The effectiveness of inclusive educational practices in the context of preserving the mental health of children with special needs

Abstract

The article explores the effectiveness of inclusive educational practices in preserving the mental health of children with special educational needs (SEN) under martial law. The relevance of the study is driven by the increased vulnerability of such children due to chronic stress, security breaches, and forced displacement, as well as a lack of research on the link between inclusion and a child’s subjective well-being. The purpose of the article is to theoretically justify the role of inclusive practices in maintaining the mental health of children with SEN, emphasizing the child as an active subject of the educational process. The methodology combines systemic, socio-psychological, clinical-psychological, and person-centered approaches. The empirical study included a survey of 30 inclusive classroom teachers; descriptive statistics, thematic analysis, and correlation analysis were applied. The results revealed discrepancies between high value-based acceptance of inclusion and low practical readiness among teachers. General didactic strategies (individualization, game-based methods) are used most frequently, while material adaptation and the involvement of teacher assistants are utilized less often. The primary challenges include a lack of methodological resources, insufficient teacher training, and a lack of systemic support. It was found that pedagogical experience positively correlates with the adaptation of materials and physical exercises. A multilevel model of an inclusive environment is proposed. It was established that a psychologically safe and adaptive educational environment helps reduce anxiety, emotional tension, and social isolation in children with SEN. The study emphasizes the necessity of interdisciplinary interaction between educators, psychologists, and parents to ensure holistic support for the child during wartime. Recommendations were formulated for educators, psychologists, and administrators regarding the humanization of inclusive practices. The conclusions state that the effectiveness of inclusion in preserving the mental health of children with SEN depends not only on the value orientations of educators but also on systemic support, adapted materials, assistants, and professional development.