Criteria for the Effectiveness of the Implementation of Inclusive Education in Preschool Educational Organization
The relevance of the topic of the article. In recent years, more and more preschool educational organizations) have become inclusive. In this regard, it becomes necessary to identify criteria for assessing the quality of providing special conditions to preschoolers with disabilities. The aim of the study. This article examines the problem of criteria-based assessment of the effectiveness of the implementation of inclusive education in preschool education. The analysis of studies related to both general issues of inclusion and the assessment of its quality, as well as an analysis of the activities of effectively operating educational complexes in the city of Moscow, is carried out. The results of the study was the identified system of criteria that helps to determine, especially at the initial stage of implementing inclusive practices in preschool education, the degree of their compliance with the regulatory legal framework of the Russian Federation. This system of criteria includes: 1) the creation and implementation of a specific mechanism for providing special educational conditions to children with disabilities; 2) the sufficiency of the local regulatory framework governing the implementation of inclusive education in a particular institution; 3) the availability of a document that allows for the individualization of the process of creating special conditions and an integrated approach to overcoming the existing developmental deficits of a preschooler; 4) transparency and accessibility of information about the implementation of inclusive practices in kindergarten for all participants in educational relations; 5) the presence in the preschool educational organization of the structures necessary for the deployment of inclusive practices: the psychological and pedagogical support service and the psychological and pedagogical council; 6) the availability of personnel resources necessary for the implementation of special conditions and the level of their competence; 7) a developing subject-spatial environment, organized taking into account the special needs and capabilities of pupils with disabilities, both in the group and in the kindergarten as a whole. Conclusion. As a result of the study, criteria are proposed that complement the existing system of the effectiveness of the implementation of inclusive education assessment and will be especially useful for the management teams of preschool educational institutions.