Modeling of inclusive strategies for personalized psychological and pedagogical support for children with special educational needs

Introduction. The research is aimed at solving urgent problems of meeting the demands of the Russian and international education system in unlocking the potential and content of personalized psychological and pedagogical support for children with special educational needs. The purpose of the study is to substantiate and design models of inclusive strategies for personalized psychological and pedagogical support for children with special educational needs, namely, children with severe speech disorders and children on long–term stay in a medical institution. Materials and methods. The first two blocks of research program allowed to cover 162 teachers working with long-term ill children in the hospital schools of the UchiMznai project, as well as teachers working with children with speech disorders in educational institutions. The third research unit combined data from the study of 64 families raising children with severe speech disorders. The research is based on the author's survey systems of respondents and personalized educational methods (T.B. Filicheva, T.V. Tumanova, O.V. Yugova). The results of the study. The conceptual and categorical apparatus is specified within the framework of the stated topic; the readiness of teachers working with children with special educational needs for inclusive strategies of personalized psychological and pedagogical support within the framework of the levels is studied: low (46%); intuitive-situational (28%); initial-paradigmatic (22%); the level of conscious motivational and meaningful readiness (4%). Models and algorithms for personalized education of children with special educational needs have been designed (using the example of long-term ill children and children with severe speech disorders); micro- and mesoprograms of educational orientation have been developed and tested. Groups of parents were identified: active (25%), delegating (53%), passive (22%). KEYWORDS Conclusion. A universal model for building inclusive strategies for personalized psychological and pedagogical support for children with special educational needs has been designed. The importance of appropriate training of personnel and the formation of their professional competencies is determined. Strategies for involving parents of children in this process are revealed.