Moskva, Moscow, Russian Federation
Russian Federation
The article presents the results of a comprehensive study on the challenges of preschool inclusion related to staff training. The authors analyze key difficulties faced by educators, including insufficient knowledge of the psychophysical development of children with disabilities, limited proficiency in corrective methodologies, challenges in facilitating interaction among children with diverse abilities, and a low level of collaboration with parents. Based on data collected through surveys, testing, and analysis of PMPK (Psychological-Medical-Pedagogical Commission) reports across 34 preschool institutions in Moscow and the surrounding region, systemic gaps in the professional training of teachers and support specialists were identified. For instance, 80% of educators cannot accurately identify signs of developmental deviations, 60% underestimate their significance, and 75% report a lack of methodological support. Special attention is given to dysfunctions in PMPK operations, such as staff shortages, a formalistic approach to developing individualized plans, and low engagement of teachers in the support process. Proposed solutions include modernizing professional development programs with a focus on practice-oriented methods, establishing clear algorithms for interdisciplinary collaboration, creating adapted methodological materials for educators, and actively involving parents through advisory support. The study emphasizes that successful inclusion requires not only a regulatory framework but also systematic efforts to develop the professional competencies of all participants in the educational process.
preschool inclusion, children with disabilities, staff training, professional competencies, corrective work, psychological-medical-pedagogical commission (PMPK), interdisciplinary collaboration, methodological support, professional development, inclusive education.
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