SOCIAL AND PEDAGOGICAL SUPPORT OF CERTAIN CATEGORIES OF CHILDREN WITH SPECIAL NEEDS IN THE CONDITIONS OF INCLUSIVE EDUCATION

Abstract

The article deals with the theoretical foundations of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education. The concept of inclusive education, support, social support, socio-pedagogical support is analyzed. The main categories of children with special needs who need socio-pedagogical support in the conditions of inclusive educational institutions are highlighted. It has been proven that inclusive education as a modern educational system requires the creation of appropriate conditions and the development of a system of socio-pedagogical support for children with special educational needs.
 The rules of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education have been formulated. Special attention is paid to the description of the features of socio-pedagogical support of educational activities of children with intellectual disabilities, with autism, cerebral palsy, visual and hearing impairments. It was noted that the forced stay in the institutions of the special educational system violates basic human rights and freedoms, however, with improper organization of inclusive education, the inability of children with special educational needs to adapt successfully to the existing conditions of educational institutions leads to their social exclusion and marginalization. They do not even receive the help and services that they would receive in the special educational system.
 The need to take into account the educational difficulties of the main categories of children enrolled in inclusive education and determine the level of their support is emphasized. The main difficulties of certain categories of children with different nosologies in the conditions of inclusive education are described, the consideration of which will contribute to increasing the effectiveness of the organization of education in the inclusive class. The legislative basis for the organization of inclusive education and the creation of a socio-pedagogical support team has been analyzed. It was concluded that the effectiveness of the educational process in an inclusive educational institution depends on the productive interaction of the teacher, the teacher's assistant, and the child's assistant.
 Further research into the problem of socio-pedagogical support of certain categories of children with special needs in the conditions of inclusive education will be aimed at identifying an effective interaction mechanism of all members of the socio-pedagogical support team. There is a need to specify the description of interaction mechanisms and the distribution of functional responsibilities for different nosologies, special educational difficulties and different levels of socio-pedagogical support.