Integration of Valeological Approaches into Inclusive Education Programmes for Students with Special Educational Needs

Abstract

The problem of integrating ideological approaches into inclusive education programmes, relevant in modern educational reforms and social challenges, is investigated. It is established that ideological practices contribute to the harmonious physical, psychological and emotional development of students with special educational needs, but severalseveral barriers characterise their implementation. The main problems have been identified, including insufficient material and technical support, low level of teachers' training in innovative methods, and lack of systematic intersectoral interaction between educational, medical and social structures.

The purpose of the study is to analyse existing ideological methods, evaluate their effectiveness and develop recommendations for improving the integration of ideological principles into the inclusive education system. A comprehensive methodological approach was applied, including an analysis of scientific literature, a survey among teachers in five regions of Ukraine, and an assessment of the effectiveness of the methods by comparing the data obtained using quantitative and qualitative criteria. The analysis was conducted in such areas as the impact on children's physical, psychological, emotional and social development.

The study found that adaptive physical education, art therapy, and team activities that promote the development of physical, social and creative skills are most effective. It has been established that interactive platforms aimed at cognitive development are used much less frequently due to the complexity of their adaptation to students with special educational needs. It is proved that the greatest positive effect is achieved when combining methods that consider children's individual needs and provide them with comprehensive support.

It is concluded that the successful implementation of ideological approaches is possible provided that the problems of resource provision, professional development of teachers, creation of a unified regulatory framework and establishment of interdisciplinary interaction are solved. It is recommended that training programmes for teachers be developed, the infrastructure of educational institutions improved, and financial mechanisms to support innovative ideological practices be introduced.

Prospects for further research relate to analyzing the long-term impact of wellness programmes on children's academic performance and social adaptation, developing models of cooperation between educational and medical institutions, and studying the possibilities of integrating digital technologies for monitoring children's condition. It is proposed to continue researching the effectiveness of combined approaches aimed at comprehensive support for students with special educational needs.