THE DEVELOPMENT OF PSYCHOLOGICAL COMPETENCE WITHIN THE FRAMEWORK OF INCLUSIVE EDUCATION

Abstract

In the context of global changes in the education sector, the key task becomes the development of psychological competence in inclusive learning environments. A thorough analysis has been conducted, examining the pivotal aspects of this issue. In today’s world, inclusive education is recognized as one of the most progressive and humane forms of instruction. Historically, the concept of inclusive education gained prominence only in the 20’th century, but its significance and relevance are exceptionally high in contemporary conditions. The primary emphasis is placed on the understanding that the success of inclusive learning is determined not only by technical aspects but also by a profound understanding and consideration of the psychological nuances of each student. Therefore, fostering psychological competence stands as a pivotal element in the effectiveness of such education. A crucial aspect underscores that educators and psychologists operating in inclusive environments should possess not only theoretical knowledge but also practical experience with diverse student groups. This implies that professional training and continuous professional self-improvement are integral components of their work. Furthermore, the importance of collaborative partnerships with parents and guardians of students is highlighted. Collaborative efforts with parents can contribute to providing psychological support and promoting effective development and learning for students. A specific focus is given to examining methods and techniques that facilitate the development of psychological competence. This encompasses the use of modern pedagogical technologies, psychological assessments, training sessions, and seminars. In the context of globalization and intercultural interaction, particular attention is devoted to the cultural competence of educators. Understanding diverse cultural and social contexts fosters deeper mutual understanding and effective interaction with students from various cultural and social backgrounds. The prospects for further research and recommendations for the practical implementation of research findings in pedagogical practice are outlined. It is crucial to emphasize that the development of psychological competence is a continuous and dynamic process that requires ongoing analysis, reflection, and adaptation to changing circumstances.