The article examines pedagogical difficulties in adaptation of children with special educational needs to preschool organizations. The relevance of the study is determined by the increasing number of children in this category in kindergartens and existing contradictions between the needs of inclusive practice and the readiness of preschool organizations to meet them. The aim of the study is to identify and analyze pedagogical difficulties in adaptation of children with special educational needs to preschool organization conditions for subsequent development of scientifically grounded recommendations for optimizing this process. The empirical study was conducted using qualitative methodology at three preschool organizations in Taraz city of Zhambyl region involving 6 educators and 15 parents of children from the target group. Data collection was carried out through semi-structured interviewing followed by analysis of the obtained material. The research results demonstrate the multifaceted nature of adaptation difficulties manifested at emotional, behavioral, social and routine levels of children's functioning. Insufficient special competencies among educators, unfavorable organizational conditions and deficit of methodological support were identified. The presence of communication barriers between participants in the educational process was established, caused by differences in perception and interpretation of adaptation phenomena. The scientific significance of the work lies in expanding theoretical understanding of the specifics of the adaptation process of children with special educational needs in preschool organizations. The practical value of the study is determined by the possibility of using the obtained results to optimize inclusive educational practice, improve the system of professional training of educators and develop effective mechanisms of interaction between preschool organizations and families of pupils.