PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF CHILDREN WITH SEN IN AN INCLUSIVE ENVIRONMENT: MODERN APPROACHES

Abstract

Purpose: is to analyze modern approaches to the psychological and pedagogical support of children with special educational needs (SEN) in an inclusive educational environment. The study is aimed at identifying the key factors that ensure the effectiveness of a child's integration into the socio-cultural space of an educational institution and contribute to their harmonious development. Methodology: a complex of scientific methods was used in the work: theoretical analysis of psychological, pedagogical, and methodological literature to clarify the current state of the problem; a systematic approach to determine the structural components of support; modeling to develop a generalized scheme of interaction between specialists; and analysis of the domestic experience of reforming inclusive education in Ukraine. Scientific Novelty: key approaches to supporting children with SEN (humanistic, activity-based, individualized), based on the principles of partnership interaction, have been generalized and systematized. The role of the psychological and pedagogical support team is defined not merely as a monitoring body, but as a dynamic support system focused on achieving student autonomy. An original generalized model of support is proposed, which integrates diagnostic, prognostic, correctional-developmental, and monitoring stages. It is proved that the effectiveness of inclusion directly depends on the interdisciplinary coordination of actions between teachers, assistants, psychologists, and parents, which allows for taking into account the specific characteristics of the child's emotional and volitional sphere. Conclusions: it has been established that psychological and pedagogical support is the foundation of successful inclusion, ensuring not only academic success but also the social adaptation and emotional well-being of the child. It is proven that the implementation of an Individual Development Plan (IDP) should be based on systematic monitoring of achievements and flexible adjustment of educational trajectories. The results of the study confirm that the creation of a barrier-free educational environment is possible only through the formation of inclusive competence in all participants of the educational process and a transition to a team-based strategy. The practical significance of the work lies in the possibility of using the proposed model to increase the efficiency of inclusive classrooms in general secondary education institutions.