Inclusive Pedagogy and Teaching Technologies for Students with Special Educational Needs: Integration of Theory, Practice, and Regulatory Support

Abstract

The article examines the theoretical, technological, and regulatory foundations of inclusive pedagogy, substantiating the need for their integration within the framework of the New Ukrainian School reforms. It highlights the role of modern pedagogical technologies in enhancing the effectiveness of inclusive education for students with special educational needs. The purpose of the study is to substantiate the integration of the theoretical principles of inclusive pedagogy, contemporary pedagogical technologies, and regulatory support for inclusive education, and, based on the results of a teacher survey, to identify ways to improve the professional training of future primary school teachers (specialty A3) for working with students with special educational needs. The research methodology is based on a combination of theoretical methods (analysis, synthesis, generalization, and systematization of scientific sources and regulatory documents), empirical methods (survey of teachers in general secondary education institutions), and quantitative and qualitative data analysis. The study focuses on analyzing the theoretical foundations of inclusive pedagogy, identifying the specifics of implementing inclusive learning technologies in primary education, examining challenges in teaching practice, and substantiating ways to improve teacher training. The findings indicate that most teachers demonstrate a sufficient level of readiness to work in inclusive environments and actively use individualization, differentiation, and corrective teaching technologies. However, limited use of cooperative learning and augmentative and alternative communication tools has been identified. Key challenges include behavioral interaction difficulties, instructional design issues, and insufficient methodological support. The study concludes that the effectiveness of inclusive education depends on the integration of theoretical foundations, modern pedagogical technologies, and regulatory support, as well as on the level of teachers’ professional training. Strengthening practice-oriented training for future primary school teachers (specialty A3) is identified as a key factor in improving the quality of inclusive education.