ADAPTATION OF INTERNALLY DISPLACED CHILDREN WITH SPECIAL EDUCATIONAL AND SOCIAL NEEDS IN A NEW ENVIRONMENT

Abstract

The article addresses the pressing issue of adapting internally displaced children (IDPs) with special educational and social needs in a new educational environment. Based on an analysis of Ukrainian regulatory documents, particularly the Order of the Ministry of Education and Science of Ukraine № 1182, and modern scientific research, the article outlines key challenges faced by IDP children and proposes practical approaches to address them.

Special attention is given to the role of specialized classes, which enable the consideration of children`s individual characteristics and the creation of conditions for their education and socialization. The article examines mechanisms for individualizing education, such as developing individual development programs, implementing corrective and developmental activities, and employing universal design in educational settings. An essential component is the provision of systematic psychological and pedagogical support involving inclusive resource center specialists, educators, and parents.

The authors emphasize the integration of IDP children into a new sociocultural environment through participation in extracurricular activities, the development of communication skills, and the enhancement of emotional resilience. The article argues that supporting IDP children with special educational needs (SEN) is not only an educational challenge but also a social issue requiring coordinated efforts from educators, public organizations, and government bodies.

The research findings confirm that effective adaptation of IDP children in a new environment is achievable through the creation of an inclusive space that meets their educational and social needs. The proposed approaches can form the basis for further studies and the development of practical recommendations for educators and school administrators.