The introduction of Cogat test prep inclusive education will indeed be useful, given the nature of violations among special children and their needs. The existence of mild and severe forms of impairment, combined impairments, should lead to the understanding that not all children with disabilities can attend a regular preschool. The manifestation of different forms of violations – behavior, well-being of a child, and the impact of the environment on this – can degrade the health status of both the child and other children and teachers. For example, if we talk about a child with attention deficit and a child with cerebral palsy, mental retardation and speech disorders, we should compare the type of assistance and correction and the need for the right specialists.
A mild form of impairment requires much less conditions for its correction than a severe form of impairment. If, in the first case, a small number of methods and stimulating materials are needed to diagnose and identify this disorder, a program consisting of corrective and developmental classes, a teacher, a psychologist, and a tutor will select methods to work with the child according to specialist recommendations. In the second case, there must be much more conditions and more work with the special child. Installation of special equipment (ramps and supports), which is not available in a regular kindergarten, availability of specialists (a teacher – psychologist, orthopedist, teacher – defectologist, LFK teacher), constant attention and control by a tutor (assistance in moving around, during hygienic activities – individual approach), when there are about twenty other children in the group. In remote places of residence there are no such specialists, additional rates are not provided in general educational pre-school institutions, and for the pre-school institution itself it is not reasonable to hire such a specialist, which will be needed for several years, and on the date of release of such a child from the pre-school institution there is no guarantee that in a sparsely populated place a child with a similar rare and severe disorder will enter the pre-school institution. It turns out that a child with disabilities will acquire knowledge and skills within the framework of general education standard in the same period of time as normally developing children only if the level of psychophysical development corresponds to or is cogat exam close to their age.
The caregiver to whom this child will enter may experience fear: whether he or she will cope, whether he or she will be able to help, whether he or she interacts with the child correctly. This fear will contribute to the teacher’s failure psychologically and morally – increased responsibility, uncertainty, non-acceptance. Ignorance of how the failure manifests itself, what can harm it, and failure to use special and recommended techniques and methods of working with a special child will primarily harm the child himself and create a tense environment around him.
Failure to accept a special child may result from a teacher’s incompetence – the educator does not know and cannot interact with this category of children. This is done by specially trained people who are specialized in particular violations (a teacher – speech therapist with speech disorders, a teacher – psychologist – escorting all categories of children, a teacher – defectologist can also work with such violations as mental retardation), who guide and advise teachers and the administration on special children. Whether a special child will be provided with the right specialist and whether the specialist will be professional and competent in his/her activities is difficult to control.