PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF INTERACTION OF CHILDREN WITH INTELLECTUAL DISABILITIES IN THE EDUCATIONAL ENVIRONMENT

Abstract

The article is devoted to the study of psychological and pedagogical aspects of the interaction of children with intellectual disabilities in the educational environment. Inclusive education, as one of the key areas of modern pedagogy, provides equal access to education for all students, however, the integration of children with special educational needs into general education institutions is accompanied by a number of challenges.The paper focuses on the main problems that complicate the interaction of such children in the school community, including insufficient awareness of teachers regarding effective work methods, difficulties in social adaptation, low level of tolerance among peers and limited specialized methods of socialization.The article analyzes the impact of interpersonal relationships on the cognitive and emotional development of children with intellectual disabilities. It is proven that the nature of the relationship between students and teachers is a determining factor in their academic success, social integration and general emotional well-being. Particular attention is paid to the issues of forming friendly relations in the classroom, the social status of such students and their need for support from authoritative adults. Modern pedagogical strategies aimed at the effective integration of children with intellectual disabilities into the educational environment are considered. In particular, the advantages of cooperative learning, the use of digital and adaptive technologies, emotional and ethical education, as well as the formation of an inclusive culture at school are highlighted. The importance of support from parents of a child is especially emphasized.Promising directions for further research are proposed, including the development of individualized educational programs, the implementation of a comprehensive approach to the emotional development of children, the study of the effectiveness of inclusive learning models and their impact on long-term socialization. The work is based on modern scientific research by Ukrainian and foreign scientists, which emphasizes its significance for teachers, psychologists, social workers, as well as for a wide range of specialists dealing with the problems of inclusive education.