Whose who’s not forget that with similar violations may have different symptoms. If one child shows it in a light form which can be controlled, another child can show it in aggressive behavior directed on peers, adults that will create a dangerous situation – there will be a threat to health of other pupils or the teacher. Or, in one child, the presence of hyperactivity will not depend on his or her environment, and in another child, with the same diagnosis of a large number of children in the group and noise, the feeling of well-being and excitability may worsen. The conclusions of the psychological, medical, and pedagogical commission do not take into account the different features of the diagnosis or provide recommendations that would allow teachers in general educational institutions to begin correct correction work. Accordingly, not every child with special educational needs will feel comfortable and safe in a general education preschool.
Another problem faced by general education pre-school institutions is the lack of special commissions, primary education centers, and doctors. Not every parent (legal representative) with a special child can visit a psychologist, pedagogical commission, or who’s vs whose rehabilitation center far away. This means that there is no opinion from doctors and specialists, no recommendations for remedial work with the special child, and no control over the dynamics of development and effectiveness of the work performed without special recommendations.
An individual approach may need to be started before entering a regular kindergarten. Hence, the following problem arises in inclusive education… The state obliges each educational institution to create special conditions, accept a special child and provide specialists. And for general educational pre-school institutions in villages, villages and towns this is no exception. But this requires large financial expenditures, which are not always allocated to each institution, not everywhere. Given the time of registration of a request for general educational institutions, installation of equipment, the involvement of specialists also slows down the process of providing special conditions and creating a special environment. All this time, a child with disabilities has already started attending a pre-school educational institution. We can assume how the educational and upbringing process in general will be reflected – whether the work of teachers will be correct and effective, whether visiting an ordinary preschool will contribute to the development and correction of violations of a special child and not harm him/her. While in special correctional kindergartens and combined kindergartens, the presence of specialists and conditions at the initial stages is sufficient to ensure that the correctional process of education and upbringing begins as soon as the special child enters the institution.
Conclusion. There are many contradictions between special and general education. It is important to remember that in addition to inclusive education, there are other options for the education and upbringing of disabled and disabled children, although the traditional form of education is still special (correctional) educational institutions. Reduction of correctional and combined educational institutions, unpreparedness of participants of the process of education and upbringing, “inclusion” of all children into the educational process without exception – whether this will lead to quality education and upbringing of special children, to their socialization. Such an option of training and upbringing of disabled and disabled children together with healthy children as inclusive education may require adjustment and detailed consideration, paying special attention to educational institutions located outside cities and megacities.