THE ROLE OF THE EDUCATIONAL SECURITY SERVICE INSPECTOR IN THE INTERDISCIPLINARY INTERACTION OF SPECIALISTS IN SOCIO-PEDAGOGICAL WORK WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Introduction. The article analyzes the practical experience of involving the Inspector of the Educational Security Service (ESS) in the interdisciplinary interaction of specialists engaged in socio-pedagogical work and the support of students with special educational needs (SEN) in an educational institution. Emphasis is placed on the necessity of considering the individual developmental characteristics of students, preventing undesirable behavior, and the role of the inspector in creating a safe educational environment. Special attention is given to issues of bullying prevention, ensuring students’ psychological well-being, and their right to equal access to education. Objective and Tasks of the Study. The objective of the study is to examine the role of the Inspector of the Educational Security Service in the interdisciplinary interaction of educational institution specialists and determine ways to improve their activities in the socio-pedagogical support of students with SEN. To achieve this goal, the following tasks were set: analyze the legal and regulatory framework governing the activities of the Inspector of the Educational Security Service; identify the main forms of their interaction with the support team specialists; assess the effectiveness of interdisciplinary cooperation in ensuring the rights and needs of students with SEN; develop recommendations for improving preventive and socio-pedagogical work. Results. For the first time, approaches to involving the Inspector of the Educational Security Service in the activities of the interdisciplinary support team for students with SEN have been summarized. The legal and regulatory framework governing their activities has been reviewed, including international documents, national legislative acts, and departmental instructions. The key areas of their interaction with support team specialists have been outlined, including participation in meetings, consulting teachers and parents, preventive work with students, legal education, and cooperation with social services and law enforcement agencies. It has been proven that the involvement of the Inspector of the Educational Security Service significantly enhances the effectiveness of socio-pedagogical work with students with SEN. Their activities contribute not only to the legal protection of children but also to the formation of a safe and inclusive educational environment. Conclusions. It has been determined that effective interaction between the Inspector of the Educational Security Service and educational institution specialists strengthens the activities of the interdisciplinary support team, promotes the legal protection of students, and enhances the safety of the educational space. Further research may focus on improving the mechanisms of cooperation between the inspector and the support team, expanding preventive measures, and increasing the level of inclusive competence among specialists involved in socio-pedagogical work.