UDC 376.1
DOI: https://doi.org/10.59694/ped_sciences.2026.19.020
THEORETICAL PRINCIPLES OF ORGANIZING EDUCATIONAL WORK WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONDITIONS OF INCLUSIVE EDUCATION
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ZOROCHKINA Tetiana Sergiivna
Head of the Department, Doctor of Pedagogical Sciences,
Professor of the Department of Primary Education,
Cherkasy National University named after Bohdan
Khmelnytskyi.
ORCID iD: http://orcid.org/0000-0002-6321-0852
YATSYNA Svitlana Mykolayivna
PhD in
Pedagogy, Cherkasy Bohdan Khmelnytsky National
University, Bohdan Khmelnytskyi Cherkasy National
University.
ORCID іD https://orcid.org/0000-0002-6319-3829
LITVIN Inna Mykolaivna
Candidate of
Pedagogical Sciences, Senior teacher Department of
Primary Education, Bohdan Khmelnytsky National
University of Cherkasy.
ORCID iD: http://orcid.org/0000-0002-8946-1449
Abstract:
The article reveals the theoretical principles of organizing educational work with children with special educational needs in the conditions of inclusive education. The key psychological and pedagogical provisions of organizing educational activities are identified, which include taking into account the individual characteristics of children’s development, creating a safe emotional environment, forming tolerance in the student team, developing social interaction and communication skills, supporting positive motivation to participate in joint activities.
Attention is focused on the need to form an inclusive culture of an educational institution as a system-forming factor of effective educational work. The importance of partnership interaction between teachers, psychological and pedagogical support specialists and parents in ensuring the harmonious development, socialization and integration of children with special educational needs is emphasized.
The organization of educational work with children with special educational needs in inclusive education is a complex, multifaceted process based on the principles of humanism, childcenteredness, equality of opportunities and respect for the individual characteristics of the development of each child. The effectiveness of such work is ensured by creating a safe, supportive educational environment, establishing partnership interaction between teachers, parents and psychological and pedagogical support specialists, as well as by introducing individualized forms and methods of educational influence.
Educational activities in an inclusive environment are aimed not only at the socialization of a child with special educational needs, but also at the formation of tolerance, empathy and a culture of interaction in the entire student body. A comprehensive approach to the organization of educational work contributes to the development of life skills, independence, positive self-esteem and integration of children with special educational needs into society. Thus, an inclusive educational system is an important factor in ensuring equal access to quality education and harmonious development of the individual.
Keywords: inclusive education, children with special educational needs, educational work, inclusive culture, socialization, individualization, psychological and pedagogical support.
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