphere: An open and
friendly atmosphere in the classroom or group
promotes
positive
relationships
between
children.
Inclusive education has become an important
component of modern pedagogical practice. One
of the most important tasks of inclusive education
is to ensure the full participation of children with
disabilities, including children with disabilities, in
the educational process. The organization of work
with disabled children in preschool educational
institutions requires a special approach and
Volume 03 Issue 09-2023
14
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
attention to organizational aspects. One of the
important organizational aspects of working with
children
with
disabilities
in
preschool
educational organizations is the creation of an
inclusive environment. This involves adapting the
physical environment (accessibility of premises,
equipment for children with limited mobility) and
the psychosocial environment (creation of a
friendly and tolerant atmosphere, training of
teachers and other staff in dealing with children
with disabilities).
Every child with a disability is unique. It is
important to create an individual development
and learning program for each child with a
disability, taking into account their specific needs
and abilities. This requires close interaction
between
teachers,
speech
pathologists,
psychologists and medical specialists. Working
with children with disabilities requires special
knowledge and skills from teachers. The
organizational aspect is the professional training
of the teaching staff. Regular trainings, seminars
and training programs will help teachers develop
competencies in inclusive education and effective
interaction with children with disabilities.
Cooperation with parents and families of children
with disabilities plays a key role in organizing a
successful educational process. It is important to
establish an open and trusting dialogue, to
discuss the needs of the child and the
expectations of the family. Parents can provide
valuable guidance and information about their
child's needs and characteristics.
Evaluation of the effectiveness of the organization
of work with children with disabilities allows you
to identify successful practices and identify areas
for improvement. Regular discussions with
educators and other professionals, as well as the
involvement of parents, will allow programs and
approaches to be adjusted according to the needs
of children.
Inclusive education is an important step towards
equal opportunities for all children, including
children with disabilities. The inclusion of
children with disabilities in the educational
process is not only a right, but also an integral
part of creating a more just and tolerant society.
However, the organization of work with disabled
children in preschool educational institutions
requires specific approaches and organizational
measures. Creating an inclusive environment
begins with the awareness and acceptance of the
principles of equality and non-discrimination for
all children. Organizational aspects include
adapting the physical environment to provide
accessibility for children with different types of
disabilities. This may include renovation and
adaptation of premises, installation of specialized
equipment, as well as the creation of a barrier-
free environment for movement.
Every child is different and successful work with
children with disabilities requires an individual
approach. It is important to develop individual
educational plans that take into account the
needs, abilities and characteristics of each child.
In this context, inclusive educators who have the
knowledge and skills to work with children with
disabilities play a key role. They are able to adapt
teaching methods, create differentiated learning
Volume 03 Issue 09-2023
15
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
tasks and provide support to each child according
to their needs.
Successful inclusion of children with disabilities
requires close collaboration between educators,
parents and professionals. Parents of children
with disabilities are important participants in the
educational process. Their experience and
knowledge of their child's needs are valuable
resources. Collaboration with medical and
psychological professionals is also needed to
develop comprehensive support and engagement
programs for children with disabilities.
Organizational aspects of working with children
with disabilities also include the provision of
social adaptation and psychological support. For
many children with disabilities, integration into a
community can be a challenge. Therefore, it is
important to conduct special trainings and classes
on social adaptation, as well as provide
psychological support for both the children
themselves and their parents.
Inclusive education is an approach that
recognizes equal rights and opportunities for all
children, including children with disabilities. One
of the important areas of inclusive education is
preschool education, where the foundations of
the cognitive, emotional and social development
of children are formed. Working with children
with disabilities in preschool educational
institutions requires special attention to
organizational aspects in order to provide them
with comfortable and effective learning. The first
step in organizing work with children with
disabilities
in
preschool
educational
organizations is to create an inclusive
environment. This includes adapting the physical
environment
(accessibility
of
premises,
specialized assistants), as well as creating a
psychological atmosphere of attention, respect
and support for each child.
Every child is different, especially children with
disabilities. A personalized approach is a key
aspect of successful inclusion. Teachers should
analyze the needs and abilities of each child,
develop individual educational plans and
methods of working with them. This helps to
maximize the potential of each child and provide
optimal conditions for their development.
Working with children with disabilities requires
special knowledge and skills from teachers. Pre-
school education organizations should provide
their employees with the opportunity for
professional training in the field of inclusive
education. It can be advanced training courses,
seminars, consultations with specialists.
An important aspect of successful inclusion is
cooperation with parents of children with
disabilities. Parents have valuable information
about the needs and characteristics of their
children, and their participation in the
educational process is an integral part of
successful work. To ensure quality work with
children with disabilities, preschool educational
organizations can use specialized resources.
These can be teaching aids, methodological
materials, technical means (computer programs,
adapted toys), as well as cooperation with speech
therapists,
psychologists,
rehabilitation
specialists.
Volume 03 Issue 09-2023
16
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Conclusion. Working with children with
disabilities in preschool educational institutions
requires serious attention to organizational
aspects. The creation of an inclusive environment,
an individualized approach, professional training
of teachers, cooperation with parents and the use
of specialized resources contribute to the
successful integration of children with disabilities
into the educational process. This contributes not
only to their development, but also to the
formation of a tolerant society where everyone
has equal opportunities and rights.
Working with children with disabilities in
preschool educational organizations is a complex
but extremely important process aimed at
ensuring equal opportunities and inclusive
education. Organizational aspects include
creating an inclusive environment, an individual
approach to each child, partnerships with parents
and professionals, as well as providing social
adaptation and psychological support. The
implementation of these aspects requires efforts
on the part of the entire educational community
and society as a whole, but it contributes to the
creation of a more equitable and inclusive
education for all children.
Organizational aspects of working with children
with disabilities in preschool educational
organizations are key to ensuring inclusive and
quality education. Creating an inclusive
environment, individual approach, professional
training of teachers, interaction with families and
systematic evaluation of the process will allow
children with disabilities to reach their potential
and successfully integrate into society.
Organizational aspects of working with children
with disabilities in preschool educational
institutions are the foundation for successful
inclusion. Creating an accessible and supportive
environment, partnership with parents and social
adaptation - all this contributes to the full
development of each child, regardless of their
characteristics. Organizations that pay due
attention to these aspects not only shape the
future generation, but also contribute to a more
inclusive society as a whole.
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International Journal of Advance Scientific Research
(ISSN
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VOLUME
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Pages:
12-17
SJIF
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