TECHNOLOGIES OF VIRTUAL AND AUGMENTED REALITY IN AN INCLUSIVE ENVIRONMENT: PSYCHOSOCIAL CORRECTIVE PRACTICE IN WORKING WITH CHILDREN WITH DISABILITIES

Abstract

The purpose of the article is to comprehensively examine the potential of virtual reality (VR) and augmented reality (AR) technologies in inclusive educational and social environments as effective tools of psychosocial corrective practice in working with children with disabilities. Special attention is given to defining the role of VR/AR in overcoming the limitations of traditional methods of social work, psycho-correction, and rehabilitation, as well as in developing communication, social, and life skills, enhancing motivation, and providing emotional support to children with special educational needs. Methodology. The study is based on an interdisciplinary approach that integrates theoretical analysis of scientific sources in social work, pedagogy, psychology, and medical sciences. Methods of comparative analysis, systematization, and synthesis of current empirical studies on the application of VR/AR in social practice are employed. Practical cases of using VR/AR in international experience of social and educational integration of children with disabilities are also considered. Scientific novelty. For the first time, the feasibility of applying VR/AR technologies in the context of psychosocial corrective practice in inclusive environments is systematically substantiated. It is shown that VR/AR create a safe and controlled space where real-life situations can be simulated, ensuring active engagement of children in learning and socialization processes. The interdisciplinary nature of VR/AR technologies is emphasized, combining pedagogical, psychological, and social instruments and forming new opportunities for personal development. Conclusions. It is concluded that VR/AR technologies cannot fully replace traditional methods of social work and rehabilitation; however, they significantly expand the toolkit of inclusive practice. The use of immersive technologies contributes to enhancing motivation, developing adaptive and socialization skills of children with special educational needs, and strengthening their psychological resilience. Prospects for further research are identified, particularly the development of efficiency criteria for VR/AR interventions and the study of their impact on different target groups.