Pedagogical Support Of Students Research Articles

Всероссийский съезд психологических служб в системе образования Российской Федерации как единое пространство, объединяющее профессионалов

<p style="text-align: justify;">The article highlights the key events and results of the All-Russian Congress of Psychological Services in the Education system of the Russian Federation on December 8-9, 2023. The content and directions of the work of the plenary session, panel discussion, workshops and expert sessions held within the framework of the Congress are described. Among the most urgent issues are the actualization of the Concept of the development of psychological services and the professional standard “Educational psychologist (psychologist in the field of education)”; the role of a teacher-psychologist in the formation of a favorable socio-psychological climate in educational groups and the psychological safety of the educational environment; psychological and pedagogical support for students with disabilities, etc. Following the results of the All-Russian Congress, there was made a decision defining the prospects for the development of the Service and priority areas of activity. Decisions for execution have been sent by the Ministry of Education to the constituent entities of the Russian Federation.</p>

Сегрегация или инклюзия: опыт экспериментального исследования условий психологического сопровождения профессиональной подготовки лиц с ограниченными возможностями здоровья

<p>The article reveals the degree of effectiveness of segregated and inclusive forms of psychological and pedagogical support for students with special educational needs. In the psychological experiment took part 68 students with disabilities, its purpose was to identify the dynamics of the psychological well-being of the students depending on the inclusive or segregated forms of psychological trainings they took part in. As a result of the study, carried out with the help of the Scale of psychological well-being K. Riffe (adaptation of T.D. Shevelenkova, T.P. Fesenko), questionnaire Life Style Index (<em>Plutchik</em>, <em>Kellerman</em>, & <em>Conte</em>, 1979) and the methodology of SUN (V.A. Doskin, N.A. Lavrentieva, V.B. Sharay), we found out the differences between the groups of students according to their mood (t=7.55; p<0.001), well-being (t=4.89; p<0.001), activity (t=4.78; p<0.001), psychological well-being (t=4.65; p<0.001), tension of psychological defenses (t=2.27; p<0.05). These factors indicate the negative dynamics of psychological well-being of students with disabilities who studied in segregated groups with no conditionally healthy students. Based on the results of the psychological experiment, we made a conclusion, that the segregation of students with disabilities from other students is inexpedient, even if the purpose was providing them with psychological assistance in higher education.</p>

Política de apoio pedagógico no ensino superior: um estudo de caso

Abstract Pedagogical support actions in higher education are recent in the history of Brazilian universities, being instituted through the National Student Assistance Program - PNAES, in the 2010s. The program designates to universities the responsibility for student assistance by promoting ten areas, including the pedagogical support. With this responsibility, the Federal University of Santa Catarina (UFSC) created in 2013 the Institutional Program for Pedagogical Support for Students (PIAPE), which has developed support and pedagogical guidance for undergraduate students on the five campuses of the institution. With almost ten years of activities carried out, it was observed the need to evaluate the program´s actions and results for its improvement. For the development of the research, a formative evaluation was conducted, guiding the collection and analysis of program data, enabling its evaluation. The research context is PIAPE and its actors, so the documentary research was carried out through the program’s guiding documents; the student evaluations collected by PIAPE were considered; and a focus group with the management team was responsible for identifying limitations and possibilities of the program. The research demonstrates that PIAPE has been an important pedagogical strategy to support students and the professors’ teaching work, and contributes to the improvement of academic performance. This study also enables understanding the function and possibilities of pedagogical support in higher education, as well as providing a methodology for evaluating pedagogical support actions that can be replicated in other institutions.

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

The focus of the study is on choosing the pedagogical conditions that will best prepare STEM teachers to utilize augmented reality tools in their classrooms. 20 conditions were initially proposed during a brainstorming session and were then sorted into five groups: (1) conditions relating to the material support of the educational process, (2) methods and forms of training, (3) best practices for utilizing augmented reality in education, (4) unique circumstances made in order to achieve the goal of training STEM teachers; and (5) conditions relating to the psychological and pedagogical support of students. A survey was conducted with 94 participants to determine the importance of these conditions. The processing of the survey data allowed for the selection of the following conditions: (a) accessibility of immersive digital educational resources for STEM teachers and mobile hardware for augmented reality (laptops, tablets, smartphones, augmented reality glasses, etc.), (b) inclusion of augmented reality-related topics in STEM teachers’ curricula, (c) use of research methodologies and interactive technologies in the STEM classroom, (d) having hands-on experience with the use of augmented reality technologies in STEM instruction.

Исследование социальной дезадаптации студентов с инвалидностью и/или ОВЗ в контексте психолого-педагогического сопровождения

The article presents the basic concepts through which the psychological modes of social adaptation of students with disabilities to educational activities are revealed, namely communicative, activity, psychosomatic, asthenic. The study sample consisted of 26 students with disabilities and/or health limited activities of the 1st, 2nd and 3rd courses of Tver State Medical University. During the interpretation of the results of the study, it was revealed that the majority of respondents had a low level of adaptive capabilities according to the data obtained, the vast majority of students experience difficulties in the field of social interaction. In this regard, the importance of implementing measures and measures for the psychological and pedagogical support of students with disabilities and/or health limited activities in a medical university is emphasized.

Организация воспитательной работы в вузе: опыт анализа формирования института кураторов (на примере Санкт-Петербургского государственного химико-фармацевтического университета)

The research aims to identify the features of the character-building process at the Saint Petersburg State Chemical and Pharmaceutical University by studying the history of the organization of curatorial work. The paper presents the prerequisites for the formation of the institute of curators, reveals its functions and areas of activities, its place and role in the university system of character building and training, characterizes its current state and influence on the creation of the tutoring system. The scientific novelty of the research lies in considering the institute of curators in its development and introducing new facts into scientific use, which made it possible to get a clearer idea of the historical process of determining the responsibilities and content of curators’ work using the example of a particular university. As a result, the historical and logical justification for the existence of the institute of curators and its expediency in the aspect of optimizing the training and character-building process and pedagogical support of students was proved.

Methodological Principles of Psychological and Pedagogical Support of Students in the Process of Professional Training

Methodological Principles of Psychological and Pedagogical Support of Students in the Process of Professional Training

Актуальные вопросы учебно-профессиональной мотивации студентов вуза (на примере КГПУ им. В.П. Астафьева)

The article describes the experience of implementing a continuous study of educational and professional motivation of students on the basis of the Krasnoyarsk State University named after V.P. Astafiev. The author considers educational and professional motivation as a predictor of personal and career prospects, and discusses the need for both a broad study of the motivational profile of the personalities of university students, and the implementation of the results obtained in real educational practice through the development and implementation of programs for psychological and pedagogical support of personal and professional self-determination of students, educational work and advisory activities of a psychologist in support of the course of age-related personality crises of students. The results of a study conducted on a sample of 613 university students demonstrate a pronounced motivational gap at the age of 20, which suggests possible reasons for the sharp decline in educational and professional motivation - the lack of psychological and pedagogical support for students in the course of a youth crisis (identity crisis) or the beginning of a quarter crisis. life. Both assumptions demonstrate the urgent need for psychological support for university students, including the development and implementation of both programs of psychological and pedagogical support for students (including crisis ones), and work on methodological enrichment of the content of disciplines and educational activities in order to systematically implement the individualization and differentiation of the educational process.

Эмоционально-личностные детерминанты профессиональной идентичности старшеклассников

<p>The determinants’ (prerequisites’) analysis of high school students’ professional identity (PI) allows us to predict the degree of its formation and dependence on them, as well as to outline ways to overcome the crisis of choosing a profession. Total number of participants N=82. The research methods are the following: SACS; Method for Studying PI Statuses (A.A. Azbel); Personal Anxiety Test by C.D. Spielberger (adapted by A.S. Kuznetsova); BPAQ (A. Buss, M. Perry); Method for Diagnosing Teaching Motivation and Emotional Attitude to Learning (A.M. Prikhozhan). The motivational, emotional and personal determinants that affect the schoolchildren’s PI development are revealed. It is shown that in the conditions of professional self-determination, most schoolchildren have the status of PI "moratorium", and the need to make a decision about choosing a profession causes emotional tension in them. A high level of personal anxiety negatively affects the PI formation and provokes manifestations of aggressiveness, and constructive coping behavior is positive, contributing to a way out of the crisis. Alsoб the PI determinants are profilization, attitude to study and cognitive motivation. The results make it possible to purposefully organize psychological and pedagogical support for students in choosing a profession.</p>

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

The focus of the study is on choosing the pedagogical conditions that will best prepare STEM teachers to utilize augmented reality tools in their classrooms. 20 conditions were initially proposed during a brainstorming session and were then sorted into five groups: (1) conditions relating to the material support of the educational process, (2) methods and forms of training, (3) best practices for utilizing augmented reality in education, (4) unique circumstances made in order to achieve the goal of training STEM teachers; and (5) conditions relating to the psychological and pedagogical support of students. A survey was conducted with 94 participants to determine the importance of these conditions. The processing of the survey data allowed for the selection of the following conditions: (a) accessibility of immersive digital educational resources for STEM teachers and mobile hardware for augmented reality (laptops, tablets, smartphones, augmented reality glasses, etc.), (b) inclusion of augmented reality-related topics in STEM teachers' curricula, (c) use of research methodologies and interactive technologies in the STEM classroom, (d) having hands-on experience with the use of augmented reality technologies in STEM instruction.

Actual medical and social problems of education and vocational training for children with intellectual disorders

The Fifty-eighth World Health Assembly, having considered the report on disability, provides for “the need to invest in health and rehabilitation services necessary to ensure equality of opportunity and a good quality of life for people with disabilities.” The Convention on the Rights of the Child and the Law on Education of the Russian Federation include the possibility of obtaining education, vocational guidance and vocational training for persons with disabilities. Objective is to assess the medical and social problems of adaptation of children with intellectual disabilities in educational institutions, vocational guidance for choosing the appropriate profession, training and employment. Review of current data on the problems of education and health care of children with mental retardation, their professional orientation, vocational training. Assessment of the modern regulatory framework for teaching children and adolescents with disabilities. The search for information was carried out using the eLibrary information portals.RU, PUBMED, Web of Science and Scopus. It is shown that there are problems of attracting adolescents with mental retardation in the management of vocational education, where the number of students remains minimal. New regulatory documents are presented, which define the conditions and training loads for persons with disabilities in educational institutions. The necessity of improving the quality of medical, psychological and pedagogical support of students with disabilities with the involvement of doctors of the appropriate profile has been established. The development of the material and technical base for the upbringing, training and rehabilitation of children with mental retardation is shown. The problems with the readiness of teachers to work with children with disabilities in the implementation of the State program “Accessible Environment” are noted. The “Concept of the development of education of children with disabilities”, developed by teachers-defectologists, is considered. The modern regulatory framework for vocational training and employment of persons with disabilities is presented. Conclusion. The results of the review are aimed at identifying problems with professional orientation and training of adolescents with mental retardation. They can be useful for specialists dealing with such children and adolescents.

MENTORING PRACTICES IN ENGLISH LANGUAGE: A SUPPORTIVE ENVIRONMENT FOR STUDENTS OF EFL

This paper aims to discuss the development of the teaching project Mentoring Practices in English Language: a supportive environment for students of EFL, under the effects and circumstances of the remote teaching context. Focused on the systematic monitorship of contents and related knowledge, this project seeks to offer, in the Portuguese-English language program at Felcs/UFRN, pedagogical support for students in their freshman and sophomore years who present learning difficulties related to the English Language. The report addresses aspects that underlie the work with activities that aim to improve the quality of the undergraduate course and the teacher training process: the interaction and learning space, the use of technological resources, and the approach and use of the target language linked to the development of the participants’ autonomy. This proposal is theoretically based on studies developed by Harmer (2007), Bygate (2001), Larsen-Freeman (2001), and others. Data obtained through monitoring, and dialogue with those involved during the meetings point to the importance of the pedagogical support that is provided through the mentoring project, taking into consideration the existence of gaps and weaknesses in learning, which become evident at the beginning of the educational process in Higher Education.

HUMANISTIC PRINCIPLES OF FORMING SPIRITUAL VALUES OF STUDENTS IN HIGHER EDUCATION INSTITUTIONS

The article is devoted to the problems of forming spiritual values of students in the educational process of higher education institution. The author defines the term “spiritual values of student youth” and specifies the structural components of this personal complex of features. The article presents a series of pedagogical conditions, forms and methods of education that will promote the spiritual and value self-affirmation of the student's personality. The author reveals the content and peculiarities of pedagogical support in the process of forming the spiritual values of student youth in the center of modern high school education. The process of developing the spiritual values of higher education students in institutional settings involves the disclosure of young men and women's own personal characteristics, self-knowledge and self-awareness of the possibilities for a creative life structure. Spiritual values are offered by socially valuable landmarks, relationships with others, moral beliefs, students' ability to organize their own life activities in accordance with accepted norms of behavior. In addition, it can be said that society and the individual are connected by moral qualities that represent spiritual values in an emotionally fixed form. An important condition for the formation of spiritual values of students of higher education institutions is pedagogical support of students in moral self-determination, individual spiritual values. Pedagogical support has value if it is willful, targeted, tactful, competent, dosed, has everyday nature, and most importantly, if it fully works for the perspective and fulfills its educational purpose in all cases. Pedagogical support for the formation of students' spiritual values should be systematic and include the following factors: the need to optimize communication and increase the level of the teacher's personality development; the ability to define an individual communication style; availability of a flexible and creative approach to the problems of educational interaction; the subjects' desire for self-development. In the individual support of students of higher education for the disclosure of their spiritual values, five interrelated stages can be distinguished (diagnostic, exploratory design, active; reflective), each of which ensures the development of various forms, methods, and means of educational activity.

Formats of Pedagogical Support of Teachers in the Digital Educational Environment

The author presents the result of the research on formats of interaction with students in the situation of self-isolation as well as the relevant content of teacher’s support and pedagogical support provided by a higher school teacher. It is shown that the situation in education caused by the pandemic in the spring of 2020 has led to the necessary revision of the traditional forms of pedagogical activity such as lectures and seminars. The traditional forms and methods of interaction with students have become almost impossible to use. The article provides a detailed description of the transfer of educational process in higher school to the remote work format. It also describes the author’s pedagogical findings and gives specific examples of tasks for students. The study has proved that the transfer of learning process to the remote work format is efficacious when realized in accordance with the following stages of teacher’s support and pedagogical support of students: creating a sensation of stability of existence in the educational process; forming positive emotional background in the classroom; actualizing the evolutionary processes of transition to the adoption of digital education; minimizing the risks caused by a lack of direct contact with students; forming an ability to obtain profit from the situation to self-determination and self-development. The author presents the content of each stage and shows how these stages are pedagogically provided due to the primary trial to transfer traditional types of classes to a digital educational system, due to the formation of new formats of interaction between teachers and students and living through it as well as in the process and as a result of the search for pedagogical opportunities to organize the procedure of midterm and end-of-course assessment as a situation of personal and professional self-determination in the problem. It is proved that a combination of live broadcast on Zoom with the following submission of completed tasks for teacher’s review in the system Ipsilon Uni has turned out to be the best possible format of classes for students.

Pre-Service Training of Elementary School Teachers for Organization of Inclusive Learning Environment

The paper highlights the ongoing challenges and barriers of training teachers to implement inclusive education in various types of schools. The study has identified theoretical aspects and the importance of professional training of future elementary school teachers to organize an inclusive educational environment. It has produced an analysis of the international and national legislative and normative documents that regulate and support inclusion in educational institutions of Ukraine. The author has performed a substantial analysis of scholarly texts and publications on the researched topic and defined the present challenges in psychological and pedagogical theory in historical and pedagogical context. Considerable attention is paid to the study of research of Ukrainian scholars on organization of education activities and use of innovative pedagogical technologies in the context of including persons with special educational needs and disabilities (SEND). Various aspects of training pre-service teachers for effective implementation of inclusive education have been outlined: individualization of instructing in an inclusive classroom, use of information and communication technologies, application of art and music therapy tools for special needs services and speech therapy activities for development of language and speech skills in preschoolers and elementary school students, organizational and methodological foundations of special education and rehabilitation settings of universities, teacher training institutes and colleges. It has been proved that the prerequisite for effective socialization and inclusion of students with special educational needs and disabilities (SEND) is the development and sustainability of a proper nurturing inclusive environment, and hence the multidisciplinary psychological and pedagogical support for students with SEND is vital. The emphasis is placed on the use of effective innovation strategies and practices, the development of a coordinated program of pre-service and in-service teacher training, mutual interaction and cooperation (local and international) in an inclusive educational community. It has been found that the creation of an effective inclusive educational environment in modern elementary schools is determined by the level of professional capacity and motivation of teachers to implement relevant tasks in practice.

Impact of the first wave of the COVID-19 pandemic on French Health students

ContextIn France, care workers and health students have been intensely mobilized during the first wave of the COVID-19 pandemic. But few studies have evaluated psychological distress on non-medical health students, in addition to the challenges posed by pedagogical continuity while universities are closed following health and safety regulations. ObjectivesThis study aims to assess COVID-19's impact on health students in France on different levels: psychological, educational and social. MethodsAn online national cross-sectional study, from April 11 to May 30 2020, included sociodemographic, work conditions and numeric scales. ResultsA total of 4411 students answered. Regarding the K6 scale, 39% of students had moderate distress, and 21% had a high level of distress. Risk factors of psychological distress included being a woman (P<0.001), being between 19 and 21 years old (P<0.001), living alone (P=0.008), and not having the ability to isolate (P<0.001). Students on the frontline had less psychological distress (57 vs 62%, P=0.003), better quality of sleep (34% vs 28% high quality, P<0.001) but a higher consumption of medical (8.5% vs 6.5%, P=0.044) and non-medical (18% vs 10%, P<0.001) psychotropic drugs. Nurse and medical students had more distress and used more non-medical psychotropic substances than other health students (15% vs 9.2%). DiscussionCOVID-19’ crisis had an important impact on health students’ mental health, social life and training with discrepancies regarding the speciality whether they were on the frontline or not. There is an urgent need for psychological and pedagogical support for students, and even more so regarding the prolongation of the COVID-19 epidemic.

Pedagogical Support of Socio-Professional Self-Determination of Students

Recently, the prevailing trend is that graduates do not work in their profession; the purpose of the article is to study ways to improve the effectiveness of social and professional self-determination of students. The authors conducted an empirical study of the causes of this phenomenon and identified the main ones (the choice was made for the student by his parents; in the process of studying, the student became disillusioned with the chosen profession; the chosen profession does not bring the necessary earnings; did not find a job in the speciality). The article noted that the percentage of work in the profession depends on how long ago the specialist graduated from the university. The authors identified what causes could be eliminated in the process of teaching students. Having analyzed the existing pedagogical methods for students' more confident social and professional self-determination, the authors proposed the conceptual foundations of pedagogical support for students' social and professional self-determination. These recommendations will make it possible to correct students' social and professional self-determination in their speciality. The authors proposed an algorithm that allows to visually and transparently determine the student's attitude to the chosen speciality and ways to persuade the student to look for a job and work in the profession and the necessary tools for this. The proposed dual approach to adjusting the socio-professional self-determination of students will allow them to identify the problem at an early stage, track it and fix it with adjustment. Research has shown that there are several main reasons why a student does not work in a profession. All these reasons, in our opinion, are subject to correction in the learning process. The main feature of success is the desire of the university to identify such students at an early stage, a developed adjustment mechanism and constant control and monitoring. A further promising direction of research is the development of questionnaires that can identify this problem and a mechanism for attracting artificial intelligence that can guide each student individually and signal when the university's intervention is necessary.

Психолого-педагогічний супровід організації дослідницької діяльності учнів в освітньому процесі нової української школи

The article focuses on theoretical foundations of the formation of primary school students’ research skills in the educational process of the New Ukrainian School; it presents the peculiarities of psychological and pedagogical support for students’ research in primary education. Research skills are defined as the ability of a primary school student to observe, compare, analyse, research, synthesise the acquired knowledge with the formed readiness to perform new tasks productively. It is proved that the components of research skills include teaching methods and techniques based on cooperation, principles of continuous developmental interaction between teachers and students, formation of their research framework, behaviour, practical research skills, actualizing intellectual sphere, curiosity, insight and rational thought. The author proves that the realities of today require radical thinking, in the context of research alternatives, and updating certain aspects of the educational process in general secondary education, emphasizing the actualization of personally transformative meaning of research in primary school students. It requires, in its turn, cognitive cooperation, which will provide stimulating, generative learning, an accelerated transition to new, modified structures of knowledge and research behaviour. At the ascertaining stage of the pedagogical experiment the target orientations concerning the process and state of formation of primary school students’ research skills in the educational process of the New Ukrainian school are investigated. They are as follows: determination of their cognitive needs, desires for independent creative research activity; desire to work in a group of young researchers, experiment; knowledge of how to work with information on planning research; hypotheses; research presentations; diagnostics of difficulties in mastering theoretical knowledge, practical skills and competencies in research. The results of the analysis of the primary school students’ research skills formation in the educational process of the New Ukrainian School, the results of the ascertaining stage of the pedagogical experiment showed insufficient and even low level of the formation of the studied phenomenon.

Inclusive education in rural schools of Ukraine or how to ensure quality inclusive education in rural schools in Ukraine?

Educação inclusiva nas escolas rurais da Ucrânia ou como assegurar uma educação inclusiva de qualidade nas escolas rurais da Ucrânia?&#x0D; Objetivo do artigo: apresentar os problemas de implementação da inclusão na escola rural típica da Ucrânia com base em pesquisas empíricas focadas na identificação da atitude de professores de escolas rurais em relação à educação inclusiva, sua compreensão das dificuldades e prioridades para melhorar a qualidade do ensino destinado a alunos com necessidades educacionais especiais. Para atingir o objetivo da pesquisa, foram utilizados os seguintes métodos: estudo da literatura psicológica e pedagógica, questionários, análise quantitativa e qualitativa dos dados obtidos. O artigo contém a análise teórica do problema delineado e fundamentação das peculiaridades e dificuldades do ensino de alunos com necessidades educacionais especiais na localidade rural. Descrevemos os resultados de uma pesquisa com professores envolvidos no processo inclusivo em escolas rurais. O estudo empírico envolveu 192 pessoas representando diferentes categorias de idade e regiões da Ucrânia. O assunto do estudo são os aspectos da gestão eficaz na administração escolar rural, trabalho profissional da equipe de apoio psicológico e pedagógico de crianças com necessidades educacionais especiais, apoio ao processo inclusivo com tecnologias de informação e comunicação (TIC) e STEAM-laboratórios para aprendizagem, cooperação com a comunidade, criação de design educacional universal e outros. Determinamos as perspectivas para o desenvolvimento das escolas rurais com educação inclusiva em condições modernas de digitalização da educação.&#x0D; Palavras-chave: educação inclusiva, escola rural, crianças com necessidades especiais, design inclusivo, ambiente educacional inclusivo.&#x0D; &#x0D; Inclusive education in rural schools of Ukraine or how to ensure quality inclusive education in rural schools in Ukraine?&#x0D; ABSTRACT. The aim of the paper is to reveal the challenges of implementation of inclusive education in typical rural schools of Ukraine. The authors performed empirical research to identify attitudes of rural school teachers towards inclusive education as well as their understanding of existing barriers and priorities to improve the quality of educational services for students with special educational needs (SEN). To achieve the aim of the research, the following methods have been used: reviewing of psychological and pedagogical literature, questionnaire surveys, quantitative and qualitative analysis of the obtained data. The outlined problem has been theoretically analyzed and the peculiarities and difficulties of teaching students with special educational needs in rural areas have been substantiated. The paper describes survey responses of teachers involved in the inclusive process in rural schools. 192 representatives of different age categories and regions of Ukraine participated in this empirical study. The paper explores questions of effective management of rural schools, professional cooperation in a team of psychological and pedagogical support of students with special educational needs, promotion of inclusive practices via information and communication technologies (ICT) and STEAM-laboratories, cooperation within local communities, introduction of universal design for learning and others. Prospects for the development of rural inclusive schools in current conditions of digitalization of education also have been identified.&#x0D; Keywords: inclusive education, rural school, students with special educational needs, inclusive design, inclusive learning environment.&#x0D; &#x0D; La educación inclusiva en las escuelas rurales de Ucrania o ¿cómo garantizar una educación inclusiva de calidad en las escuelas rurales de Ucrania? &#x0D; RESUMEN. Propósito del artículo: presentar los problemas de implementación de la inclusión en la escuela rural típica en Ucrania con base en una investigación empírica centrada en identificar la actitud de los maestros de escuelas rurales hacia la educación inclusiva, su comprensión de las dificultades y prioridades para mejorar la calidad de la enseñanza diseñado para alumnos con necesidades educativas especiales. Para lograr el objetivo de la investigación se utilizaron los siguientes métodos: estudio de la literatura psicológica y pedagógica, cuestionarios, análisis cuantitativo y cualitativo de los datos obtenidos. El artículo contiene el análisis teórico del problema planteado y el razonamiento de las peculiaridades y dificultades de la enseñanza a alumnos con necesidades educativas especiales en el medio rural. Describimos los resultados de una encuesta con docentes involucrados en el proceso inclusivo en escuelas rurales. El estudio empírico involucró a 192 personas que representaban diferentes categorías de edad y regiones en Ucrania. Los temas de estudio son aspectos de gestión eficaz en la gestión escolar rural, trabajo profesional del equipo de apoyo psicológico y pedagógico de niños con necesidades educativas especiales, apoyo al proceso inclusivo con tecnologías de información y comunicación (TIC) y STEAM-laboratorios para el aprendizaje, cooperación comunitaria, creación de diseño educativo universal y otros. Determinamos las perspectivas para el desarrollo de escuelas rurales con educación inclusiva en condiciones modernas de digitalización de la educación.&#x0D; Palabras clave: educación inclusiva, escuela rural, niños con necesidades especiales, diseño inclusivo, entorno educativo inclusivo.

Emotional coaching sessions «We are together» as a psychological and pedagogical support for students who arrived from the DPR and LPR

Emotional coaching sessions «We are together» as a psychological and pedagogical support for students who arrived from the DPR and LPR