MODEL OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT FOR THE SOCIAL DEVELOPMENT OF PRESCHOOL CHILDREN WITH PSYCHOPHYSICAL DEVELOPMENTAL DISORDERS

Abstract

The article presents a comprehensive analysis of the theoretical and methodological foundations for creating an inclusive educational environment as a systemic factor in the social development of preschool children with psychophysical developmental disorders. The study actualizes the issue of integrating children with special educational needs into society in the context of the humanistic paradigm of modern education, emphasizing the need for equal access, respect for individuality, and the development of social experience through inclusive interaction. An analytical review of scientific approaches defines inclusion as a multidimensional sociocultural model that integrates pedagogical, psychological, and social mechanisms of child support. The author identifies contradictions between the declared normative principles of inclusive education and the real conditions of its implementation in preschool institutions. Based on a system-structural analysis, the article substantiates a model of an inclusive educational environment aimed at ensuring the harmonious social development of the child and the formation of social competencies necessary for successful adaptation. The proposed model consists of four interrelated components – organizational-pedagogical, socio-psychological, content-activity, and diagnostic- resultative – which together ensure the integrity, variability, and dynamism of the pedagogical process. Within each component, the main methods, tools, and forms of inclusive interaction are specified, including pedagogical modeling, facilitation, art therapy, interactive and situational technologies, and diagnostics of social skills. Particular attention is paid to psychological safety, the partnership of educators and parents, the development of empathy, positive self-esteem, and a sense of belonging to the community as determinants of socialization. It is substantiated that the model’s effective functioning requires coherence and mutual influence of all its elements, ensuring the child’s transition from adaptation to active social participation. The obtained results provide a theoretical basis for further research and the development of practical mechanisms for implementing inclusive education in preschool settings.