Inclusion as a "golden Bridge" for the Socialization of Preschool Children With Speech Impairments
Year: 2026
Type: article
Abstract: This article aims to examine how inclusive environments can support the socialization of preschool children with speech and language disorders and to identify directions for educational support. A narrative review of purposefully selected policy documents, professional guidance, and research literature was conducted. Sources were examined in relation to educational access, active participation, accessible communication, and collaboration between professionals and families. The analysis indicates that placement in a mainstream group alone is insufficient as a criterion of inclusion. A proposed educational model integrates the identification of communication needs, environmental adaptations, collaborative play, and monitoring of individual progress. The effectiveness of this model was not empirically tested in the present study. The article concludes that inclusive environments, combined with individualized speech and language support and family involvement, can provide additional opportunities for children to participate in communication. Testing the proposed approach in local preschool settings remains a task for future research.
Author: Abdulaxatova Dildora
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7222933032
FWCI:
Cites:
Cited by:
Related to: