INDIVIDUAL DEVELOPMENT PROGRAM FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AS A TOOL FOR PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT IN INCLUSIVE EDUCATION
DOI:
https://doi.org/10.31392/UDU-nc.series19.2026.50.09Keywords:
Individual Development Program, special educational needs, inclusive education, psychological and pedagogical support, multidisciplinary support team, individual educational trajectory, general secondary education institutionAbstract
The article examines the Individual Development Program (IDP) of a student with special educational needs as a key instrument for organizing psychological and pedagogical support in inclusive education within general secondary education institutions. The relevance of the study is determined by recent changes in the regulatory framework governing inclusive education and the need for practice-oriented approaches to developing and completing the IDP in accordance with current legislation. The purpose of the study is to provide a theoretical justification and systematization of the structural components of the Individual Development Program, identify the specific features of their practical implementation, and substantiate the IDP as a practical tool for psychological and pedagogical support. The methodological framework is based on systemic, learner-centered, and competency-based approaches. The research employs methods of analysis, comparison, generalization, systematization, and structural-functional analysis of scientific literature, legal documents, and practical experience in organizing psychological and pedagogical support. The study proposes the author's systematization of the IDP into four interconnected structural components: informational-analytical, organizational-pedagogical, goal-oriented and prognostic, and evaluation-coordination components. For each component, its functional purpose, regulatory basis, practical content, and examples of implementation are defined in accordance with current legal requirements. The findings substantiate the necessity of considering the IDP not merely as a mandatory document but as a dynamic mechanism for planning, coordinating, implementing, and monitoring psychological and pedagogical support for students with special educational needs. The practical significance of the study lies in the possibility of applying the proposed approach by teachers, teacher assistants, special education professionals, school psychologists, Inclusive Resource Centers, and multidisciplinary support teams when developing, implementing, and reviewing Individual Development Programs in general secondary education institutions.
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