THE POTENTIAL OF DOLL THERAPY IN SUPPORTING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE EDUCATION

Abstract

The article reveals the peculiarities of using puppet therapy in working with children with special educational needs of primary school age during educational and cognitive activities. The purpose of the article is to summarize the essence and specifics of puppet therapy, to determine its potential in the development and support of children with special educational needs in inclusive education, taking into account social determinants in today’s conditions. Methods. To achieve this goal, a set of methods was used: analysis of scientific literature, synthesis, systematization, comparison, generalization of theoretical material and practical activities, and surveys. The scientific novelty lies in the fact that, using the method of analysis of scientific literature and the results of the survey, an analysis was carried out and the potential of doll therapy in working with and supporting children with special educational needs was revealed. In particular, a fivestep algorithm covering partnership interaction and the gradual integration of puppets into activities was considered, the topics of the New Ukrainian School classes were outlined in accordance with educational fields, and the therapeutic aspect was determined. The modeling of key psychotraumatic or difficult-to-understand situations related to separation anxiety, war trauma, safety, family and traumatic experiences is highlighted. Specific techniques of puppet therapy are outlined. Conclusions. General conclusions have been made that doll therapy is defined as a comprehensive psychocorrectional method based on the mechanism of projective identification of a child with a doll, in which the doll acts as a safe object-mediator, through which an indirect influence on the child’s personality occurs, in particular through such key techniques as projective communication and logotherapeutic exercises. According to the results of the survey, doll therapy is a highly effective technology for harmonizing the image of the self and social adaptation in an inclusive educational environment, but it requires highly qualified training of teaching staff and consideration of the individual abilities and needs of children with special educational needs. The prospects for further research in the practical direction of revealing the features of plot and symbolic technologies and tracing the psychological impact on children with special educational needs are substantiated.