Theoretical and methodological basis for the inclusive preschool education in the USA

Abstract

Abstract: The study aims to highlight the theoretical and methodological aspects of inclusive education of preschool children in the United States. Methods of analysis, generalization, and systematization were utilized to research into the problem under study. Results. Inclusive practices in preschool education in the United States are formed at the intersection of federal requirements for the provision of special education (in particular, those covered in Individuals with Disabilities Education Act), federal programs (e.g., Head Start, Early Head Start), and state initiatives to develop public pre-K. It is noted that the expansion of state and federal preschool programs and the growing interest in approaches to learning that aim to address the needs and abilities of all children (e.g., universal instructional design) have significantly improved the development of children with special needs. The specifics of the Head Start and Early Head Start programs, which provide free support for the development and learning of children from birth to age five, are considered. The U. S. educational inclusion, based on the applied behavior analysis, its achievements and problems are considered. Conclusions. The theoretical analysis conducted clearly indicates that inclusive preschool education in the United States is developing within a comprehensive system of federal laws, programs, and standards. Its regulatory framework covers the rights of children with disabilities, state educational standards, and special support programs. shown that only in mainstream schools and kindergartens children with disabilities achieve maximum socialization and adaptation. The children with special needs in the country under study receive a comprehensive education and care, and thanks to the use of the applied behavior analysis, they become capable of interacting with society in the most productive ways. However, a number of issues regarding the education of children with special needs in the United States still remain relevant for educational, social, and psychological sciences.