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PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN PRESCHOOL EDUCATION

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dc.contributor.authorLiudmyla Mashuta
dc.date.accessioned2025-12-28T12:11:57Z
dc.date.issued2025-08-10
dc.description.abstractThe article reveals the theoretical and methodological foundations, goals, objectives, principles and model of psychological and pedagogical support for children with special educational needs (SEN) in preschool education. The need for interdisciplinary interaction of specialists (teachers, psychologists, speech therapists, defectologists , tutors, social workers) and active partnership with the family is substantiated. The stages of support (screening and diagnostics, design of an individual educational route, implementation, monitoring and correction), key technologies (sensory integration, visual support, structured learning, elements of ABA, PECS, play and art therapy practices), as well as performance indicators are described.
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dc.identifier.urihttps://usajournals.org/index.php/6/article/view/794
dc.identifier.urihttps://asianeducationindex.com/handle/123456789/5008
dc.language.isoeng
dc.publisherModern American Journals
dc.relationhttps://usajournals.org/index.php/6/article/view/794/867
dc.rightsCopyright (c) 2025 Modern American Journal of Linguistics, Education, and Pedagogy
dc.rightshttps://creativecommons.org/licenses/by/4.0
dc.sourceModern American Journal of Linguistics, Education, and Pedagogy; Vol. 1 No. 5 (2025); 43-53
dc.source3067-7874
dc.subjectPreschool education, children with special educational needs, psychological and pedagogical support, inclusion, individual educational route, interdisciplinary team, early intervention.
dc.titlePSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN PRESCHOOL EDUCATION
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Article

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