ORGANIZATION OF ASSISTANCE AND PSYCHOLOGICAL-PEDAGOGICAL SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONDITIONS OF INCLUSION

Abstract

The article provides a thorough theoretical, methodological, and applied analysis of the organizational and procedural foundations of psychological and pedagogical support, as well as the institution of assisting children with special educational needs (SEN) within the inclusive space of a modern educational institution. Based on a comparative analysis of domestic experience and leading foreign strategies, a detailed algorithm for the interdisciplinary interaction of support subjects is presented. Furthermore, the functional boundaries and areas of responsibility within the 'teacher assistant — child assistant' system are differentiated, and the mechanisms of adaptation and modification of educational content within the implementation of co-teaching models are revealed. The purpose of the study is to substantiate the organizational and functional foundations of the support system for a child with SEN, to differentiate the roles of the teacher assistant and the child assistant, and to analyze team interaction models. The results show that the effectiveness of inclusion depends on a clear distinction between the functions of the teacher assistant, who provides pedagogical support, adaptation, and modification of educational content, and the child assistant, who ensures physical, social, and technical support for the child's daily life activities. The study establishes the important role of the Support Team in developing an individual development program, monitoring the child's academic and personal achievements, and implementing interdisciplinary interaction. Co-teaching models used to increase the efficiency of the educational process are highlighted. The analysis indicated that the ineffective organization of assistance can lead to overprotection, reduced independence of the child, and limited social interaction with peers, which contradicts the principles of inclusion. The article establishes that psychological and pedagogical support is a comprehensive system that requires the coordinated work of the Support Team, a clear distribution of professional roles, and systematic monitoring of the child's development. The effective implementation of the inclusive approach ensures the creation of a barrier-free educational environment and promotes the development of independence, social activity, and educational progress of children with SEN.