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Socio-Pedagogical and Psychological Aspects of Accompanying Students with Special Needs in the Context of the Development of Inclusive Education


Olena Mamicheva, Iryna Dmytriieva, Maryna Omelchenko, Viktoriya Silchenko, Hanna Bobrova, Dmytro Say


Vol. 22  No. 9  pp. 527-534


The main purpose of the study is to identify the key aspects and values of the culture of socio-pedagogical support for students with special needs in the context of educational development. New conceptual principles of modern social development, based on the recognition of the diversity of the human community and ensuring the equality of people in culture, determine the ways of reforming the national education system. The state centrist educational system, where the main goal was defined as the formation of a personality according to established patterns and the subordination of one’s own interests to the state with strict regulation of the educational process, should be replaced by “childish-centrism” - an education system dominated by the interests of the child, satisfaction of his educational needs. This principle defines the goals and concept of inclusive education, an educational system that implements one of the main democratic ideas - the equality of people's rights to receive education. The methodology includes a number of theoretical and survey methods. Based on the results of the study, the main elements of the culture of teacher support for students with special needs were identified in the context of educational development.


pedagogy, inclusive education, teacher support, students, culture.