SCIENTIFIC AND RESEARCH-ORGANIZATIONAL ACTIVITIES OF THE MYKOLA YARMACHENKO INSTITUTE OF SPECIAL PEDAGOGY AND PSYCHOLOGY OF THE NATIONAL ACADEMY OF EDUCATIONAL SCIENCES OF UKRAINE (2021–2025): OUTCOMES AND DEVELOPMENT PRIORITIES

Abstract

The article presents the main results of the scientific and scientific-organizational activities of the Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences of Ukraine for 2021-2025. The methodological basis of the work was a systemic, interdisciplinary and personally oriented approach, as well as a complex of general scientific and special methods, in particular theoretical analysis and generalization, modeling, psychological and pedagogical diagnostics, expert evaluation and testing of results in the practice of educational and rehabilitation institutions.
The Institute's research is focused on the implementation of fundamental and applied scientific developments in the field of special pedagogy, inclusive education, special and crisis psychology in the context of modern social challenges based on a program-targeted approach, interdisciplinary coordination and integration of fundamental and applied research with the needs of educational practice. The managerial dimension of the activities of the Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences of Ukraine during this period was characterized by strengthening strategic planning, optimization of scientific and organizational processes and orientation on the effectiveness and practical significance of scientific research. Considerable attention was paid to personnel policy, development of scientific potential, support of young scientists and systematic improvement of the qualifications of pedagogical and psychological personnel. Management decisions were also aimed at expanding international scientific cooperation, participation in international projects and grant programs, as well as at adapting the Institute's activities to the conditions of social instability and military challenges, which ensured the continuity of scientific research and its compliance with the current needs of society.
The results of research aimed at developing and updating scientifically based approaches to teaching and psychological and pedagogical support for children with special educational needs are highlighted; creation of classifications of educational difficulties and levels of support for children with special educational needs, which became the basis for methodological recommendations for inclusive resource centers; development of modern correctional and developmental programs and educational and methodological materials for specialists and parents. Special attention is paid to the scientific support for the implementation of inclusive education, considering the psychotraumatic experience of children caused by the war.
A conclusion is made about the significant contribution of the Institute to the development of scientific and methodological support for special and inclusive education. Prospects for further development are outlined the modernization of scientific approaches, the expansion of international cooperation and the improvement of the system of training and advanced training of specialists.