IMPLEMENTATION OF THE INCLUSIVE APPROACH IN PRESCHOOL EDUCATION: CHALLENGES AND SOLUTIONS

Abstract

The article highlights the organizational and pedagogical conditions for the implementation of inclusive education in preschool institutions of Ukraine, taking into account current challenges in educational policy, legal changes, and increasing demands on pedagogical support for children with special educational needs (SEN). The aim of the study is to provide a theoretical foundation for the inclusive approach in early childhood education and to identify the factors that contribute to the formation of an inclusive educational environment. Theoretical analysis, content analysis of legal frameworks, a structural-functional approach, and a review of international practices are used in the article. On the basis of the analysis of academic literature, legislation, and educational documents, the study proves the effectiveness of the inclusive environment depends on the collaboration between teachers, assistants, specialists of the psycho-pedagogical support team, and parents. The functional roles of each team member are described, and the need for professional training of educators to work with SEN children is substantiated. Particular attention is paid to the Individual Development Program (IDP) as a tool for educational personalization and a mechanism for cross-sectoral cooperation. The study demonstrates that effective implementation of IDPs requires coordinated teamwork, availability of resources, pedagogical flexibility, and active parental involvement. Barriers to inclusion in preschool education institutions are identified, including staff shortages, fragmented methodological support, and insufficient interagency coordination. The article outlines prospective directions for further research, particularly regarding digital tools for IDP support, mechanisms for monitoring its effectiveness, and the adaptation of international experience. The results have practical relevance for developing methodological approaches, training programs for educators, and administrative decisions in the field of inclusive preschool education.