PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE CORRECTION OF DEVELOPMENT IN CHILDREN WITH MUSCULOSKELETAL DISORDERS

Abstract

This article examines the role of rehabilitative pedagogy as a key component of special education for adolescents with musculoskeletal disorders. The focus is placed on the psychological and pedagogical support required to foster the personal development and social integration of students with special educational needs. The study presents empirical data on the psychological condition of adolescents with musculoskeletal impairments, categorized into four levels of well-being: high, sufficient, medium, and low. These levels were determined based on a set of defined psychological criteria and indicators. The research identifies characteristic psychological features at each level and explores their influence on the adolescents’ perception of life prospects and emotional resilience. The findings suggest that a positive life outlook among adolescents with physical disabilities is closely associated with targeted psychological support and inclusive educational practices. Based on the results, a system of psychological and pedagogical conditions is proposed to optimize the rehabilitation process. These include the development of an inclusive environment, differentiated psychological support, promotion of self-esteem, and the strengthening of positive interpersonal relationships. The article underlines the necessity of a humanistic and competence-oriented approach in rehabilitative pedagogy, aimed at ensuring equal access to education, improving academic and life outcomes, and supporting the holistic development of adolescents with motor impairments.