Introduction.  In the light of the implementation of the Federal Educational Program of Preschool Education and the dissemination of inclusive practice ideas, the issue of selecting and adapting effective inclusive education models specifically for kindergartens becomes particularly relevant. Early childhood is a sensitive period for the formation of tolerance, empathy, and social skills, which makes the preschool institution a key platform for the introduction of inclusion. However, the absence of a unified model that takes into account the specifics of preschool age creates risks for the quality of education for both children with disabilities and their typically developing peers [1].

The aim of the research  is to analyze and systematize existing models of inclusive education applicable to the conditions of a preschool educational institution.

Methods and organization of the research. The scientific work used the following set of methods: theoretical analysis of psycho-pedagogical literature on the problem of inclusive preschool education, data systematization, and generalization of pedagogical experience.

Results and discussion. Classification of inclusive education models for preschools:
*   "Full inclusion" model:  A child with disabilities spends the whole day in a regular group with peers with the support of a teacher and specialists (a special needs educator, a speech therapist, a psychologist), who work directly in the group space ("team at the entrance");
*   "Partial (flexible) inclusion" model: The child spends most of the day in a regular group, but for certain classes (e.g., corrective and developmental ones) goes to a small group or for an individual session with a specialist. This is the most common model;
*   "Resource group" model: A separate group is created within the preschool structure for children with similar nosologies (e.g., with ASD), who spend part of the day with their teacher according to a special program, and for other activities (walking, holidays, free play, music/physical education classes) are included in general developmental groups according to an individual schedule;
*    "Accompanied inclusion" ("tutor model") model:  A child with disabilities is enrolled in a regular group, but their individual support throughout the day is provided by a personal tutor. This is effective but resource-intensive [2].

Key conditions for success – for any model, the following are necessary:
*   readiness of the teaching staff (value acceptance of inclusion);
*   comprehensive psycho-pedagogical support (interaction of all specialists);
*   creation of a developmental subject-spatial environment that is accessible and variable for all;
*   active partnership with the parents of all children in the group;
*   continuous monitoring of the effectiveness of the inclusive process and adjustment of individual educational routes.

Conclusion. The choice of the model should be determined by the individual characteristics of the child with disabilities, the capabilities of a specific kindergarten, and the target guidelines of the inclusive process. The most flexible and adaptive model for most preschools is the partial (flexible) inclusion model, which allows combining group work with individual corrective assistance.

References

1. Alekhina S.V., Samsonova E.V. Sozdaniye inklyuzivnoy obrazovatelnoy sredy v obrazovatelnykh organizatsiyakh: metodicheskiye rekomendatsii dlya rukovodyashchikh i pedagogicheskikh rabotnikov obshcheobrazovatelnykh organizatsiy [Creating an inclusive educational environment in educational organizations: methodological recommendations for managers and pedagogical workers of general education organizations]. Moscow: MGPPU. 2022. 151 p.
2. Mitusova E.D., Klimanova T.G., Polunina T.I. Organizatsiya sektsionnykh zanyatiy po detskomu fitnesu v doshkolnykh obrazovatelnykh uchrezhdeniyakh [Organization of sectional children's fitness classes in preschool educational institutions]. Fizicheskaya kultura: vospitaniye, obrazovaniye, trenirovka. 2025. No. 2. Pp. 39-40.

No. 7, pp. 40–40

Received: 15.11.2025 | Published: 26.06.2026

CC BY 4.0