Pre-school education: integration and inclusion, problems and prospects

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The Russian system of pre-school institutions for children with special educational needsis in anticipation of significant change now. These changes are associated with the activepromotion of ideas of inclusive education. UNESCO and the United Nations over the past 20 years have taken a number of documents in which one of the determining factors of constructiona  of the construction of a civil society proclaimed the promotion of inclusiveeducation.There is no systematic approach to solving the problems of inclusion.The level of tolerance towards people with disabilities in the country is low. In addition, "medical" approach to people with special needs prevails at any level (national,regional, household).There is no confidence in the full and speedy financial support to the process of inclusion, building the necessary special education environment, barrier-free environment. Pedagogical community is not ready to fully accept and follow to the processes of inclusion. It is not the technology of preparation of teacher to work in an inclusive space. The shortage of specialists leads to a distortion of the idea of inclusion and leads to the simulation of the processes of integration. The level of readiness of our educational community to inclusive education is not high. 

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