SYSTEMIC PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF THE FAMILY AS A FACTOR OF PSYCHOLOGICAL AND SOCIAL ADAPTATION OF A CHILD WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article is devoted to the theoretical substantiation of systemic psychological and pedagogical support of the family as a key factor in the psychological and social adaptation of a child with special educational needs in the context of the development of an inclusive educational space in Ukraine. The relevance of the study is due to the increase in the number of children with special educational needs, the complication of the social conditions of their development, in particular as a result of military challenges, internal migration and increased psycho-emotional stress on families. It is substantiated that the effectiveness of a child’s adaptation is determined not only by the peculiarities of his psycho-physical development, but also by the resourcefulness of the family, the psychological climate, the level of pedagogical competence of parents and their readiness for partnership interaction with specialists. The essence of systemic psychological and pedagogical support as an organized interdisciplinary activity aimed at increasing the educational potential of the family, the formation of its emotional stability and an active subjective position that acts as a factor in the psychological and social adaptation of the child is revealed. The psychological and pedagogical components of support, their interrelationship and role in creating a holistic model of child support are analyzed. The main models, stages and forms of work with parents are outlined, as well as practical areas of assistance aimed at accepting the situation, overcoming negative emotional states and increasing self-esteem. Particular attention is paid to the phenomenon of parental resilience as a core component of the support system, which ensures a reduction in stress levels, stabilization of family relationships and increased adaptability of the child. The conclusion is made about the need to implement holistic models of systemic family support as a strategic condition for successful social integration and harmonious development of a child with special needs. The prospects for further research are the development of effective models of systemic psychological and pedagogical support for families in the context of military challenges and the digitalization of education