THE PSYCHOLOGY OF STUDENTS WITH SPECIAL NEEDS IN INCLUSIVE EDUCATION: A QUALITATIVE PERSPECTIVE

Inclusive education has emerged as a transformative approach aimed at ensuring equal educational opportunities for students with special needs. This research article explores the psychological dimensions of students with special needs within inclusive educational settings, emphasizing the roles of teachers and parents. The study adopts a qualitative framework to understand cognitive, emotional, and social challenges faced by such learners and the strategies required to support them. It highlights the importance of psychological support, inclusive teaching strategies, and collaborative efforts among stakeholders (Karibaev et al., 2022; Hanurawan, 2017). The findings reveal that although inclusive education promotes self-esteem, social integration, and academic progress, significant gaps exist in teacher preparedness, parental awareness, and institutional support (Armstrong, 2014; Afolabi, 2014). The study concludes that strengthening psychological interventions and inclusive practices is essential for holistic development and societal inclusion of students with special needs.