STRATEGIES FOR PSYCHOLOGICAL AND EDUCATIONAL SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF ARMED CONFLICT

Abstract

The purpose of this article is to provide a theoretical and analytical justification for strategies of psychological and educational support for children with special educational needs in the context of armed conflict, taking into account the Ukrainian context of full-scale war, prolonged disruption to educational continuity, the destruction of infrastructure, forced displacement, heightened family stress and limited access to remedial, rehabilitation and psychosocial services. The article demonstrates that children with SEN find themselves in a situation of intersecting vulnerabilities, as the impact of war-related trauma is compounded by their increased dependence on a stable routine, accessible communication, a predictable environment, parental support and the coordinated work of educational, medical and social services. The research methodology is based on an analytical review of international and Ukrainian sources, incorporating elements of a scoping review and a realist synthesis. The analysis draws on peer-reviewed scientific publications addressing children’s mental health, special and inclusive education, child psychiatry, public health and humanitarian response, as well as policy guidelines and analytical materials from the IASC, WHO, UNICEF, UNESCO, UNHCR and INEE. This approach made it possible not only to synthesise the available empirical data, but also to reconstruct the mechanisms through which war affects the functioning of children with special educational needs, to identify levels of support, and to outline the conditions for their practical implementation in educational institutions, families and the community. The scientific novelty of this article lies in the formulation of an integrated ecological model for supporting children with special educational needs in the context of armed conflict, in which the key risk factors are identified as not only direct exposure to violence or loss, but also the disruption of the predictability, accessibility and continuity of support. It is proposed that support should be viewed not as an isolated psychological or medical intervention, but as a multi-level system of interrelated actions: ensuring a safe and inclusive educational environment, adapting shelters and distance learning, supporting parents, training teachers, early detection of distress, case management, referral to specialised support, and maintaining remedial and communication services. Conclusions. The results show that effective support for children with special educational needs during wartime must be trauma-informed, inclusive, family-centred and crosssectoral. Access to education in such circumstances is not only the realisation of a child’s rights, but also a key determinant of their mental health, social participation and continued development