Abstract
The article analyzes the effectiveness of using gamified technologies in the process of social and pedagogical adaptation of preschoolers with special educational needs (SENs) in the context of inclusive education. The experimental study was conducted from September 2024 to March 2025 on the basis of three preschool organizations in Taraz, Zhambyl region. The study involved 87 children aged 3-4 years, including 45 pupils with SEN (mental retardation, speech impairment, autism spectrum disorders, musculoskeletal disorders) and 42 children with normal development, in addition, the sample included 24 teachers and parents of all participants. The methodological basis of the study combined theoretical analysis and empirical testing. Among the empirical methods used were structured and free pedagogical observation, included observation according to the method of D.B. Elkonin, questionnaires for teachers and interviews with parents. Thus, the share of children with SENs actively involved in interaction with peers increased from 41% to 68%, the level of initiative and independence increased from 28% to 54%. The results of participant observation showed an increase in the number of children taking active role positions (from 29% to 57%) and an increase in the duration of involvement from 11 to 15 minutes. A survey of teachers revealed the high motivational potential of gamification (87%), while indicating the need for methodological support. Parents noted an improvement in the emotional state of children (68%) and active reproduction of game scenarios at home (59%); at the same time, 18% expressed concern about the risk of excessive use of digital applications. The obtained results indicate the high potential of gamified technologies in inclusive preschool education and emphasize the need for further research aimed at developing differentiated methodological approaches and improving the professional competence of teachers.