Inclusive Environment: Acceptance and Support of Children

Abstract

At the present stage, the development of the education system is grounded in the principles of inclusiveness, equal access, and humanistic values. An inclusive environment aims to ensure the full participation of learners in the educational process by taking into account their individual characteristics, including children with special educational needs. This article comprehensively examines the issues of children’s admission and the organization of psychological and pedagogical support within an inclusive educational setting.

The main objective of the study is to identify the specific features of the admission process in inclusive education and to provide a scientific justification for effective support mechanisms. The research employed methods of scientific literature analysis, questionnaire survey, and semi-structured interviews. The survey was conducted among teachers and prospective educators working in general education institutions. 32 respondents participated in the survey.

The findings indicate the necessity of developing teachers’ inclusive competencies, establishing systematic cooperation with parents, and strengthening psychological and pedagogical support services to ensure the successful inclusion of children in mainstream education.

Based on the research results, a three-level structural model for organizing children’s admission and psychological-pedagogical support in an inclusive educational environment is proposed. The systematic support model contributes to children’s social adaptation, enhances academic motivation, and stabilizes their emotional well-being.

The study findings may be used to improve inclusive education practices and to develop practical recommendations aimed at enhancing teachers’ professional training.

Keywords: inclusive environment, children’s admission, psychological support, pedagogical support, children with special educational needs.