FAMILY AND INCLUSION: PSYCHOLOGICAL FOUNDATIONS FOR THE HARMONIOUS DEVELOPMENT OF CHILDREN WITH SPECIAL NEEDS

Abstract

The article considers the training of psychologists to work in inclusive education, the importance of which is growing in the modern pedagogical system of Ukraine. The author emphasizes the humanistic nature of the profession of a psychologist, which contributes to the development of social and spiritual values, as well as empathetic perception in the process of providing psychological support. The regulatory framework is analyzed, in particular the Concept of the “New Ukrainian School”, which ensures the development of an inclusive environment. A review of scientific works by domestic (O. Krasnov, A. Kolupaeva) and foreign researchers (J. L. Grinberg, R. M. Herrman) highlights various aspects of psychological support for children with special needs, but the problem of training psychologists to work in inclusive classes remains insufficiently studied. The need to develop theoretical knowledge and practical skills among psychologists for effective support for children with special needs in inclusive conditions, as well as work with families, is noted. Psychological support of the family is a key element in the socialization of the child, as it helps reduce stress and create an emotionally stable environment at home. It is also important to adapt teaching methods to the individual characteristics of students, contributing to the development of their social and emotional skills.The article focuses on the importance of emotional sensitivity and empathy for psychologists, as these qualities help children adapt in an inclusive environment. A special role belongs to the activities of the Center for Psychosocial and Inclusive Resource Assistance of the Izmail State Humanitarian University, which supports inclusive practices and families of children with special educational needs. The article emphasizes the need to integrate psychological and pedagogical knowledge to ensure the successful socialization of children in inclusive classes.