The Importance of Psychological Support in the Inclusive Education Process
DOI:
https://doi.org/10.51699/cajssh.v7i3.1360Keywords:
Inclusive, Education, Psychology, Support, Adaptation, Student, Emotion, Environment, Development, InclusionAbstract
This article provides a scientific overview of the importance of psychological support in the process of inclusive education. The inclusive education system is aimed at ensuring that all students, including children with special educational needs, receive an education under equal conditions, in which the psychological environment plays an important role. The article analyzes the role of psychological support in students' adaptation to the educational process, their ability to feel at ease in a team, the formation of social connections, and the maintenance of emotional stability. It also highlights the influence of teacher-psychologist cooperation, work with parents, and the social environment on student development.
References
S. V. Alekhina, N. V. Novikova, and L. A. Kazakova, Inclusive Education for Children with Disabilities. Krasnoyarsk, 2013, pp. 71–95.
G. A. Bordovsky and V. Z. Kantor, “Inclusive Education in Russia: Problems and Prospects,” Bulletin of Herzen University, no. 10, 2008. Available: http://cyberleninka.ru/article/n/inklyuzivnoe-obrazovanie-v-rossii-problemy-i-perspektivy-telebeseda-s-g-a-bordovskim-iv-z-kantorom
A. N. Veraksa and M. F. Gutorova, Practical Psychologist in Kindergarten. Moscow, 2011.
P. R. Egorov, “Theoretical Approaches to Inclusive Education of People with Special Educational Needs,” Theory and Practice of Social Development, no. 3, pp. 35–39, 2012.
Inclusive Education: Results, Experience and Prospects. Proceedings of the III International Scientific and Practical Conference, edited by S. V. Alekhina. Moscow: MGPPU, 2015, 528 p.
M. R. Khusnutdinova, “Awareness of Key Stakeholders of Inclusive Education in Moscow,” in Barrier-Free Environment in School and Society, edited by L. M. Shipitsyna. St. Petersburg: Institute of Special Pedagogy and Psychology, 2014, pp. 276–279.
M. Ivanova, “The Importance of Psychological Support in the Process of Adaptation of Children with Special Educational Needs in Institutions with Inclusive Education,” alsrt_e, no. 5, Sep. 2025, doi: 10.54929/3041-2390-2025-05-02-04.
N. Sh. Abdullayeva, “The Importance of Psychological and Pedagogical Support for Parents in an Inclusive Environment within the Preschool Education System,” Science and Innovation, vol. 5, no. 5, May 2026, doi: 10.5281/zenodo.20303107.
K. Zhasulan, A. Akbota, Z. Aziya, K. N. Kazhimukhanovich, Z. M. Salikbayevna, and S. Aigul, “Psychological Support for Children with Special Educational Needs in an Inclusive Education,” Cypriot Journal of Educational Sciences, vol. 17, no. 4, pp. 1024–1031, 2022, doi: 10.18844/cjes.v17i4.7103.
L. M. Dmitrievna, “The Provision of Psychological and Pedagogical Support for Persons with Disabilities in an Inclusive Education,” Инновационная наука, no. 5, 2020. Available: https://cyberleninka.ru/article/n/the-provision-of-psychological-and-pedagogical-support-for-persons-with-disabilities-in-an-inclusive-education
M. D. Lagutina, “The Provision of Psychological and Pedagogical Support for Persons with Disabilities in an Inclusive Education,” Innovative Science, no. 5, pp. 149–152, 2020.
R. A. Gable, M. L. Hendrickson, and S. Van Acker, “Teaching All the Students: A Mandate for Educators,” Educational Leadership, vol. 57, no. 4, pp. 6–11, 2000.
S. Hegarty, Inclusive Education and Special Educational Needs. London, U.K.: Routledge, 2001.
A. Florian and K. Black-Hawkins, “Exploring Inclusive Pedagogy,” British Educational Research Journal, vol. 37, no. 5, pp. 813–828, 2011.
L. A. Kazakova and N. V. Novikova, Psychological Support in Inclusive Educational Settings. Krasnoyarsk, Russia, 2013.
