EMPIRICAL STUDY OF THE FEATURES OF PSYCHOLOGICAL SUPPORT OF THE PROCESS OF ADAPTATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN AN EDUCATIONAL INSTITUTION

Abstract

The article highlights the theoretical aspects of the process of adaptation of children with special educational needs (SEN) in an educational institution. The key approaches to understanding the phenomena of adaptation and inclusion are analyzed, the specific difficulties that children with SEN face when entering a general education institution are identified. Particular attention is paid to the role of psychological support as an important component of inclusive education. The results of an empirical study aimed at studying the effectiveness of psychological support for children with SEN during their adaptation are presented. This article is aimed at theoretical coverage and practical substantiation of the features of psychological support for the process of entry and adaptation of children with special educational needs to conditions in an inclusive environment. The main directions, forms and methods of work of a practical psychologist to promote successful sociopsychological adaptation of students, within the framework of the implementation of the «Step to Success» program, are considered. The program was aimed at correction and developmental and included interactive classes, art therapy, breathing exercises, trainings for teachers and work with parents. The study was carried out with young children, who were divided into experimental and control groups, taking into account age and individual psychological characteristics. The participants of the experimental group participated in a specially designed program of psychological support. After completing the program, the experimental group experienced significant positive changes in the emotional state, level of communicative activity and general adaptation to the learning environment. In the control group, which studied without additional intervention, no significant changes were recorded. It is concluded that it is necessary to integrate psychological support into the general system of inclusive education in order to ensure the full development, social and well-being of children with SEN. Prospects for further research on the development of adaptive programs for different nosological groups have been identified.