PEDAGOGICAL AND PSYCHOLOGICAL OPPORTUNITIES FOR IMPLEMENTING INCLUSIVE EDUCATION IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

This article highlights the role and significance of pedagogical and psychological capacities in the process of implementing inclusive education in general secondary educational institutions. Inclusive education involves organizing the learning environment while taking into account the individual needs of all students. The article analyzes innovative teaching technologies, differentiated and adaptive instructional methods, guidelines for working with individual learning pathways, and the advantages of collaborative learning required for teachers. In addition, the key functions of psychological services—such as diagnostics, correction, cooperation with parents, and emotional support for students—are examined. Special emphasis is placed on the collaboration between teachers and psychologists in the effective organization of an inclusive educational environment. The research findings indicate that inclusive education is a crucial factor in ensuring equal opportunities, social justice, and the formation of a supportive learning environment for all children.