INCLUSION AND ACCESSIBILITY IN EDUCATION OF PEOPLE WITH SPECIAL NEEDS IN WAR CONDITIONS: AN EXPERIMENTAL STUDY

Abstract

The article is devoted to practical aspects of ensuring inclusiveness and accessibility in the education of persons with special educational needs (SEN) under martial law. The relevance of the study is due to the challenges that the education system has faced due to the war, in particular the need to adapt the educational process to the needs of students with SEN. The legislation in the education of persons with SEN is analyzed, including the European Union, which has developed a number of program documents aimed at supporting accessibility, as well as measures to support state programs and civil society projects, in particular the efforts of partner governments to implement and monitor inclusion and accessibility measures. The purpose of the article is to determine the features of the implementation of the principles of inclusiveness and accessibility in the education of persons with special educational needs under war conditions, outlining ways to create an adapted educational environment that will promote the socialization and personal development of children with special needs. The research methodology involves the use of theoretical and empirical methods: analysis of scientific sources, regulatory framework, modern concepts of inclusive education; observation, questionnaires and interviews of teachers, IRC specialists, parents and children with special educational needs.

It is substantiated that the inclusive model is focused on ensuring the readiness of schools to accept students with various educational needs, considering their individual characteristics in educational approaches, organization of school life, planning of the educational process and provision of psychological and pedagogical support. The implementation of the principles of inclusion requires changes not only in the methods and structure of schoolwork, but also in the attitude of teachers, who previously could limit their activities to teaching certain "categories" of children. Special attention is paid to clarifying the implementation of effective strategies for supporting children with special educational needs in war conditions.

The article examines the main problems faced by educators, students and their families, particularly the choice of an educational institution, limited access to educational resources, correctional and developmental services and social protection. The main problems of distance learning are outlined, and their solutions are proposed.

The conclusions of the article are aimed at generalizing existing problems and clarifying the priority urgent issues in the education of persons with SEN and finding ways to solve them to improve the quality of education for such persons and promote their socialization in the face of modern challenges.

The study provides for obtaining practical results that can be used to improve the inclusive educational environment in the face of modern challenges.