Abstract
The adaptation of preschool children with special educational needs to an inclusive educational environment represents a complex process of gradual adjustment of children with developmental disabilities to conditions of joint learning and upbringing with neurotypical peers. Adaptive mechanisms in children with special educational needs are characterised by increased complexity and require specialised pedagogical strategies that account for individual characteristics of cognitive, sensory, and socio-emotional development. The purpose of the research is to investigate the effectiveness of using play as a means of adapting preschool children with special educational needs to an inclusive educational environment. The research methodology is based on PRISMA principles with a search of publications in Web of Science, Scopus, and Google Scholar databases using key descriptors "kindergarten adaptation", "preschoolers with special educational needs", "inclusive environment", "play-based interventions" for the period 1975–2025. Strict inclusion and exclusion criteria were applied to ensure high quality of selected studies. From 2,880 initially identified records, 7 studies meeting the established relevance criteria were included in the final analysis. The results demonstrate consistent support for the effectiveness of play interventions for children with attention deficit hyperactivity disorder, severe speech impairments, and visual impairments. The greatest adaptive effect is achieved through socially-mediated play activities involving neurotypical peers and significant adults, promoting natural formation of inclusive relationships and mutual understanding within the children's group.