ADAPTATION OF THE DISCIPLINE “PSYCHOLOGY OF ADDICTION” FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT

The article explores the specifics of adapting the academic discipline “Psychology of Addictions” for students with special educational needs (SEN) within the inclusive educational environment of the University “Ukraine”. The relevance of the topic is determined by the growing demand for inclusive approaches in higher education, particularly in the context of psychological training. Special emphasis is placed on the need to provide equitable access to educational content and psychological safety for students with various developmental disorders, physical impairments, and emotional vulnerabilities. The teaching of complex and emotionally sensitive disciplines, such as addiction psychology, requires an individualized approach that respects the diverse cognitive and psycho-emotional characteristics of learners. The research presents the results of a student survey conducted among psychology undergraduates with different nosological profiles. The survey aimed to identify the key challenges encountered during the study of the discipline and to collect suggestions for improving the content, methodology, and structure of the course. A total of 28 students participated in the study, including those with hearing impairments, musculoskeletal disorders, autism spectrum disorders (ASD), and multiple disabilities. The questionnaire addressed areas such as access to learning materials, emotional comfort while studying sensitive topics, and the effectiveness of teaching methods and formats (online, offline, hybrid). Based on the feedback received, several adaptations were introduced to the curriculum. These included content simplification without loss of scientific accuracy, incorporation of visual aids and multimedia resources, use of subtitles and sign language interpretation, flexible scheduling, and expanded tutor support. The structure of the course was modified to include multimodal delivery methods, allowing students to engage with the material according to their preferred learning style (visual, auditory, kinesthetic). The implementation of the Universal Design for Learning (UDL) principles ensured that course materials were accessible and meaningful to a diverse student body. The effectiveness of the adapted course was evaluated through a comparative analysis of academic performance and learning motivation indicators before and after implementation. The study recorded an 18% increase in academic success among students with SEN and significant improvements in indicators such as learning interest, initiative, independence, and satisfaction with the educational process. These data were confirmed using the internal academic motivation questionnaire by K. Waldeck, adapted by L. Orban. Additionally, qualitative feedback from students emphasized the importance of emotional support, clear course structure, and individualized guidance in overcoming learning challenges. The article concludes that adapting the discipline “Psychology of Addictions” to the needs of students with SEN contributes not only to the improvement of academic outcomes but also to the development of social-emotional competencies. The study underlines the necessity of systematic implementation of inclusive pedagogical practices and the creation of individualized learning pathways in higher education institutions. The experience of the University “Ukraine” serves as a model of best practices in the inclusive teaching of complex psychological disciplines. The results of this research may be useful for educators, curriculum developers, and policymakers interested in ensuring accessibility, equity, and academic success for all students, regardless of their individual needs and limitations.