PSYCHOLOGICAL AND PEDAGOGICAL CHALLENGES OF INCLUSIVE EDUCATION IN THE MODERN REALITIES OF UKRAINE

Abstract

The purpose of the article is to study the main psychological and pedagogical challenges that arise in the process of implementing inclusive education in modern conditions of Ukraine and to determine their impact on the quality of the educational process, outline ways to overcome difficulties taking into account the needs of children with special educational needs, teachers and parents. The research methodology is based on the integration of systemic, competency-based and personally oriented approaches that provide a holistic understanding of inclusive education as a multifaceted educational phenomenon. A set of theoretical methods (analysis and synthesis of scientific literature, comparison and generalization of domestic and foreign experience) was used, which made it possible to identify key trends, contradictions and prospects for the development of inclusive education. The use of statistical data allowed us to identify the dynamics of the formation of an inclusive educational environment in the conditions of modern socio- political realities of Ukraine. The scientific novelty lies in clarifying the content of the psychological and pedagogical challenges of inclusive education in the conditions of martial law and social transformations in Ukraine, as well as in the systematization of Ukrainian and foreign experience through the prism of an integrated approach to providing support for pupils (students) with special educational needs. Conclusions. Overcoming the psychological and pedagogical challenges of inclusive education in modern realities requires the modernization of the educational space, the introduction of innovative approaches and the creation of an effective system of psychological support. Solving these problems is possible only with interdisciplinary cooperation and consolidated support of the state, communities and the scientific and pedagogical community.