EXCEPTIONAL CHILD: TEACHING AND UPBRINGING

ANALYSIS OF VARIOUS ASPECTS OF ADAPTATION OF PARTICIPANTS OF THE EDUCATIONAL PROCESS DURING THE ORGANIZATION OF INCLUSIVE TEACHING

2025-10-30T09:29:14+02:00

The issue of adaptation of representatives of all levels of the educational process (students, teachers and parents) to the conditions of inclusive education in an educational institution is considered from the perspective of the concept of adaptation as a natural process of reaction to changing environmental conditions. The purpose of the article is to focus attention on the fact that changes, both in work and in the personal world, associated with the implementation of inclusive education in an institution are experienced by all participants in the educational process and to present effective strategies that will help to successfully pass the adaptation period. Research methods: analysis of psychological and pedagogical literature on the research problem; analysis of regulatory and legal documents; clarification of the essence of the concept of "adaptation"; method of studying and generalizing practical experience of the work of inclusive resource centers; analysis of documents (IRC conclusions on a comprehensive psychological and pedagogical assessment of personal development, individual development programs for students with special educational needs, minutes of meetings of support teams in educational institutions). Strategies that will help the teacher adapt: deepen knowledge about ethical practice and confidentiality; learn to deconstruct educational history to understand current situations and contexts; scaffolding – creating conditions for increasing the success of each student; applying personally oriented teaching methods taking into account the individual characteristics of children with special educational needs, etc. It is noted that successful adaptation provides all participants in the educational process with adaptation to the conditions of inclusive learning, as a result of which the goals, norms of the group, social and professional roles and other characteristics of the environment are accepted. It is a positive start that will inspire the school community to successfully master the next stages of learning.

MODERN STRATEGIES FOR OVERCOMING DIFFICULTIES IN THE EDUCATIONAL ACTIVITIES FOR CHILDREN WITH SPEECH, LANGUAGE AND COMMUNICATION NEEDS

2025-10-30T09:29:11+02:00

The article is devoted to the issue of developing strategies for overcoming difficulties that arise in the process of educational activities of children with speech, language and communication needs. Based on an analysis of the results of psychological, psycholinguistic and sociolinguistic research, the institutional social context of the educational institution is examined, which made it possible to determine the dominant role of the definition of ‘language norm’, which serves as a guide for the organisation of the linguistic environment, the learning process, the assessment of students' knowledge, and the inability to comply with which manifests itself in various difficulties in mastering not only linguistic knowledge, but also knowledge that ensures the assimilation of the content of various educational fields by children with speech impairments. An analysis of foreign and domestic experience in speech therapy discourse has been carried out to identify the characteristics of speech development imperfections that cause these difficulties. A special procedure for qualifying the latter through the prism of educational criteria is presented with the aim of organising a linguistically comfortable environment for this category of children in educational institutions. The developed criteria for identifying the degrees of manifestation of difficulties based on a five-level measurement scale and the concept of a ‘barrier’ as a significant factor in the transformation of ‘developmental characteristics’ into ‘need for support’ are presented. This concept is proposed in the context of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY), which is used and proposed as a conceptual terminological basis for the use of the concept of ‘speech, language and communication needs.’ A general typology of these difficulties is substantiated, its hierarchical structure and the specifics of the manifestation of different types in the educational activities of children with speech language and communication needs, which gives specialists of the Inclusive Resource Centre (IRC) the basis to determine the level of support for a child according to the highest degree of manifestation of difficulties, as well as to correctly choose a strategy of pedagogical influence in the process of modelling the educational space. An algorithm for creating modern strategies for overcoming difficulties in the educational activities of this category of children is presented from the perspective of a psycholinguistic-synergetic approach, which takes into account the neuropsycholinguistic mechanisms of speech function deficits, that form the basis for the selection of appropriate teaching and methodological tools.

SPECIAL EQUIPMENT FOR TEACHING CHILDREN WITH HEARING IMPAIRMENTS

2025-10-30T09:29:09+02:00

Equipment for teaching and correctional and developmental work is an important component of the educational process. The purpose of the article: to present proposals for updating the list of assistive devices/equipment for teaching persons with hearing impairments in educational institutions. The main methods are: theoretical analysis of literary sources; analysis of regulatory documents, materials from the official websites of the Ministry of Education and Science of Ukraine, the Ministry of Health of Ukraine, hearing rehabilitation centers, manufacturers of assistive technology; generalization of practical experience in teaching and correctional and developmental work with children with hearing impairments. Analysis of the «Standard List of ьбAssistive Devices for Teaching (Special Means of Correction of Psychophysical Development) of Persons with Special Educational Needs Studying in Educational Institutions» (2018) showed that the document needs to be updated. We consider the following aspects to be important: equipment to ensure barrier-free access (informational light indication; fire alarm, «Air alarm» signal with light indication, etc.; protection from extraneous noise, high-quality lighting; technical capability for video communication with sign-speaking parents of students); outdated equipment and device names of specific manufacturers are inappropriate, therefore it is proposed to indicate the type of equipment and its functional features; the list of equipment is structured according to the main areas of correctional and developmental work and social and communicative development of children.

DEVELOPMENT OF TEACHERS' PSYCHOLOGICAL AND PROFESSIONAL READINESS FOR TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2025-10-30T09:29:10+02:00

The article analyzes the features of the development of psychological and professional readiness of teachers to teach children with special educational needs. The purpose of the article is to analyze the content and methodology of forming psychological and professional readiness of teachers to teach children with special educational needs. Research methods: study and analysis of pedagogical, psychological, scientific and research literature on the topic; generalization of pedagogical experience; analysis of legislative and regulatory documents relating to inclusive education and education in general; questionnaire, pedagogical experiment. The study showed that the relevance of this issue is extremely high in view of modern educational reforms that seek to ensure equal opportunities for all students to receive quality education, including those with special educational needs. The previous day, a ascertaining stage of the experiment was conducted, which determined which components it is necessary to improve the psychological and professional training of teachers in order to ensure high quality inclusive education. Therefore, the formative stage of the experiment consisted of two main tasks: developing a methodology for forming knowledge, skills, and abilities of psychological and professional readiness of teachers for teaching children with special educational needs and testing the methodology in order to consolidate and improve the psychological and professional readiness of teachers for teaching children with special educational needs. The overall results of the study showed that a high level prevails in both groups: Boryspil IRC (83%), Bileykiv Lyceum (94%). The results of the “Emotional Response Scale” confirmed the improvement of emotional stability and readiness of teachers to work in an inclusive environment. Conclusions. Effective implementation of inclusive education requires not only modernization of infrastructure and curricula, but also proper psychological and professional training of teachers. Therefore, it is important to introduce various methodologies to improve the professional and psychological readiness of teachers for teaching children with special educational needs.

A COMPREHENSIVE APPROACH TO SENSORY INTEGRATION IN EARLY INTERVENTION PROGRAMMES FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

2025-10-30T09:29:08+02:00

The article analyses the importance of sensory integration as an important component of early intervention programmes for children with autism spectrum disorders. The aim of the study is to investigate the effectiveness of a comprehensive approach to sensory integration, taking into account the individual sensory profiles of children, which contributes to improving adaptation, social interaction and learning outcomes.

The research methodology is based on a qualitative analysis of scientific sources, empirical observations, analysis of cases from early intervention practice, and evaluation of the results of implementing sensory strategies in working with autism spectrum disorders. The research procedure included studying the components of a comprehensive approach to sensory integration in early intervention programmes for children with autism.

The results showed that the implementation of personalised sensory programmes has a positive effect on children's emotional state, anxiety levels, ability to concentrate and communicate. One of the important conclusions is that successful sensory integration significantly increases the effectiveness of other components of the early intervention programme and promotes the development of autonomy and socialisation in children with autism spectrum disorders.

Based on the analysis, it was concluded that a comprehensive approach to sensory integration should become an integral part of the individual development path of children who need early support. Such an approach not only takes into account the peculiarities of neuropsychological development, but also creates the conditions for improving the quality of life of the child and their family, reducing the risk of further social isolation. The implementation of systematic sensory strategies in early intervention practice requires the training of specialists and interdisciplinary cooperation within the child's support team.

SIGN LANGUAGE POLICY IN THE EXPERIENCE OF CIVILIZATION PROGRESS

2025-10-30T09:29:07+02:00

The study of the language policy of sign language users is due to the development of certain aspects at the state (legislative, legal, educational, socio-cultural) levels, the search by scientists and practitioners for more effective approaches to academic development, education using the national sign language (NSL) of such education seekers. On the one hand, these approaches should meet the needs and capabilities of NSL users and be consistent with society's demand for the training of a competent, educated deaf individual who identifies with the deaf community, is a member, and becomes competitive in independent life. The goal is to reveal and identify trends in the development of sign language policy in the European Union. Methods: theoretical (analysis of scientific sources on the problem of multiculturalism (Strauss & Corbin, 1990; J. Fishman, 2012, etc.) taking into account changes in a globalized society; qualitative method for understanding the experience of parliamentarians regarding sign language users in the countries of the European Union, information collection, study of sources, observation, analysis of documents, systematization, generalization, deeper understanding of experience, prospects for future member states of the European Union (Creswell, 2013), analysis, comparison, generalization, conclusion. Results and conclusions. The trend features of the development of the pan-European educational space regarding the development of language education (unevenness and contradictions) at the beginning of the 21st century are oriented towards the harmonization of inclusive standards when developing conceptual principles for the education of the Deaf and hard of hearing. The categories of “language planning of sign language”, “sign language policy”, “language support of sign languages”, “sign language education” have not been used as methodological principles to this day, although it is worth noting that isolated attempts have been made in individual countries.

There is a peculiar lack of information on sign language policies that concern sign language, both as a language of instruction and as a subject of study. It is clear that language planning activities (sign language acquisition, sign language status, corpus planning, coordination of legislative initiatives, etc.) are carried out in many countries, but, as a rule, remain unexplored. It is obvious that this is a relevant issue that needs to be addressed in the context of sign language policy for teaching, learning, communication and assessment of national sign language, language support taking into account the European context, especially since Ukrainian Society of the Deaf became a full member of European Union of the Deaf on May 28, 2022.

GENDER DIFFERENCES IN THE IDENTIFICATION OF DYSLEXIA IN SCHOOL-AGED CHILDREN

2025-10-30T09:29:06+02:00

The article presents a review of scientific publications examining gender-specific manifestations of dyslexia and their impact on diagnostic and pedagogical practice. The relevance of the study is determined by the need to improve the effectiveness of identifying dyslexia in girls of primary and middle school age, who often remain unnoticed by specialists due to the particular course of the disorder. The review summarizes research findings that highlight morphological, cognitive, and behavioral differences between boys and girls with dyslexia, and outlines a number of factors that hinder the timely identification of girls with specific reading and writing disorders. These include: the predominance of boys in research samples; the focus of diagnostic tools on clearly expressed rather than variable or compensated forms of the disorder; sociocultural expectations regarding girls’ behavior in school settings; and a lack of attention to difficulties not accompanied by overt behavioral or speech problems. The article emphasizes the pedagogical consequences of such diagnostic bias: girls with dyslexia are less likely to receive timely support and are not always included in the category of children with special educational needs, despite having evident difficulties in reading and writing. The paper outlines directions for further research related to the development of diagnostic tools sensitive to gender-specific features and the creation of support systems adapted to the needs of girls with dyslexia in inclusive educational settings.

ORIGINS AND DEVELOPMENT OF SPEECH THERAPY SUPPORT: FROM ANTIQUITY TO THE BEGINNING OF INSTITUTIONALIZATION IN UKRAINE (UP TO THE 1960S)

2025-10-30T09:29:05+02:00

The article is devoted to the historical and scientific analysis of the origins and development of speech therapy support for individuals with special educational needs. The author examines the evolution of ideas about speech and its disorders in ancient, medieval, and European traditions, with particular attention paid to the contributions of prominent thinkers of those times — Hippocrates, Claudius Galen, Plutarch, Demosthenes, J. A. Comenius, J.-J. Rousseau, and Pestalozzi. Special focus is placed on the early stages of the development of speech therapy education in Ukraine, which emerged through the research and activities of I. Sikorsky, A. Goldman, R. Krajewsky, and other scholars, as well as through the establishment of special educational institutions. The article aims to analyze the philosophical, medical, psychological, pedagogical, and other prerequisites for forming speech therapy as a scientific field and to clarify the initial stages of its institutionalization in Ukraine up to the mid-20th century. To achieve this aim, the following research methods were employed: historical-analytical, comparative, biographical, and contextual, which made it possible to reconstruct the chronology of the origins and development of speech therapy support for individuals with special educational needs — from ancient times to the early 1960s — and to highlight the contribution of key figures to the formation of the scientific foundations of speech therapy. Results. The study substantiates the interdisciplinary nature of speech therapy, identifies key ideas that laid the groundwork for this field of knowledge, and reveals the trends and conditions of its institutionalization in Ukraine. The influence of European intellectual traditions on the Ukrainian speech therapy tradition is also emphasized. The study's conclusions highlight the need to examine and preserve the historical and scientific heritage to develop speech therapy education further, improve professional training, and rethink the national experience in the context of current transformations.

PEDAGOGICAL COMPONENTS OF IMPLEMENTING THE PRINCIPLE OF CONSCIOUSNESS IN EDUCATION

2025-10-30T09:29:04+02:00

The article is devoted to the problem of implementing the principle of consciousness in the education of the younger generation. In particular, the article considers theoretical and methodological approaches to determining the pedagogical components of ensuring the implementation of the principle of consciousness. It is noted that the outlined problem is of great importance for children with mental disorders, as it requires a special approach and ways of implementation, which in turn requires the modern education system to create favorable psychological and pedagogical conditions. Regarding children with special educational needs, in particular children with mental disorders, the priority remains the task of enhancing the effectiveness of their socialization through pedagogical means of implementing the principle of consciousness in education (or consciousness of learning and upbringing, consciousness and activity). The problem of conscious activity of a person is considered one of the most important, but still insufficiently researched in general and special psychological and pedagogical science. It is noted that ensuring the implementation of the principle of consciousness in the education of the younger generation will contribute to their social development and adaptation to life in society. It is the implementation of the didactic principle of consciousness that will help prevent the emergence of formalism of knowledge in them, strengthen their assimilation and practical implementation. Thanks to the observance of the system of pedagogical conditions for the implementation of the principle of consciousness, schoolchildren have the opportunity to become more independent in meeting their own needs and performing both educational and everyday tasks without outside support, relying on their own individual capabilities and development prospects. Solving the problem in this context will also provide an understanding of the importance of the individual characteristics of schoolchildren of the outlined category in organizing the educational process and will contribute to their successful learning, social adaptation, and personal development in general.

Pedagogical strategies and methods aimed at developing awareness in teaching and ensuring the implementation of the principle of consciousness in education are highlighted, the content and ways of implementing the outlined principle in the pedagogical process are revealed, and the essence of the phenomena that underlie it are determined.

SOCIO-PSYCHOLOGICAL AND EDUCATIONAL NEEDS OF PARENTS OF CHILDREN WITH HEARING IMPAIRMENTS IN WARTIME

2025-10-30T09:29:03+02:00

The article analyses modern approaches to supporting families, including families raising children with hearing impairments in crisis situations, in particular under martial law in Ukraine. The key components of effective support have been identified, including: emotional stabilization, access to information and services, cooperation with specialists, as well as the creation of conditions for the continuous development of the child regardless of external circumstances. Based on the analysis of parental requests expressed in social networks, three main categories of needs are distinguished: psychological, educational and social. The article is aimed at analysing the main socio-psychological and educational needs of parents of children with hearing impairments under martial law in Ukraine, as well as identifying key areas of their support, taking into account modern challenges and needs in the field of rehabilitation, adaptation and social integration. The article offers a number of practical recommendations, in particular, the development of a state program of online support for parents, creation of an integrated information platform, preparation of teachers for effective work in the online environment, including the development, adaptation, modification of curricula, teaching methods and the creation of platforms for feedback communication; formation of interdisciplinary support teams and provision of psychoeducational support for parents aimed at the development of emotional self-regulation, constructive interaction with the child and the formation of a positive parental identity in the new conditions.

A COMPREHENSIVE ANALYTICAL MODEL FOR INTERNATIONAL COMPARATIVE STUDIES OF EDUCATION

2025-10-30T09:29:02+02:00

The aim of the article is to present an original analytical model that integrates the advantages of structuralist, critical, and technocratic approaches to comparative research, while overcoming their methodological limitations.

Method. Theoretical analysis and synthesis, iterative theoretical modeling.

Results. The article presents an original comprehensive analytical model for international comparative analysis of educational systems, with a focus on the study of education for persons with special educational needs (SEN). The model is based on a synthesis of structuralist, critical, and technocratic approaches, designed to address their methodological limitations. It comprises three interrelated analytical blocks – contextual, ecosystemic, and outcome-oriented – each encompassing a set of categories that enable the study of external conditions of the educational system’s functioning, its internal organization, policies, stakeholder networks, resources, as well as social and economic outcomes. A distinctive feature of the model is its flexibility: it does not rely on rigidly fixed indicators but rather provides researchers with the opportunity to independently select criteria and analytical tools depending on the context. Its methodological advantage lies in the possibility of adapting the set of categories and methods to the specifics of research objects while maintaining the logical integrity of the analytical framework. This approach helps to avoid reductionism and fosters a deeper, context-sensitive study of educational systems.

Conclusions. The developed model can serve as a tool for academic analysis as well as a practical instrument for assessing the effectiveness of educational systems, identifying best practices, determining pathways for improvement and development, designing educational policy, and formulating evidence-based, context-sensitive recommendations in the field of SEN education, particularly in countries undergoing reforms or adapting to international standards.

INVESTIGATION OF THE CHARACTERISTICS OF PSYCHOTRAUMA IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2025-10-30T09:29:01+02:00

The author attempts to investigate the characteristics of psych trauma in children with special educational needs (SEN) in comparison with children with typical development, using the method of clinical interview with elements of observation. The purpose of the study is to identify the specific manifestations of psych trauma in children with SEN and to determine the factors influencing their level of psychological resilience. The study employed a combination of theoretical and empirical methods. Theoretical methods included the analysis and systematization of scientific literature on psych trauma and the psycho-physical development of children with SEN. The empirical part was based on observing children’s behavior in educational and social environments, conducting interviews with parents and educators, and applying the clinical interview method with observational elements aimed at assessing emotional state, anxiety levels, behavioral reactions, and social adaptation.

The study demonstrated that children with SEN are characterized by a lower baseline level of psychological resilience to traumatic events, influenced both by crisis situations, including war, and by the specific features of their intellectual and personal development. It was found that this group of children exhibits heightened dependence on external conditions alongside underdeveloped internal regulatory mechanisms, which manifests in difficulties independently coping with emotional stress, high sensitivity to environmental changes, and a pronounced need for structured adult support. The study further shows that, when provided with a safe environment and individualized assistance, children with SEN can demonstrate positive progress in developing adaptive strategies and gradually increasing their resilience.

In comparison, children with typical development display a higher level of spontaneous resilience to psych trauma, evidenced by their ability to constructively overcome frustration, restore trust in their environment, maintain emotional balance, and exhibit flexible behavioral responses. Their cognitive functions recover more rapidly, and social activity is maintained even under moderate or sufficient levels of traumatic impact.

The findings of the study highlight the need to develop specially adapted psychodiagnostics tools and individualized psych correction programs for children with SEN. Future research should focus on identifying and implementing effective psychological support strategies that promote resilience and the development of adaptive coping mechanisms in children with special educational needs.

COMPLEX METHODS OF COGNITIVE FUNCTION CORRECTION IN VISUALLY IMPAIRED CHILDREN WITH CEREBRAL PALSY

2025-10-30T09:29:00+02:00

The article analyzes the complex developmental defects of children with cerebral palsy, which are manifested in impaired motor function, impaired eye and auditory analyzer function, cognitive development of the child, his emotional and volitional sphere, and higher mental functions. Special attention was paid to the development of grapho-motor skills, memory, attention, gnosis, praxis, thinking, and the formation of mathematical representations. A cognitive survey of visually impaired children with cerebral palsy was conducted by combining several techniques. Tests were used for the readiness of children for school, boards of Séguin forms, pyramids, nesting dolls, voluminous boxes, cards with different textures and voluminous figures and buttons, wooden puzzles – pictures, voluminous puzzles - squares. The study took into account the features of the emotional-volitional sphere of the child, an adapted Semago test was used to evaluate the memory of the child. The article analyzes the results of the study at the beginning of work with visually impaired children with cerebral palsy, which showed that 70% of children have a very low level of cognitive development, low or no graphomotor skills, there were significant violations of coordination of movements, orientation in space. A comprehensive individual program for the correction of cognitive functions in visually impaired children with cerebral palsy is described, which included the use of Su-Jok therapy, kinesiological exercises, sand games, plasticine modeling, didactic games for modeling with sticks and geometric figures, classes on simulators «Lay out sticks by height», «Collect wheels», and collecting puzzles for the visually impaired. The analysis of the pedagogical experiment showed positive results. Conclusions. The integrated use of correction methods for visually impaired children, children with cerebral palsy and children with cognitive problems with an individual approach to each child gives a significant improvement in the cognitive development of visually impaired children with cerebral palsy.

PROFILACTICS OF PSYCHOEMOTIONAL DISORDERS IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2025-10-30T09:28:59+02:00

The article reveals the features of the prevention of psychoemotional disorders in children with special educational needs.

The purpose of the article is to determine effective ways to prevent psychoemotional disorders in children with special educational needs and to substantiate practical recommendations for teachers and parents regarding the organization of the environment and the implementation of preventive measures aimed at increasing the emotional stability and social adaptation of children.

The research methods took into account the analysis and generalization of scientific sources that highlight the specifics of psychoemotional disorders and the factors of their occurrence in children with special educational needs, a comparative analysis of the effectiveness of various preventive programs, a synthesis of theoretical provisions and abstraction to determine the general patterns of the emotional development of children under conditions of increased stress and sensory vulnerability.

The results showed that psycho-emotional disorders in children with special educational needs are determined by various factors (biological, psychological, social and educational), manifest themselves in the form of affective instability, anxiety, irritability, behavioral disorders, somatic reactions and difficulties in social interaction.

It was determined that the effectiveness of prevention is determined by early identification of risks, continuity of support, adaptation of the educational environment, environmental friendliness of emotional and sensory conditions, multidisciplinary interaction of specialists and the family.

The proposed prevention program provides for four stages: diagnostic and analytical, preventive and developmental, supportive and pedagogical and monitoring and correctional, which together ensure a systematic reduction in risks, the development of self-regulation skills and increased adaptation.

The results of the scientific study concluded that an integrated preventive system with the participation of teachers, family and psychologist significantly reduces emotional distress, prevents the development of complex emotional disorders, increases the child's involvement in learning and promotes harmonious development. Further empirical study of the dynamics of children's condition after the implementation of programs and the development of standardized criteria for evaluating preventive interventions were identified as promising.

STATE OF SPEECH FLUENCY IN CHILDREN OF OLDER PRESCHOOL AGE WITH STUTTERING

2025-10-30T09:28:58+02:00

The article examines the characteristics of speech development in older preschool children with stutterin тg under the conditions of the full-scale war in Ukraine. It analyzes the impact of psycho-emotional stress on respiratory regulation and articulation coordination, and their effects on the temporal-rhythmic organization of speech and its fluency. The study found that impairments in speech tempo, rhythm, intonation, pausing, and insufficient duration of controlled exhalation lead to irregularities in speech flow, frequent disfluencies, and muscular tension in children with stuttering. Based on recent studies, the key components of the temporal-rhythmic aspect of speech were identified, along with their normative characteristics for older preschool children.

The authors propose a methodology for assessing the development of speech fluency in preschool children with stuttering. Specifically, the study investigates: the ability to control breathing for speech and coordinate it with articulation; temporal and rhythmic parameters of speech and the quality of rhythmic pattern reproduction; accuracy and smoothness of speech production; and the physiological basis of speech.

The results revealed impairments in both physiological and speech breathing, leading to difficulties in regulating airflow, increased vocal apparatus tension, speech blocks, repetitions, and reduced intonational expressiveness. Insufficient development of respiratory function complicates the speech process, exacerbates secondary manifestations of stuttering, and negatively affects communicative activity. The study also demonstrates the presence of irregular speech tempo, various types of speech disfluencies, and disrupted coordination between breathing and articulation. These factors, combined with neuromuscular tension and unstable exhalation duration, reduce the fluency and expressiveness of utterances.

Based on the identified characteristics, the authors outline the main directions for speech therapy support: respiratory exercises incorporating phonatory load; interventions targeting muscular tension; development of the temporal-rhythmic component of speech; formation of self-monitoring and speech-planning skills; reduction of speech-related anxiety and fear of speaking; and systematic work with parents and families.

FEATURES OF PROVIDING EARLY INTERVENTION SERVICES TO FAMILIES RAISING CHILDREN WITH RETT SYNDROME

2025-10-30T09:28:57+02:00

The article discusses the specifics of providing early intervention (EI) services to families raising children with Rett syndrome. It substantiates the importance of a family-centered approach as a fundamental principle that permeates all stages of work, from initial assessment to the formation of an individual plan.

It describes the stages and components of the child and family development assessment process and proposes effective communication strategies for reporting results and providing support. Particular attention is paid to the specific adaptation of EI services to the needs of families with children with Rett syndrome, taking into account the psycho-emotional state of the family, the need for knowledge, and the long-term nature of support.

It is determined that the success of psychological and pedagogical support for children with special educational needs, in particular those with Rett syndrome, directly depends on the coordinated work of the team and the active involvement of parents. This partnership provides a holistic approach, where each participant makes their own unique contribution to the child's development. The author analyzes various challenges, including communication and behavioral problems, physiological difficulties with eating, daily orientation, movement, sleep, nutrition, breathing, etc. Early intervention allows for a comprehensive approach to these problems, involving an interdisciplinary team of specialists (physical therapists, speech therapists, psychologists) to provide comprehensive support.

Support for families raising children with Rett syndrome is important in overcoming psychological and emotional stress within the family. Early intervention provides parents not only with practical care and communication skills, but also with emotional and informational support. It helps the family feel like partners in the process, reduces stress levels, and gives hope for a better future.

The main areas of research include studying the long-term impact of various factors on the development and support of children with Rett syndrome. This covers not only therapeutic interventions, but also the impact of quality of care, health status, and social integration. Research aimed at assessing the quality of life of the family and the child will enable the development of more effective support strategies at all stages of life.

It is critically important to develop and validate specialized diagnostic tools that take into account the specific motor, sensory, and cognitive limitations of Rett syndrome. This will ensure greater accuracy in assessing the individual needs and potential of the child, which in turn is fundamental to the development of effective intervention programs.

ANXIETY AS A LEADING FACTOR IN THE FORMATION OF SELECTIVE MUTISM IN CHILDREN

2025-10-30T09:28:56+02:00

The phenomenon of selective mutism consists in the fact that a child, possessing normative speech abilities for his age, turns out to be unable to speak only in certain social situations.

The purpose of the study is to analyze the factors and conditions of the occurrence of selective mutism in children in order to increase the effectiveness of providing them with psychological, psychiatric, correctional, and pedagogical assistance and preventive measures. The research was carried out using methods of theoretical analysis of relevant psychological, pedagogical and psychiatric literature, as well as generalization and systematization of the results of published studies of the factors in the formation of selective mutism in childhood.

Results of the study. The etiology of selective mutism is multifactorial and has not been fully studied. The phenomenon of this childhood disorder is caused by a whole complex of interacting factors, such as: genetic heredity, personality traits and neurological development, as well as the surrounding socio-psychological climate. However, our analysis of the factors and conditions for the emergence of selective mutism showed that the leading factor in the formation of selective mutism in children is anxiety as a stable functional formation at the corresponding stages of children's development (base), which under the influence of an unfavorable environment (the trigger of the formation mechanism is deviated in development) leads to the emergence of this phenomenon. Therefore, in our opinion, the most effective psychological-psychiatric, correctional-pedagogical and medicinal methods of overcoming and preventing selective mutism in children are those that are primarily aimed at eliminating their anxiety. Since the development of anxiety in such children is largely caused by some abnormal styles of relationships and upbringing in families or in preschool educational and school institutions, the corrective activities of specialists aimed at overcoming the phenomenon of selective mutism and, especially, its prevention, must be carried out with the active participation of parents, educators and teachers armed with the necessary knowledge.

NEUROPSYCHOLOGICAL APPROACH TO CORRECTION OF DEVELOPMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2025-10-30T09:28:55+02:00

The provisions of the scientific article provide the basic ideas of the neuropsychological approach in the process of corrective measures aimed at improving the development of children with special educational needs. The purpose of the article is a theoretical analysis of the specifics and advantages of the neuropsychological approach for corrective work with children, in particular, with speech disorders, attention deficit and hyperactivity disorders. The specifics of the problem, its relevance in today's humanitarian science and education are outlined. The research methods are comparability, analysis, systematization, comparison, which allowed us to analyze and highlight key aspects and systematize the results. The uniqueness of the neuropsychological approach, which lies in its multidisciplinary nature, is outlined. The essence of the neuropsychological approach is revealed as one that defines three energy blocks of the brain. The specifics of each block, their physiological localization are indicated. The basic position of the approach is determined: different brain structures are separate links that should be influenced differently. The stages of neuropsychological correction of the development of children with special needs are formulated: initial diagnostics, creation of an individual correction plan, conducting classes to stimulate the development of poorly developed functions, monitoring the dynamics of the child's development. The specifics of each of the stages for children with speech disorders and ADHD are highlighted. Examples of neuropsychological correction methods are given. Vectors of consideration of the problem of the neuropsychological approach to the correction of development are indicated. The role of the neuropsychological approach for the correction of the psychotraumatic impact of military events is indicated. The effectiveness of the neuropsychological approach for the correction of the development of children with special needs is proven due to the consideration of deep neurophysiological mechanisms and the global positive impact on various aspects of the child's development.

EMPIRICAL STUDY OF THE EMERGENCE OF GENDER STEREOTYPES IN PRESCHOOL CHILDREN WITH INTELLECTUAL DEVELOPMENTAL DISABILITIES

2025-10-30T09:28:54+02:00

The purpose of the article is to determine the level of formation of gender stereotypes in preschool children with intellectual disabilities in order to identify the true situation of children's diverse gender awareness.

The empirical study used such methods as a diagnostic interview, a survey, a study of children's activities, as well as observation and data processing methods, namely, building histograms, analyzing and synthesizing the data obtained, and systematizing them.

In the course of the study, three methods were used to identify gender stereotypes, the level of their assimilation and influence on the thinking and worldview of preschoolers with intellectual disabilities.

The analysis of the results of the methodology for determining children's gender attitudes (V. Kagan) showed that the group of preschoolers with intellectual disabilities under study has formed a gender identity, as well as acceptance of their own gender and unwillingness to change it. Among the gender roles presented in the surveys, the most attractive for children were the roles of father (for boys) and mother (for girls), which may indicate a desire to imitate the gender behavior of authoritative adult representatives of their gender.

The gender stereotypes test (A. Kryvorotko) revealed that most preschoolers in this group of children have gender stereotypes about the choice of toys, the distribution of responsibilities and equality in the rights of men and women according to their biological sex.

In addition, an analysis of the results of the author's methodology «Gender Stereotypes in the World of Professions» by I. Karakai revealed the presence of professional gender stereotypes in this group of children, which are manifested in the correlation of professional activities with a certain gender.

In turn, the observation of preschoolers with intellectual disabilities confirmed the presence of the above stereotypes. In contrast, this study has shown that despite the presence of gender stereotypes in most children of this group, their interpersonal interaction does not suffer. Children show respect and care for each other.

Thus, it has been established that the preschoolers we surveyed have formed gender stereotypes that relate to the choice of toys and clothes in accordance with the child's gender, the distribution of responsibilities in the family between men and women, equality of rights between opposite sexes, and the presence of professional gender stereotypes.

FORMATION OF DIALOGICAL COMPETENCE IN CHILDREN WITH SEVERE SPEECH DISORDERS USING ONLINE LEARNING MEANS

2025-10-30T09:28:52+02:00

Purpose of the study. The article is devoted to the analysis of the possibilities of forming dialogic competence in children with severe speech disorders (SSD) using online learning. The main attention is focused on studying the effectiveness of methods, tools and pedagogical strategies used in a distance format, as well as on developing practical recommendations for improving correctional and developmental work.

Methods. The study used an analysis of scientific literature, content analysis of modern educational platforms, a comparative review of correctional programs and pedagogical practices, as well as a generalization method to determine the optimal approaches to organizing dialogic interaction online.

Results. It is shown that online education opens up new opportunities for the development of speech skills of children with SSD, but requires special adaptation of the content, methods and forms of work. A positive factor is the interactivity of digital tools that stimulate communication and create conditions for individualization of learning. At the same time, a number of barriers were identified - difficulty in maintaining attention, insufficient level of emotional involvement and the need for significant support from the teacher and parents.

Scientific novelty. For the first time, a comprehensive analysis of the use of online learning tools for the formation of dialogic competence in children with SLD was carried out, the strengths and weaknesses of this approach in inclusive education were identified. Practical significance. The results of the study can be used by speech therapists, teacher assistants, and teachers of inclusive classes to develop effective distance learning classes that will contribute to the development of communicative and social skills of students with special educational needs.

RESULTS OF ACHIEVEMENTS IN EXPERIMENTAL SIGN LANGUAGE ACTIVITIES OF TEACHERS' CREATIVE CENTERS

2025-10-30T09:29:12+02:00

Based on the materials of the scientific report presented at the section “Creative achievements of sign language workshops in the development of sign language policy and practice” of the All-Ukrainian scientific and practical conference “Special pedagogy and psychology at the current stage of development” of the Ukrainian Sign Language Department of the Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences of Ukraine, which took place in May of this year within the framework of the Science Festival.

The experimental activity of a special education institution in wartime conditions is especially important, as it presents the movement of innovative teachers in the implementation of acute problems related to the study of Ukrainian Sign Language.

In the context of experimental activity, a number of positive innovative technologies have been developed in recent years, which present special education institutions as a necessary, sought-after and irreplaceable potential of the educational sphere in the development of vital competencies of students with special educational needs.

The experimental activities of a special education institution in wartime conditions are significant, as they represent the movement of innovative teachers in addressing acute problems related to the study of Ukrainian Sign Language. The consensus of scientific thought and modern school practice is displayed in updated documents of the normative and legal framework, innovative manuals, methodological developments of the content of teaching Ukrainian Sign Language as a subject, and its use as a means of learning and communication. Demanded and implemented pedagogy of cooperation between the scientific department of Ukrainian Sign Language and the educational institution meets the creative desires of teachers, enriches professional potential, and stimulates further collaboration. We see prospects for further research in the continued cooperation between the Ukrainian Sign Language Department of the Institute of Special Pedagogy and Psychology of the National Academy of Pedagogical Sciences of Ukraine, the Ministry of Education and Science of Ukraine, and our institution.

МАЄМО БІЛЬШОЮ МІРОЮ ЗАЙМАТИСЯ МЕТОДОЛОГІЧНИМИ ПРОБЛЕМАМИ РОЗВИТКУ ОСВІТИ

2025-10-30T09:29:13+02:00

4 квітня 2025 року відбулися Загальні збори НАПН України. Головною темою обговорення став «Звіт про діяльність Національної академії педагогічних наук України в 2024 році та завдання на 2025 рік».