Santrauka:
Įgyvendinant įtraukiojo ugdymo nuostatas ikimokyklinio ugdymo įstaigose dažnai susiduriama su kliūtimis, trukdančiomis ugdyti individualių poreikių turinčius vaikus. Baigiamajame darbe buvo siekiama išsiaiškinti, kaip tobulinti ikimokyklinio ugdymo įstaigų veiklą, šalinant kiūtis ugdant individualių poreikių turinčius vaikus.
Description:
Preschool age for children is time of the most defining experiences: understanding their strengths and weaknesses, developing system of values of life, comprehending what is good and what is evil. In view of the aforementioned it is extremely important to introduce the inclusive education principles to education system as early as possible - starting with preschool education. One of the fundamentals of inclusive education is that every child is different and all of them should be learning together. However, nowadays quite a few obstacles arise as inclusion into education process of children with individual needs is concerned. As it is seen in the theoretical analysis, those obstacles can be separated into two categories: the applicability of physical environment and the competency of pedagogues. Thm problmm of rmsmarch: poor preparation of preschool education institutions in concern of education of children with individual needs. Thm objmct of rmsmarch: preparation of preschool education institutions in concern of education of children with individual needs. Thm purposm of rmsmarch: to identify the ways to perfect preschool education institutions practices in concern of education of children with individual needs. Thm tasks of thm rmsmarch: 1. To discuss the ways to improve preschool education institutions practices in concern of education of children with individual needs in theory. 2. To identify the fields of practices that could be improved in preschool education institutions practices in concern of education of children with individual needs. 3. To prepare and to carry out the project in subject of improvement of preschool education institutions practices in concern of education of children with individual needs. Conclusions: the research has revealed that obstacles in preschool education institution can be eliminated if institutions comply universal design requirements, allow more educators in the group or reduce the number of children in group, institutions and educators take care of the psychological readiness to educate children with individual needs, upgrade their competencies in this field, equip more individual educational spaces and educators know institutions where they can contact for help.
