PSYCHOLOGICAL SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (SEN) IN INCLUSIVE EDUCATION: SOCIAL AND EMOTIONAL LEARNING (SEL) PROGRAMS

Abstract

The article examines the issue of psychological support for children with special educational needs (SEN) in the context of inclusive education through the lens of implementing Social and Emotional Learning (SEL) programs. It is emphasized that a modern inclusive school should ensure not only academic achievement but also the comprehensive psychoemotional development of every child. This is particularly relevant for students with SEN, who often face challenges in communication, self-regulation, emotional stability, and social interaction. The paper analyzes the theoretical foundations of SEL, its key components, and its potential impact on a child's emotional well-being. It is noted that SEL programs contribute to the development of empathy, responsible decisionmaking, behavioral regulation, and positive interpersonal relationships – all of which are essential for the successful socialization of children with SEN. Special attention is paid to the role of teachers, teacher assistants, and school psychologists in implementing SEL in inclusive classroom practices, as well as their cooperation with students’ families. The potential of Individual Education Plans (IEPs) for integrating SEL elements according to the needs of a particular child is also examined. The article proposes a combined study that includes a teacher survey and an analysis of case studies on the use of SEL-based activities in an inclusive classroom. This approach makes it possible to identify real practices, determine teachers’ readiness to use SEL, and reveal positive changes in the emotional state and social behavior of children with SEN influenced by these programs. The obtained results can be used to improve the system of psychological support for students with SEN, increase the effectiveness of inclusive education, and develop practical recommendations for educators.