Every Dra exam child, according to many regulatory and legal documents, has the right to education [1, 2, 3.] The existence of such categories of children, as a child with disabilities, requiring special conditions for education and upbringing, have contributed to the development of different options for education, the emergence of new special professions, approaches, methods. Inclusive education is one such variant of education and upbringing of children with disabilities, which implies access to education for all children, and which gives the right to study all children without exception in any educational institution. At the same time, each educational institution must take into account the characteristics of any child: mental, physical, psychological, intellectual, as well as to provide the necessary conditions for their learning and upbringing.

Inclusive education is justified by positive aspects and is focused on effectiveness: reducing isolation and disabled children, improving culture, making education accessible to anyone and everyone, increasing support for special children, and helping them to socialize and further adapt. This form of education can foster feelings of empathy, compassion, understanding, and patience among other participants in the educational process.

However, the introduction of this type of learning has also created difficulties that may later undermine the positive outcomes of inclusive education.

The new Law “On Education in the Russian Federation” sees preschool education as the first level of education. At preschool age, a child is given initial skills and abilities that will then stay with the person for life. Preschool education and upbringing is aimed at the primary socialization of a child’s personality, ensuring his or her physical, moral and mental health, comprehensive development, acquisition of life experience, development of necessary skills and abilities taking into account age-specific individual characteristics, and preparation for school. From this level of education and upbringing cogat test we face inclusive education for the first time.

Relevance. In modern times, in every preschool institution there are children who need special educational needs. If we talk about a specialized correctional or combined kindergarten, there are no problems that appear in general education kindergartens, as they are the least focused on training and education of children with disabilities.

Novelty and advantages. This work analyzed the works of Russian and foreign scientists, special reference books, and periodical press materials. This problem exists in every general education institution. The conclusion that inclusive education is a type of education for children with disabilities, in addition to which there are other options for the education, development, and upbringing of special children, as well as the criteria that would be useful in including each special child in a general education institution.

The purpose of the study. Whether this approved and introduced system of education, upbringing, and development of children with disabilities in general education pre-school institutions is effective, and how effective is the implementation of including a special child in a general education pre-school environment.