The education of children with disabilities is one of the priorities of the Russian social-economic development. The article considers the current issues in the organization of the activities of the psychological-medical-pedagogical commissions (hereinafter - PMPC) that provide comprehensive support for children with disabilities and act as the first stage in the process that determines the further individual educational route of each child. The article presents the results of the monitoring of the Federal Resource Center (hereinafter - FRC PMPC) created in April 2018 to provide organizational-methodological assistance to the managers and specialists of the PMPC; comparative data on the central and territorial PMPCs, their total number by regions (including its growth as compared to 2017), staff, managers’ education, place of work and premises; the total number of children examined and their age, the ratio of primary and secondary examinations, their reasons and who initiated them; information on the children who were examined, have limited health abilities and need special educational facilities or special conditions for passing the state final certification; the share of children to whom adapted educational programs were recommended. The authors describe activities of the commissions’ specialists, principles and methods of their teamwork, and identify aspects of the PMPC activities that need to be improved: the deficit of sign language teachers, visual impairment specialists and doctors, and PMPC’ insufficient equipment for conducting examinations.

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The article is devoted to the organization and implementation of lifelong inclusive education for children with special healthcare needs and disabilities at various age stages; reveals key aspects of the implementation of inclusive education in the early, preschool and adolescence stages, as well as at the stage of professional education. It describes the special conditions for access to a high-quality education of children with special educational and reveals some problems of inclusive education. Significant attention is given to the issues of tolerance within the context of inclusive education for persons with special healthcare needs and disabilities.

The article reveals theoretical foundations of formation of oral speech in hard-of-hearing preschool children, which include the study of the nature of the language and its role in human development, features of speech development in children with hearing disorders and normally hearing children, taking into account these features when teaching preschoolers with hearing impairment. The conditions, directions and stages of work on the formation of oral speech in hearing-impaired children of preschool age are disclosed. The article describes the use of digital technologies in the work on formation of oral speech in hard-of-hearing preschool children. Digital technologies can be used by speech therapists at every stage of work with hard-of-hearing preschoolers, applied in the correction and development of oral speech and its components, writing, and mental processes.

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