Research of preschool teachers' readiness to provide early intervention to children with disabilities

The research problem and the rationale for its relevance. The Concept for the Development of a Comprehensive System of Rehabilitation, Habilitation and Comprehensive Support for Persons with Disabilities and Disabled Children adopted in the Khanty-Mansi Autonomous Okrug - Yugra, emphasizes the creation of early intervention services for children and their families, which allow for timely support of families in implementing an individual educational route. Among the tasks that ensure the development of the regional system of early intervention in Khanty-Mansi Autonomous Okrug - Yugra is to ensure the training of qualified specialists providing rehabilitation (habilitation) services to persons with disabilities and disabled children and their families. According to the data of monitoring of the situation on early intervention in the Khanty-Mansi Autonomous Okrug - Yugra in the field of education, it was revealed that most of these children receive early intervention in preschool educational organizations. Nowadays, early intervention centers are being established in preschool educational institutions, and the tasks of implementing target benchmarks related to achieving results in the care and supervision of young children with disabilities are becoming more complex. However, the issue of teachers' readiness to solve the problems of providing qualified assistance to such children and improving the qualifications of managers and specialists in early childhood care for children and their families is becoming acute. As part of the creation of conditions for the training of specialists providing early intervention services to families and their children receiving preschool education at the regional level. It is planned to develop and implement professional development programs for specialists to master early intervention technologies. The goal of research. Research of preschool teachers' readiness to provide early intervention for children with disabilities, identification of professional deficits in the provision of early intervention for children with disabilities and their families. Methodology. The method of questionnaire survey and comparative analysis of the obtained results was used to achieve the goal. A survey was conducted among 50 trainees of the advanced training course “Organization and provision of early intervention for preschool children”.