Social-pedagogical support of children with special educational needs: ethical aspect

Abstract

The development of inclusive education in Ukraine requires not only the creation of organizational and methodological conditions but also a clear understanding of the ethical dimension of interaction with children with special educational needs (SEN). The ethical component determines the quality of pedagogical support, ensures the protection of children’s rights, and fosters a culture of tolerance and respect within the school environment, which makes the issue particularly relevant in the context of ongoing transformations in the education system. Purpose. The article aims to provide a theoretical justification of the ethical foundations of socio-pedagogical support for children with SEN and to define the prospects for their implementation in the practice of general secondary education institutions. Special attention is given to the development of teachers’ and social pedagogues’ ethical competence, which guarantees equality, respect for dignity, non-discrimination, and tolerance in the process of inclusive learning. Methods. The study employs the analysis and synthesis of scientific and pedagogical literature, a comparative legal method to identify international and national standards in the field of inclusive education, as well as conceptualization and generalization methods to outline the prospects for practical implementation of ethical principles. Results. It has been established that the ethical dimension of inclusive education covers the recognition of each child’s uniqueness, the protection of their rights and interests, adherence to confidentiality, the development of an atmosphere of acceptance in the classroom, and the prevention of discriminatory practices. It has been proven that the main ethical challenges remain the balance between equality and fairness, dilemmas of confidentiality, reconciling the interests of the child, family, and school, as well as overcoming stereotypes among peers. Conclusions. The ethical aspect of socio-pedagogical support for children with SEN is a fundamental condition for the development of inclusive education. Its improvement is possible through strengthening teacher training, developing practical tools for resolving ethical conflicts, integrating ethical competence into professional standards, and fostering a new culture of partnership among schools, families, and communities. Such an approach will ensure not only high-quality education but also the formation of an atmosphere of humanism, equality, and social justice in society.