FEATURES OF THE WORK OF THE PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT TEAM OF EDUCATIONAL INSTITUTIONS WITH INCLUSIVE EDUCATION WITH INTERNALLY DISPLACED FAMILIES HAVING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article highlights the peculiarities of the activities of the psychological and pedagogical support team of educational institutions with inclusive education in working with internally displaced families raising children with special educational needs. The relevance of the study is due to the increase in the number of internally displaced persons in Ukraine as a result of the full-scale war and the need to provide high-quality educational, psychological and social support for children with IDPs in conditions of forced displacement. It is emphasized that the combination of developmental disorders with the consequences of traumatic events significantly complicates the process of adapting children to a new educational environment and requires rethinking traditional approaches to organizing inclusive education. The paper analyzes the regulatory and legal principles of organizing psychological and pedagogical support for children with special educational needs, identifies the main functions of the support team, and outlines the specific difficulties that specialists face when working with internally displaced families. Among the main problems identified are the absence or incompleteness of documentation, the need for a repeated comprehensive assessment of the child's development, the instability of the contingent of education seekers, the limited resources of educational institutions, as well as psychological and communicative difficulties in interacting with families. It was determined that children with IDPs from among internally displaced persons may demonstrate regression in development, anxiety, behavioral disorders, emotional instability and other traumatic reactions, which are often combined with manifestations of the main developmental disorder. The article presents the author's three-stage model of psychological and pedagogical support for internally displaced families, which includes stabilization, adaptation and integration stages. The main goals, areas of activity and tasks of the support team are defined for each stage. The feasibility of using a trauma-sensitive approach is substantiated, which involves the creation of a safe and predictable educational environment, the provision of psychological support, a flexible approach to educational requirements, the development of partnership relations with the family and interdisciplinary interaction of specialists. Particular attention is paid to the issues of supporting parental competence, preventing professional burnout of support team members, and the need for systematic documentation of the support process.

It is concluded that effective psychological and pedagogical support for internally displaced families raising children with special educational needs requires the integration of traditional approaches to inclusive education with modern trauma-sensitive practices. Prospects for further research are related to the empirical verification of the proposed support model, the development of diagnostic tools, and the study of the long-term consequences of forced displacement for children with IDD and their families.