PROFESSIONAL COMPETENCE OF EDUCATORS IN WORKING WITH CHILDREN WITH SPECIAL NEEDS

This article provides a comprehensive and in-depth scientific analysis of the professional competence of preschool educators working with children with special needs (children with special educational needs, disabilities, or developmental limitations). Drawing on various sources, including Uzbekistan’s "Ilk Qadam" (First Step) state curriculum, inclusive education policy documents, and local and international empirical research, the article details the educator's psychological-pedagogical, correctional, communicative, collaborative, adaptive, and continuous professional development competencies. The results indicate that an educator with high professional competence accelerates the social integration of children in inclusive groups, enhances emotional stability, improves individual development dynamics, and fosters a positive psychological climate within the group. The article offers evidence-based practical recommendations for preschool practitioners, administrators, and educational system specialists.