Abstract:
Preparation for the inclusive school of children with disabilities requires skills of: communication and relationship with peers; regulation of behavior according to the kings of groups of children; skills to assume the role of student, listen and hear, aurma instruction of the teacher, etc. From the above, both the emotional and social maturity of the preschooler to accept a new social position (the status of the student who has rights and duties) results. The future student must manage their behavior and involvement in cognitive activities, which requires the formation of a hierarchical system of reasons. The child with good psychological training for school education is not so attracted to the external part of the activity, the specifics of school entourage, how much to engage in different activities and acquire new knowledge, which implies the development of cognitive interests.
