FEATURES OF PSYCHOLOGICAL AND PEDAGOGICAL TECHNOLOGIES FOR ACCOMPANYING CHILDREN WITH SEN DURING WAR: CHALLENGES AND OPPORTUNITIES

Abstract

The article is aimed at studying psychological and pedagogical technologies for supporting children with special educational needs (SEN) in conditions of martial law. The aim of the work is to identify the main difficulties that teachers, psychologists and parents face when supporting such children, to analyze modern adaptive technologies to ensure their learning and psychological well-being, and to develop recommendations for optimizing this process.The study used an analysis of scientific literature, regulatory and legal framework, as well as empirical methods, in particular observations. The practical experience of Ukrainian and foreign teachers, psychologists and volunteers working with children with SEN in conditions of war was analyzed. Particular attention is paid to the use of innovative techniques, such as art therapy, interactive games, sensory exercises and distance learning technologies.The study revealed that the key difficulties are emotional burnout of teachers and psychologists, the lack of adapted educational materials and restrictions on access to resources in the conflict zone. The recommendations developed include the use of individualized support methods, the creation of a safe educational environment, and the use of digital technologies. The effectiveness of the implementation of respiratory and art therapy techniques for stabilizing the emotional state of children has been shown. Strategies for cooperation with families have also been developed that allow parents to be involved in the educational process and psychological support for the child. As a result of the work, it was determined that the implementation of modern psychological and pedagogical technologies adapted to the conditions of martial law can significantly improve the quality of support for children with OOP. It is important to expand access to interactive resources and educational materials that take into account the individual needs of children. Further research should be aimed at improving distance learning and rehabilitation methods, as well as developing a system of long-term support for teachers and families working with children in crisis situations.