Значення психологічної допомоги в процесі адаптації дітей з особливими освітніми потребами в закладах з інклюзивною освітою

The relevance of the topic is due to modern trends in the development of the educational sphere not only in our country, but also in the world as a whole, in particular, reform processes that should ensure unhindered access to education for every child, regardless of their characteristics and needs. In domestic conditions, inclusive measures are actively being implemented, which create the need to develop modern approaches to the educational process for children with special educational needs. Regulatory and legal changes in the system of regulation of educational activities require teachers and educational institutions to provide an inclusive space that would take into account the special needs of students, which, in turn, requires continuous improvement of methodological and organizational methods of work. At the same time, taking into account modern problems, in particular, the lack of trained teachers to work in inclusive conditions, it is worth developing measures that would contribute to improving the qualifications of teachers and specialists who work with children with special educational needs. Also, the practice of foreign countries confirms the importance of introducing effective models and strategies for adapting them to domestic educational conditions. Therefore, this study is extremely relevant, as it requires a comprehensive approach to optimizing educational services for children with special educational needs, taking into account modern trends in the field of education in Ukraine. The purpose of the study is to reveal the importance of providing psychological assistance in the process of adapting children with special educational needs in institutions with inclusive education. In the process of writing this article, the following methods were used: analysis and synthesis, generalization, system method, logical, dialectical, generalization method. It was found that psychological assistance should be based not only on the internal capabilities of the child, the purpose of which is to determine specific areas of its development, but also on support in the manifestations of independence, the fight against problems in personal development, solving current tasks of learning and socialization, and should also include the development of psychological literacy of the subject of psychological assistance. It was determined that the effectiveness of psychological assistance to children with special educational needs lies in the fact that in the process of developing a theoretical scheme of assistance it is necessary to: perform a psychological examination and analyze the dynamics of the child's development; clearly establish the factors that influenced the emergence of problems in learning and socialization of the child; overcome the identified problems in the psychosocial development of children, reduce the risks of problems of adaptation to learning; ensure the timeliness of prevention of deviations in development; form active cooperation in educational activities aimed at improving the child's personality; develop the social skills of all participants in psychological assistance.