This article analyses the opinion of pre-school teachers on the peculiarities of the development of language skills of pre-school

children with special educational needs in inclusive education. The conclusions of the qualitative research highlight the opinion

of educators that in the course of inclusive education in kindergarten, the oral and written language skills of children with special

needs require development during their daily activities. It turns out that in order to develop children’s speaking and listening skills,

educators develop children’s fine motor skills, initiate language games, read fairy tales, encourage an interest in folklore, initiate

dialogue reading, etc. In order to develop the basics of children’s reading and writing, educators involve children with special educational

needs in various creative activities, organise various games, allow children to act using information and communication

technologies, etc.