SUPPORT FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION INSTITUTIONS: FORMING AN INCLUSIVE CULTURE AND PROFESSIONAL COMPETENCE OF SPECIALISTS

Abstract

This article provides a comprehensive analysis of the problem of organizing support for students with special educational needs (SEN) within modern Ukrainian higher education institutions (HEIs). The research highlights two key, interconnected aspects of successful inclusion: the formation of a holistic inclusive university culture and the targeted development of the professional competence of academic and administrative staff.

The research methodology is based on the analysis and synthesis of scientific literature, the study of Ukrainian legal acts and international documents, a comparative analysis of global support models, as well as on the methods of systematization and modeling.

The article proposes a three-component model of an HEI's inclusive culture, which covers value-based (shared beliefs, ethics), organizational (policies, structures, resources), and environmental (physical, informational, and social accessibility) aspects. A model of professional competence for specialists has been developed, which includes cognitive (knowledge of inclusion, legislation, student characteristics), activity-based (the ability to adapt learning materials, use assistive technologies, apply the principles of Universal Design for Learning), and value-motivational (empathy, tolerance, humanistic position) components. Practical ways to develop these competencies through a system of continuous professional development are substantiated.

Effective support for students with SEN requires a systemic approach that goes beyond the creation of separate support services. It is based on a deep transformation of the educational environment through the implementation of an inclusive culture at all levels of HEI functioning and on the professional development of all participants in the educational process. Prospects for further research lie in developing empirical tools for assessing the level of inclusive culture in Ukrainian universities, studying the experiences of students with SEN themselves, and analyzing the effectiveness of specific professional development programs for educators.