This article analyzes the pedagogical and psychological features of organizing inclusive education in preschool educational institutions in Uzbekistan. In particular, it highlights the role of the defectologist in involving children with physical or mental developmental disabilities, including speech impairments, in the educational process; the content of correctional-pedagogical support; and the importance of early diagnosis, an individual approach, social adaptation, and multidisciplinary cooperation. In addition, based on the current regulatory and legal documents, the article reveals the organizational and pedagogical mechanisms for forming an inclusive educational environment. The research findings show that cooperation among teachers, defectologists, psychologists, and parents is a decisive factor in improving inclusive practice in preschool educational institutions. The activity of the defectologist is interpreted as a comprehensive process aimed at identifying, correcting, and socializing the child’s individual developmental needs.

inclusive education, preschool educational institution, defectologist, correctional-pedagogical support, psychological and pedagogical features, individual approach, early diagnosis, social adaptation, PMPC, speech impairment.

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