Psychological and pedagogical support of inclusive education: key factors of successful adaptation of children with disabilities

the article is devoted to the analysis of contemporary research in the field of psychological and pedagogical support for inclusive education of children with special health needs (SHN). The study aims to identify key psychological factors influencing the success of inclusive education and to develop recommendations for optimizing psychological and pedagogical support. The objectives include analyzing modern approaches to inclusion, studying the psycho-emotional state of students with SHN and their peers, and evaluating the effectiveness of psychological and pedagogical interventions. The article examines empirical research methods, including surveys, psychological testing, and observation, conducted on a sample of students and teachers. The results indicate that the success of inclusion depends on teachers’ preparedness, students’ psychological readiness, and the availability of adapted educational programs. Particular attention is paid to the role of socio-psychological adaptation and emotional intelligence in creating a favorable educational environment. The practical significance of the study lies in the development of recommendations for educators and psychologists to enhance the effectiveness of inclusive education and foster social integration of children with SHN. The findings can be applied in educational institutions to improve support programs and specialist training.

inclusive education, psychological and pedagogical support, children with special health needs, socio-psychological adaptation, emotional intelligence, educational environment