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 contraits heween integration and inclusion, portraying the challenges the transition period and the possibilities for further prognen of inclusive education. Consequently, the aim is to determine the neurophysiological and development of socially active personality with skills of socially adaptive behaviote of mobile expnomy. The content of the key concepts of the study is defined. One of the ways to achieve this purpose is inclusive eduction. Theoretical and methodological foundations have been ormed on the basis of scientific research on this issue. The methods of synthesis, analysis, exploratory, scientific explanatory and descriptive methods were used for effective resesanh. The results do not exhaust all persible aspects, but represent a significant contribution to the shady of neurophysiological features of personality development in inchoive edukation. features of personality development in te process of inclusive education in preschool institution Changing approaches to teaching and education of children it Amed at the formation.