Difficulties of Inclusive Education in Preschool: Neurophysiological Features

Abstract

This article focuses on the current concerns of educating children with special needs in an inclusive setting. It delineates the fundamental contrasts between integration and inclusion, portraying the challenges of the transition period and the possibilities for further progress of inclusive education. Consequently, the aim is to determine the neurophysiological features of personality development in the process of inclusive education in preschool institution. Changing approaches to teaching and education of children is aimed at the formation and development of socially active personality with skills of socially adaptive behaviour of mobile economy. The content of the key concepts of the study is defined. One of the ways to achieve this purpose is inclusive education. Theoretical and methodological foundations have been formed on the basis of scientific research on this issue. The methods of synthesis, analysis, exploratory, scientific, explanatory and descriptive methods were used for effective research. The results do not exhaust all possible aspects, but represent a significant contribution to the study of neurophysiological features of personality development in inclusive education.