INDIVIDUAL APPROACH IN WORKING WITH CHILDREN WITH SPECIAL NEEDS

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本文针对学前教育体系中为特殊需求儿童开展支持工作时所采用的个别化教育方法（individual approach）的教育学本质与实践成效，展开了深入且全面的科学基础分析。本文基于乌兹别克斯坦共和国的融合教育（inclusive education）政策、《第一步（First Step）》国家课程、本土实证研究与国际元分析（meta-analyses），结合纵向追踪观察（longitudinal observations），探讨了该方法对儿童发展动态的影响。研究结果表明，个别化教育方法可显著促进儿童的认知、情感、社交与运动能力发展，改善其同伴关系，提升自信心，并优化融合班级的整体心理氛围；但其成效取决于教育者的专业资质、制定与监控个别化发展计划（individual development plan）的能力、家庭协作水平，以及打造适配性环境（adapted environment）的能力。本文面向学前教育从业者、管理者与教育政策制定者，基于实证研究成果提供了具有实践指导价值的建议。