DIFFERENTIATED LEARNING AS AN EFFECTIVE MEANS OF PEDAGOGICAL SUPPORT FOR PRESCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE EDUCATION

Abstract

The article discusses the theoretical and methodological foundations of differentiated learning as one of the leading approaches to organizing the educational process in inclusive preschool education. It reveals the essence of differentiation, the specifics of its implementation in working with children with special educational needs, and the pedagogical conditions that ensure successful socialization and development of students. The article substantiates that the use of a differentiated approach contributes to improving the quality of education, developing cognitive activity, forming communication skills, and facilitating successful adaptation of children in the educational environment.