PSYCHOLOGICAL-PEDAGOGICAL MODEL OF EDUCATION OF PRIMARY GRADE STUDENTS IN THE CONDITIONS OF INCLUSIVE EDUCATION

Abstract

This article examines the psychological and pedagogical model of teaching primary school students in the context of inclusive education. The study analyzes modern approaches to organizing the educational process based on inclusive principles and consideration of individual developmental characteristics of learners. The article describes the key components of the psychological and pedagogical model, including the diagnosis of students’ educational needs, the use of differentiated and adapted teaching methods, the creation of a supportive educational environment, and the collaboration between teachers, psychologists, and parents. Special attention is given to the cognitive, emotional, and social development of primary school students in an inclusive learning environment where children with diverse educational needs study together. The findings emphasize that the successful implementation of inclusive education requires the development and application of a comprehensive psychological and pedagogical model aimed at ensuring equal educational opportunities for all learners and improving the overall quality of education.