PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE PROCESS OF INCLUSIVE EDUCATION: THE ROLE OF THE INTERDISCIPLINARY TEAM

Abstract

The article is dedicated to the study of psychological and pedagogical support for children with special educational needs within the framework of inclusive education in contemporary Ukrainian schools. The growing relevance of this issue is explained by the low level of preparedness among teaching staff, limited resources, and insufficient public awareness of the principles of inclusion. The issue is viewed as a significant social task that reflects the process of humanizing education and promotes the integration of students. The focus is on the necessity of an interdisciplinary approach that unites the efforts of various specialists to create a comfortable educational environment. The importance of a new pedagogical mindset, oriented toward the individual needs of students and fostering tolerant interaction among all participants in the process, is substantiated. Key aspects of support organization are analyzed: diagnosing the child’s needs, developing individual development programs, coordinating the work of an interdisciplinary team, and involving families. The principles of effective team collaboration are highlighted: partnership, clear goal-setting, and regular feedback. The article also addresses obstacles to implementing inclusion in Ukraine, such as insufficient staffing and funding, a shortage of specialists, and low public awareness. Practical experiences of schools demonstrate that success depends on methodological support, the professional training of the team, and the distribution of responsibilities. The conclusions emphasize the need for systemic improvement of inclusive education through the development of methodological guidelines, enhancement of specialists’ qualifications, and engagement of local communities. This approach facilitates the socialization of students with special needs and the formation of an inclusive society where every child has the conditions for development and self-realization. A promising direction is the study of the impact of teacher training on the success of inclusion. Evaluating teacher preparation programs, as well as training for professionals working with such children, could help improve the educational process.