Pedagogical-Psychological Support Of The Educational Process In Inclusive Education Settings
Keywords:
inclusive education, educational psychology, individual education programmeAbstract
This article examines the theoretical and practical dimensions of pedagogical-psychological support within the educational process in inclusive education settings. The study is directed at identifying the psychological and pedagogical conditions necessary for the successful learning of students with special educational needs (SEN) in mainstream educational institutions. Drawing on contemporary approaches in educational psychology, special psychology, and inclusive pedagogy, the article analyses the role of individual educational programmes, multidisciplinary collaboration, and parental engagement in facilitating effective inclusion. A mixed-methods study conducted across general education schools in Uzbekistan (2022–2024) involving 120 inclusive classroom students and 45 teachers revealed that institutions with fully functioning psychological support services demonstrated statistically significantly higher outcomes in academic achievement and social integration (p < 0.05). The findings contribute to the growing body of evidence supporting structured psychological support as an indispensable component of quality inclusive education, and offer actionable recommendations for practitioners, school administrators, and policymakers.
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