Keyword: «special educational needs»

The article discusses the method of art therapy in working with children with special educational needs. The main directions of art therapy, their goals and objectives, features of use in social work are analyzed.

The development of the principles and practices of inclusive education has exposed the adaptation of educational process components as a problem within a teacher's work. The solution to this issue should help to overcome the contradiction between the teacher-centred format of educational process and the implementation of an individual learning route for schoolchildren with special needs. The study aims to substantiate and operationalize the teacher's actions to design adaptive educational tools for including a child with special needs into a teacher-centred lesson, thus ensuring success in achieving common educational results with the rest of the schoolchildren. The aim of the study is to present special educational needs, described as an individual psychosocial development of schoolchildren with special needs, as a dynamic phenomenon that defines the specific conditions needed to achieve the planned educational results. The study presented in the article resulted in the development of an algorithm for a layer-structured adaptation of the teacher-centred lesson to the specific work with a child with special needs in the context of inclusive education. Such an algorithm presents the operationalization in a teacher's work when developing adaptive pedagogical tools. The implementation of the algorithm within the work of primary general and basic general education teachers shows a significant positive effect regarding the individualization of the activities of a child with special needs during the teacher-centred lesson. At the same time, the analyses revealed that some teachers lacked prognostic and reflective skills. The theoretical relevance of the study is determined by the development of the conceptual field of inclusive education, as well as the scientific ideas about the pedagogical mechanisms for adapting the educational environment to the needs of schoolchildren. The practical relevance is reflected in the algorithm for the development of adaptive pedagogical tools, which will help teachers to achieve the required individualization of the educational process as an integral part of ensuring the quality of inclusive education.