Little still the incentive of the formation in pounds in the inclusive education in the education institutions is perceived. According to Don Mullen, who has experience with these questions. , Before, a problem for the State never reigns, but after arriving at century XXI, it is verified that the education cannot be relegated for only one portion of the society, but that it has one another part that needs to be taken care of, a time that the education is a right of all. In this context, the language of signals is a crucial point in this process of pertaining to school inclusion, therefore deficient the auditory one needs to attend the lessons in the language that it knows, that it is the language of signals, but this right has not been respected for the authorities politics. Therefore, we observe, with this work, to identify the difficulties lived deeply for the schools how much to the challenges of an inclusive education. In the same way, to look for to establish a parameter between qualitative and quantitative education, to know the formation of the professor, to identify public politics directed toward the inclusion of deficient auditory. From there, we try to answer to a inquietante question: The one that half to appeal so that the professor can have a formation in pounds, having, thus, one second option of language used in classroom? Little still the incentive of the Public Politics of financing in the institutions of education and the formation of professionals in pounds is perceived. That it has great necessity, this is evident, but it has enormous difficulties to face in the practical one due to qualification of professors. Without a doubt, public politics its, signal it welfare of the citizen, and the school is, or would have to be, an extension of the family, where it must have a continuation of the formation of the character of the child in the levels cultural, intellectual, psychological, physical and spiritual.

A knowledge and use in everyday life will help children to develop observation, the ability to analyze and draw conclusions. In work with children can use the signs, the correctness of which can be verified. For example: “Shoo kne kitsch beln kkt yoldyzlar Jans, irtgese kn Salkyn bulyr.” (“When the winter night sky in a lot of stars, wait for the next day cold.”) In Tatar folklore there are many proverbs and sayings that reflect the hospitality of the people: “Who does not like to call the guests – to the joy and do not know!” “Ipi, inos – Jakty yz.” etc. Ancient occupation of the Tatars captured by saying: “In the rain farmer rests, resting in a storm fishing.” Technique familiarize children with folk proverbs and riddles are based primarily on the principle of availability and awareness of the perception of the material, that is, children must first understand their meaning. The originality of proverbs and sayings provides them to the place and use the time. For example, one child hurt another with a careless word.

Caregiver at the time intervening, said: “It is even a joke, think for a minute!” When you read the Tatar folk tale “The Bear and the Fox” Seeking children with two Tartar proverb: “With a good friend and mountain svernesh with bad hlebnesh grief!” “It is better to stick and whip, than with the wrong satellite!” Every time familiarizing children with folk riddles teacher should pay attention to the fact that in the puzzle outlines the main essential characteristics of objects and phenomena that puzzle “folding”, and rather small, about the object or phenomenon told beautifully shaped. Educator should remember that the puzzle should naturally flow into one or another class, where it helps to fully disclose its program content. For successful initiation of the national Folklore to tutor a number of requirements: As much as possible to use elements of folklore; Bring to children the meaning of the above (folklore); Encourage children to use in his speech, familiar sayings, sayings, jokes, riddles. It is in the preschool years laid the foundations of national identity, create a sense of national pride, tolirantnoe attitude towards representatives of other nationalities who are in largely determine the socio-cultural development of the child in the future. By studying and using in their work Tatar folklore child I developed a program for the circle of ‘Tamchylar’ to educate the senior preschool children with folklore. The program provides for the circle of an explanatory note, the distribution of those in the academic year, planning of work on folklore oznakomleniyus in the period from September to May. The plan indicated subject lessons, tasks (educational, developmental and educational), instructional techniques. Learn more at: Kaihan Krippendorff . Presented summaries of lessons and recommended reading. I recommend using predlozhennouyu program in their work with children other educators.