INDIVIDUAL APPROACH IN WORKING WITH CHILDREN WITH SPECIAL NEEDS

Abstract

This article provides a deep and comprehensive analysis of the scientific foundations of the pedagogical essence and practical effectiveness of the individual approach in working with children with special needs in the preschool education system. The article examines the impact of the individual approach on the dynamics of children's development based on the inclusive education policy of the Republic of Uzbekistan, the First Step state curriculum, local empirical studies and international meta-analyses, longitudinal observations. The results show that the individual approach significantly accelerates the cognitive, emotional, social and motor development of children, improves their relationships with peers, increases self-confidence and strengthens the general psychological environment in the inclusive group, but its effectiveness depends on the professional qualifications of the educator, the ability to draw up and monitor an individual development plan, family cooperation and the ability to create an adapted environment. The article is intended for preschool education practitioners, leaders and education politicians provides practical recommendations based on empirical evidence