LEARNING ENVIRONMENT OF STUDENTS WITH SEN IN PRESCHOOL EDUCATIONAL ORGANIZATIONS

Modern organizational, methodological, personnel conditions of education of students with SEN in kindergartens are a part of the development of preschool educational organizations operating model. The Federal Law of Education in the Russian Federation was adopted in 2012. Before then in the USSR and the Russian Federation preschoolers with SEN received education in separate groups of a compensatory orientation. Children were to be sent to these groups by the Psychological-Medical and Pedagogical Commission (PMPC). Staff for these groups consisted of speech therapists, teachers for deaf-mute, typhlopedagogues, teachers for mentally disabled children, and tutors who knew the characteristics of children of a particular category. Authors name the identification of factors that define creation and development of training programs for students with SEN to develop the preschool educational organization operating model including ways to integrate a child into educational process; psychological and pedagogical support of students with SEN, program-methodical and educational-didactic maintenance of education for students with SEN and staffing. Common groups in preschool welcome children without SEN, combined groups welcome all kinds of kids. Conditions created for combined groups require adapted training programs, learning environment, support from the staff, etc. Through analysis of existing practices, analysis of existing training programs in preschool, generalization and modeling it is obvious that specially educated staff on all educational levels is the main condition for students with SEN to receive proper education and be incorporated into social life.


Introduction
The Federal Law of Education in the Russian Federation was adopted in 2012 (Federal Law of Education of Russian Federation. № 273-FZ of 29.12.2012). Before then in the USSR and the Russian Federation preschoolers with disabilities received education in separate groups of a compensatory orientation (Prochukhaeva & Medvedeva, 2004). Children were to be sent to these groups by the Psychological-Medical and Pedagogical Commission (PMPC). Staff for these groups consisted of speech therapists, teachers for deaf-mute, typhlopedagogues, teachers for mentally disabled children, and tutors who knew the characteristics of children of a particular category (e.g. with hearing impairments, visual impairments, severe speech impairments, musculoskeletal disorders, mental retardation, mental retardation). However, since 2012 parents have an absolute right for the final decision of where their child with SEN will go after PMPC. The decree «On the National Strategy of Action for Children for 2012-2017» № 761 of 01.06.2012 recognizes the social exclusion of children with SEN and guarantees their right for inclusive education domiciliary. It also guarantees their right for high-quality psychological and correctional-pedagogical assistance in educational institutions, as well as respect of the parents' right to choose an educational institution and a form of education for a child.

Problem Statement
Authors focus on the analysis of modern organizational, methodological, personnel conditions of education of students with SEN in kindergartens as part of the development of preschool educational organizations operating model. The requirements for preschool education in Russia are determined by the Federal State Educational Standard for Preschool (Order of the Ministry of Education and Science of the Russian Federation).These are requirements for the structure of basic educational programs and their capacity; conditions for the implementation of basic educational programs, including personnel, financial, material and technical requirements.

Research Questions
Analysis of students with SEN's learning environment in preschool educational organizations in Russia. Namely the identification of factors that define creation and development of training programs for students with SEN.

Purpose of the Study
Development of preschool educational organization operating model including ways to integrate a child into educational process; psychological and pedagogical support of students with SEN; programmethodical and educational-didactic maintenance of education for students with SEN; staffing.

Research Methods
The focus of this study is to analyze the existing practices, existing training programs in preschool, generalization. Modeling is used as a method as all mentioned programs are formulated following one https: //doi.org/10.15405/epiceepsy.20111.34 Corresponding Author: Alexandra A. Alekseeva Selection and peer-review under

Findings
In kindergartens of the Russian Federation children with SEN can attend a compensatory group, a combined group or a general developmental group (common group). The educational content of preschool children with SEN is defined in the Approximate Adapted Basic Educational Program of Preschool Education 1 of a specific category (for the deaf, hearing impaired, late deaf, after cochlear implantation, blind, visually impaired, with severe speech impairments, with musculoskeletal disorders, with mental retardation, with mental retardation, with autistic spectrum disorders, with severe multiple developmental disorders). Thus, the conditions for the education of a student with SEN will depend on the course of the group he attends. In the compensatory group, an Adapted Basic Educational Program of Preschool Education is implemented for a certain category of children (one program, taking into account the characteristics of children of one category) (Kutepova & Semago, 2017). In all other groups (common, combined and health-improving orientation), the organization of training for a child with SEN together with other students -inclusive education -should be carried out according to an Adapted Educational Program (AEP) developed on the basis of a Adapted Basic Educational Program, taking into account his special educational needs.
Preschoolers have a right to be educated at home (Samsonova, 2017). The basis for education at home or in a medical organization is an opinion of a medical organization and a written request from parents. If a child also has a PMPC opinion, then an educator, a music teacher, a physical education instructor, a psychologist and correctional specialists -speech therapist, defectologist, tutor visit them at home. If a child does not belong to the category of children with SEN (a child has cardiovascular disease or diabetes mellitus, or malignant neoplasms, etc.), he is visited by an educator, music teacher, physical education instructor, psychologist, i.e. all specialists implementing the Basic Educational Program. When children with SEN receive preschool education in combined or common groups, there is a required number of staff and its specialization, as showed in Figure 2. In the column "Staffing support specialist" we see the number and specialization of a teacher, while in a second column we can check the number of students who can be assigned to one full-time working staff unit. In the teamwork of PPC specialists, two basic principles are implemented -multidisciplinary and interdisciplinary (Yudilevich, 2002).
The meaning of the multidisciplinary principle is to implement an integrated approach to assessing the development of a child, which provides the need for an equal account of the data of all specialists and teachers of the group that works with the child. The interdisciplinary principle of the activities of specialists in assessing the mental development of a child and determining areas of work with him provides the need to agree on the collegial approaches of all members of the PPC. The members of the PPC define the tactical tasks for support, concretize the sequence of intervention and the scope of activities of support specialists. They also define forms of interaction with educators and parents, the selection of specific correction programs, tactics and support technologies that are adequate to the characteristics of the child and the entire situation of his inclusion in the environment of ordinary peers.
The goals of the PPC of a kindergarten are: • development of an Adapted Educational Program, determination of conditions and technologies of psychological and pedagogical support, and the scope of correctional and developmental assistance to a child with SEN; • changes, in agreement with the parents, in the conditions of education (the time of the child's presence in the preschool educational institution (according to the format of a short-term stay group -at least 3 hours; duration of contact with peers, etc.).
• evaluation of the effectiveness of measures to include a child with disabilities in the educational process; • monitoring of the educational and social adaptation of all children; • interaction with parents.
The above tasks are solved at planned and unscheduled consultations of the preschool educational institution.
The planned consultation solves the problem of clarifying the strategy and determining the tactics of psychological and pedagogical support for each pupil with SEN (2 -3 times a year).
The unscheduled consultations are organized at the request of teachers or parents.
The tasks of the unscheduled consultation are: • necessary emergency measures according to the revealed circumstances; • changes in direction of previously conducted correctional and developmental work in a changed situation or in case of its inefficiency; • issues of changing the educational trajectory of the child. The parents of the child must be present at the meeting.
A collegial discussion of the examinational results makes it possible to concretize and clarify the idea and characteristics of the child's development (Alekhina & Kutepova, 2013). It is done to determine the possible forecast of their further development and a set of developmental, correctional measures that will contribute to the maximum social and educational adaptation of the child. which determines the sequence of activities); balance of calming and energizing activities; each lesson has to be summed up and the next one to be announced.
All teachers who work with the child in the academic year are listed in AEP (name, position, contacts) (Volkova & Prochukhaeva, 2019). The individual curriculum completes the AEP. It is also a schedule timetable for the support specialists.
The child's parent takes part in the preparation of AEP and gives their final consent to its implementation (Rean et al., 2017).

Conclusion
The spatial developing educational environment should ensure the implementation of the AEP of the child, taking into account his psychophysical characteristics. Main characteristics of the spatial developing environment essential for different children with SEN are: zoning; borders of the zones of activity are clearly marked; the group is organized in such a way that educators have the opportunity to see most of the activity zones and observe the children; educating materials and children's artworks are placed at children's eye level; storage areas and zones of activity are marked with appropriate signs; Common groups in preschool welcome children without SEN, combined groups welcome all kinds of kids. Conditions created for combined groups require adapted training program, learning environment, support from the staff etc. Specially educated staff on all educational levels is the main condition for students with SEN to receive proper education and be incorporated into social life.