Journal of Intellectual Disability - Diagnosis and Treatment, 2023, 11, 87-96 87 E-ISSN: 2292-2598/23 © 2023 Lifescience Global Psychological Analysis of Manifestations of Nonverbal Intelligence of Senior Pre-Schoolers in the Context of Inclusive Education Khrystyna Kolbasova 1 , Iryna Omelchenko 2 , Vadym Кobylchenko 3 , Olena Huliaieva 4 and Olha Vovchenko 5,* 1 Department of Education of Children with Hearing Impairments, Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine 2 Department of Psychological and Pedagogical Support for Children with Special Needs, Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine 3 Department of Education of Visually Impaired Children, Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine 4 Department of Applied Psychology, Faculty of Psychology, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine 5 Department of Education of Children with Н earing Іmpairments, Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine Abstract: Inclusive preschool education ensures the full development of pre-schoolers with disabilities and promotes their social adaptation. The use of visual material is one of the effective means of stimulating cognitive activity in the process of preschool inclusion. The success of its perception and assimilation depends on the level of non-verbal intelligence. Aim: The research aims to analyze the manifestations of non-verbal intelligence in healthy senior pre-schoolers and children with disabilities. Methods: The research involved theoretical methods of systematization and generalization of academic information, as well as empirical methods of psychological diagnostics. Statistical indicators were determined through descriptive statistics and a one-factor analysis of variance. Results: The study's results showed a high level of nonverbal intelligence and creative abilities in healthy senior pre- schoolers and pre-schoolers with disabilities. The analysis didn’t reveal any statistically significant differences (р≥0.05) between the indicators of non-verbal intelligence of the studied healthy senior pre-schoolers and pre-schoolers with disabilities. Conclusions: children with disabilities have medium-high indicators of the development of non-verbal intelligence and creative abilities, which do not statistically differ from the indicators of their healthy peers. Prospects: The obtained results can contribute to developing adaptation schemes for children with disabilities in the context of inclusive education. The obtained data provide the background for expanding the teaching materials for developing non-verbal intelligence in inclusive groups. Keywords: Inclusion, visual thinking, creative abilities, educational environment, intelligence. 1. INTRODUCTION The importance of inclusive education is proven by international organizations (European Agency, United Nations) and regulatory documents (Convention on the Rights of Persons with Disabilities (CRPD), World Declaration on Education for All, Sustainable Development Goal, The Salamanca Statement and Framework for Action on Special Needs Education). In particular, the Convention on the Rights of Persons *Address correspondence to this author at the Department of Education of Children with Н earing Іmpairments, Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Pedagogical Sciences of Ukraine, 9 M. Berlinskyi str., Kyiv, 04060, Ukraine; Tel: +380505269771; E-mail: olha4wow@gmail.com with Disabilities aims to change the attitude toward people with disabilities radically. This approach differentiates the consideration of people with disabilities as "objects of treatment and protection" to consideration of them as "subjects of rights and freedoms", full members of society. In September 2015, the Sustainable Development Goals for 2016- 2030 were approved at the 70 th session of the UN General Assembly. The 4 th Sustainable Development Goal provides “inclusive, equitable, quality education for all citizens” [1]. The Salamanca Statement and Framework for Action on Special Needs Education (1994) first identified the benefits of inclusive education for all participants in the educational process. The “School for All” concept was proclaimed as an