the experience of integrated education of children with various developmental pathologies in the same group, while much attention is paid to sensorimotor development, the development of speech and thinking, the ability to concentrate attention and concentrate on work, the ability to control oneself, one’s activities and behavior. Great importance is paid to the education of independence, independent, socially active and socially adapted person who has mastered the skills of independent development of culture. In a group, children help each other, for example, a child with intellectual disabilities can roll a stroller with a child with musculoskeletal disorders, a child with hearing impairments can help a child with visual impairments navigate in space, etc. M. Montessori believed that the “preparatory environment” greatly facilitates the child’s understanding of the world around him, but also interaction with various objects that the child chooses himself, the development of motor and sensory skills, and most importantly, constructive communication with children and adults. In this preparatory environment, the child develops his physical and intellectual abilities, normalizes “mental integrity” and strives for harmonious development. Having received through the didactic material the practical experience of “ordering the preparatory environment”, the child begins to systematize his “life” experience, he begins to perceive not separate facets and isolated facts, but builds them into a single whole. Quite conditionally, Montessori’s teaching can be presented in the form of several sections: exercises in everyday life, the development of feelings, the development of mathematical abilities and the development of speech.