PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH DISABILITIES IN THE FRAMEWORK OF AN INCLUSIVE APPROACH IN KYRGYZSTAN

This article analyzes the psychological and pedagogical support systems for children with disabilities within Kyrgyzstan's inclusive education framework. The research methodology involved a comparative analysis of international experiences (USA, UK, Denmark), local practices, legal frameworks, and statistical data. It examined the roles of special educational organizations, multi-professional teams (including teachers, psychologists, defectologists, speech therapists, and tutors), and parental involvement mechanisms. Key issues identified included the unsystematic implementation of inclusive approaches, inadequate material and technical support, teachers' psychological unpreparedness, and weak interdepartmental coordination. Recommendations include modernizing the school infrastructure, professional development for specialists, fostering an inclusive culture in educational institutions, and creating adapted curricula for mixed classes.