Scientific Journal of Dragomanov Ukrainian State University. Series 19. Special Education and Psychology
Проблеми навчання, виховання, освіти, соціалізації, абілітації та реабілітації осіб з порушеннями психічного та (або) фізичного розвитку різних вікових категорій – від раннього дитинства до періодів після шкільного професійного навчання та самостійної трудової діяльності у дорослому віці. Збірник входить до «Переліку наукових фахових видань України» (Наказ Міністерства освіти і науки України № 886 від 2 липня 2020 р.). Науковому виданню присвоєно категорію «Б» у галузі педагогічних, психологічних наук (012 – Дошкільна освіта, 013 – Початкова освіта, 014 – Середня освіта, 015 – Професійна освіта (за спеціальностями), 016 – Спеціальна освіта; 053 – Психологія), відповідно, у Часописі можуть публікуватися результати дисертаційних робіт на здобуття наукових ступенів доктора наук, кандидата наук та ступеня доктора філософії. Мова публікацій: українська, англійська. Збірник наукових праць «Науковий часопис Національного педагогічного університету імені М.П.Драгоманова. Серія 19. Корекційна педагогіка та спеціальна психологія» виходить двічі на рік. Редакція здійснює присвоєння кожному опублікованому матеріалу міжнародного цифрового ідентифікатора DOI.
COMPARATIVE STUDY OF COGNITIVE FUNCTION DEVELOPMENT IN NEUROTYPICAL CHILDREN AND CHILDREN WITH AUTISM SPECTRUM DISORDERS
This article explores the characteristics of cognitive development in children with Autism Spectrum Disorder (ASD) in comparison with children with neurotypical development. The theoretical section of the study provides an analysis of approaches to understanding cognitive development – both as the emergence of cognitive processes and as the formation of integrated cognitive functions. The article presents the results of a pilot study, which identifies diagnostic criteria, substantiates the selection of psychodiagnostic instruments, and assesses their applicability to the target groups. Neuropsychological assessment methods were employed to evaluate memory, attention, executive functions, language, and praxis, along with standardized developmental scales for children. To process the results, statistical methods, including comparative analysis and correlation studies, were used. The application of statistical analysis methods reveals statistically significant differences between children with ASD and their peers with neurotypical development across a range of indicators. The findings underscore the necessity of an individualised approach to diagnosis and educational support for these children.
Copyright (c) 2025 Г.В. Андрієнко, І.Г. Тітов (Автор)
EMPIRICAL STUDY OF THE CHARACTERISTICS OF PROFESSIONAL SELF-AWARENESS AMONG PRE-SERVICE SPECIAL EDUCATORS
This article presents the results of an empirical study examining professional self-awareness among higher-education students in special education. The development of self-awareness is shaped by interrelated psychological and pedagogical factors that directly influence professional maturity and effectiveness in remedial and developmental practice. Training within Faculties of Special and Inclusive Education forms the foundation of professional competence, enabling future specialists to work effectively with children with special educational needs and to support their successful social integration. Analysis of professional identity statuses showed that the largest share of students are in moratorium, i.e., experiencing a crisis of professional identity and actively seeking its resolution. The pseudo-identity status was least prevalent and is characterized by detachment from one’s own identity and professional roles. A small number of students exhibited a negative pattern dominated by external negative motivation, suggesting a choice of profession under external pressure or fear of failure. Findings on types and structure of professional self-awareness indicate heterogeneity in professional formation. The motivational-value and emotional components were the most developed, whereas the operational component—reflecting insufficient confidence in practical skills—was least developed, underscoring the need to strengthen the practice-oriented component of professional training. The study highlights the role of altruistic traits and intrinsic motivation in forming professional self-identity among special educators. Creating an educational climate of trust, mutual respect, and constructive support during university studies is identified as a priority for fostering professional self-awareness, which encompasses self-knowledge, self-understanding, and professional reflection.
Copyright (c) 2025 О.Є. Шульженко (Автор)
ACTIVATION OF SPEECH ACTIVITY IN OLDER PRESCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES
The article reveals the essence and provides a comprehensive analysis of the specific features of speech development in older preschool children with intellectual disabilities, as well as outlines the key psychological mechanisms that determine the formation of their speech activity. Attention is focused on the specific difficulties these children encounter while mastering speech skills, including low motivation for verbal expression, limited vocabulary, challenges in understanding spoken language, and difficulties in constructing their own utterances. In this context, the article emphasizes the importance of systematic corrective and developmental work aimed at the purposeful formation of speech, cognitive, and social skills. The article offers a detailed description of a methodology for organizing educational activities that stimulate the speech activity of 5–6-year-old children with intellectual disabilities through specially selected exercises and didactic games on social and everyday topics. This approach increases children’s interest in verbal interaction, supports the development of initiative, and facilitates the acquisition of communication skills in familiar life situations. The effectiveness of the proposed methodological tools is substantiated, as they provide consistent support for speech development and enhance the positive dynamics of corrective and pedagogical influence.
Copyright (c) 2025 Л.Г. Чепурна, О.Г. Маруда, Д.І. Ковальчук (Автор)
AN INTEGRATIVE APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE REHABILITATION TEACHERS
The article reveals the theoretical and practical foundations of professional training for future rehabilitation teachers in the context of the transformation of Ukraine’s educational system and the growing social demand for specialists capable of providing comprehensive educational and rehabilitation services. The essence of pedagogical rehabilitation is analyzed as a key component of a new educational paradigm focused on the development of life competencies, personal growth, and social integration of individuals with special educational needs. Particular attention is paid to the implementation of an integrative approach in the professional training process of future rehabilitation teachers, which involves the combination of psychological and pedagogical, biomedical, social, and information-technological components within educational programs. It is emphasized that the integrative approach contributes to the formation of systemic thinking, the development of interdisciplinary interaction skills, and ensures the readiness of specialists to work in multidisciplinary teams aimed at implementing the biopsychosocial model of rehabilitation. The study generalizes scientific approaches to defining the functions and professional roles of a rehabilitation teacher in an inclusive educational environment and outlines the structure of professional competence, which encompasses cognitive, operational, communicative, and reflective components. The role of the rehabilitation teacher as a coordinator of team interaction among educators, psychologists, medical professionals, and parents is highlighted. The necessity of aligning professional requirements and job responsibilities of such specialists within inclusive resource centers, educational and rehabilitation institutions, and comprehensive support centers for individuals with special educational needs is emphasized. The article substantiates the expediency of developing a modern professional qualification standard that takes into account the integrative approach and emerging socio-educational challenges. It has been established that the effective training of future rehabilitation teachers requires further scientific reflection on its content, forms, and methods of implementing the integrative approach, improvement of the professional competence structure, and strengthening of the practical orientation of the educational process to ensure their readiness for interdisciplinary cooperation within the system of educational and rehabilitation services.
Copyright (c) 2025 І. О. Сасіна, С. І. Геращенко, І. С. Маркусь (Автор)
DIGITAL COMPETENCE OF A SPEECH THERAPIST AS AN INDICATOR OF PROFESSIONAL IDENTITY IN MODERN EDUCATIONAL CHALLENGES
With the development of society, the demands on educators are increasing, and a key aspect of training a new generation of specialists is their ability to quickly adapt to change, demonstrate mobility, creativity, and offer a fresh perspective on traditional approaches. In modern realities, digital technologies have become an integral part of the educational process, ensuring its continuity and accessibility. In this regard, the ability of specialists, particularly speech therapists, to effectively navigate pedagogical challenges in a digital educational environment has become a priority. The set of knowledge, skills, abilities, and attitudes that enable a professional to successfully utilize digital technologies and resources in their work is reflected in the concept of "digital competence." This article analyzes psychological and pedagogical literature, regulatory documents, and contemporary information sources, which has made it possible to clarify the essence of digital competence and define its role in the professional activities of a speech therapist. In this study, digital competence is considered a criterion of a specialist’s professional identity, as it reflects a speech therapist’s readiness to work effectively within a digital educational environment, meet modern demands and technological advancements, promote continuous self-development, and adopt an active stance toward innovation in the teaching process. A specialist’s professional growth is determined by their ability to successfully fulfill professional tasks and derive satisfaction from their achievements. The authors present and characterize key areas of digital competence for speech therapists, including information and resource literacy, communication and digital ethics, content development and adaptation, security and integrity, digital management, and organization.
Copyright (c) 2025 Н. В. Савінова, К. М. Карпенко (Автор)
TASK FOR FORMATION OF DIALOGICAL SPEECH IN CHILDREN OF ELDERLY PRESCHOOL AGE WITH SEVERE SPEECH DISORDERS IN CURRENT CORRECTIVE AND DEVELOPMENTAL PROGRAMS IN UKRAINE
The purpose of the article is to consider current correctional and developmental programs for the purpose of representing the formation of dialogic competence in children with special educational needs. A detailed analysis of current correctional and developmental programs and programs for the upbringing, training and development of children of senior preschool age regarding the presence of tasks for the development of dialogic competence allows us to state that they present in detail tasks for the development of phonetic, lexical, grammatical, dialogic speech, monologue speech, coherent speech, reflecting the uniqueness of the contingent of children, with a normal level of speech development - according to the age principle, with general speech underdevelopment - according to the level of speech development. At the same time, each program presents generalized indicators of the volume of knowledge, skills and abilities that a child of senior preschool age must master, and general tasks regardless of the individual typological characteristics of children, the level of formation of speech knowledge, skills and abilities, etc. There are no methodological recommendations for correctional and educational programs on the formation of dialogical competence in children with various speech disorders. In the program-methodological complexes that define the main tasks for the development of children's speech in general preschool educational institutions, despite the rather detailed content of the work on the development of speech competence, the attention of educators to the work on the correction of dialogical competence in children with severe speech disorders is rather superficially, in passing, and there are no methodological recommendations.
Copyright (c) 2025 Н.В. Савінова, А.Ю. Нездатна (Автор)
SPEECH DEVELOPMENT OF CHILDREN WITH MENTAL DEPRIVATION: PSYCHOLOGICAL FACTORS, DISORDERS AND WAYS OF CORRECTION
The article examines the problem of speech development in preschool children who have experienced psychological deprivation. The history of studying the phenomenon of deprivation and its impact on the child’s socio-emotional and mental development is analyzed. Particular attention is paid to the pathogenesis of speech disorders arising from limited emotional contact, a lack of social stimulation, and insufficient positive communication experience. The experimental study identified characteristic features of the speech function in children with deprivation experience and revealed correlations between the level of mental development, the emotional sphere, and speech activity. The main directions of psychocorrective work are outlined, aimed at restoring communicative initiative, developing emotional and speech expressiveness, and reducing anxiety manifestations in children. The research results expand the understanding of psychological mechanisms of speech formation under conditions of psychological deprivation and can be used in the practice of child psychologists, speech therapists, and preschool educators.
Copyright (c) 2025 О.В. Старинська, О.В. Ревуцька (Автор)
STUDY OF THE STATE OF MOTOR FUNCTIONS IN OLDER PRESCHOOL CHILDREN WITH SPEECH DISORDERS
Modern educational kinesiology explains learning difficulties through insufficient integration between the right and left cerebral hemispheres. While Ukrainian psychological science often relates minimal brain dysfunction to clinical psychology, many international researchers interpret it primarily as an issue of educational psychology, which leads to different approaches to diagnosis and the organization of learning support. Kinesiology is considered an effective means of stimulating both intellectual development and motor skills, as specific exercises enhance mental activity, synchronize hemispheric functioning, improve memory and attention, and facilitate writing skills. Educational kinesiology, founded by Paul and Gail Dennison through the “Brain Gym” program, activates natural brain mechanisms by using purposeful physical movements. This article examines the application of kinesiology exercises and game-based techniques for developing the motor sphere of older preschool children (5–6 years old) with severe speech disorders. The study highlights that these children often demonstrate deficits in gross motor coordination, balance, and fine motor control, which negatively affect their speech, cognitive development, and emotional–volitional regulation. Based on diagnostic findings, a structured 12-week correctional and developmental program was designed, incorporating gross and fine motor training, logorhythmic activities, active games, and elements of sensory integration. The results confirm the effectiveness of the intervention: the number of children with a low level of motor development decreased more than twice, while the proportion of children with a high level increased 5–6 times compared to control indicators. The program was implemented according to key principles of corrective pedagogy, including individualization, gradual progression, complexity, and a play-based approach. Methodological recommendations are provided for educators, speech therapists, special education teachers, physical education instructors, and parents to support systematic motor development in preschool children with severe speech impairments, contributing to improved communication, social adaptation, and school readiness.
Copyright (c) 2025 С.Ю. Путров, О.Ю. Гноєвська, О.В. Троян (Автор)
SPEECH THERAPY EXAMINATION OF MIDDLE SCHOOL STUDENTS WITH READING DISORDERS IN SECONDARY EDUCATION INSTITUTIONS IN INCLUSIVE EDUCATION SETTINGS
The article discusses the problem of speech therapy examination of reading disorders (dyslexia) in middle school students (grades 5–9) who study in inclusive settings. Dyslexia is considered a partial specific disorder characterized by persistent specific mistakes during reading. It is known that reading disorders are multifactorial in nature and require a comprehensive and differentiated approach to identify their manifestations and causes. The article describes a two-stage methodology for speech therapy assessment of reading skills in teenagers, which was based on scientifically sound principles of comprehensiveness, individual approach, and step-by-step approach. The methodology covered the examination of reading technique and reading understanding, as well as a comprehensive diagnosis of the mental functions underlying dyslexia, namely phonemic processes, visual-spatial orientation, auditory-verbal memory, and the lexical-grammatical structure of speech. The generalized results of the examination of four middle school students with dyslexia who studied at a school with an inclusive education system are presented. The results of the experiment showed the presence of reading disorders of varying degrees in all four students, manifested in a significant decrease in reading speed, numerous technical errors, and significant difficulties in understanding what they read. The most common causes of dyslexia were found to be disorders of phonemic processes and semantic processing of textual information, indicating the leading role of these mechanisms in the structure of dyslexic manifestations in teenagers. Differentiated diagnosis made it possible to establish the leading types of dyslexia in each student studied and to determine the individual structure of reading disorders. It is noted that the results of the study created a reliable diagnostic basis for the development of individually oriented correctional programs and the provision of effective speech therapy support in the context of inclusion.
Copyright (c) 2025 Ю. В. Пінчук, В. В. Пиж (Автор)
CONTEMPORARY TRENDS AND TECHNOLOGIES IN THE PUBLISHING OF EDUCATIONAL MATERIALS IN BRAILLE
This research article examines the specific features of producing publications in Braille, highlighting the continuing social importance of educational and literary works accessible to individuals with visual impairments. Objective. The purpose of the research is to identify current trends in the development of Braille publishing in Ukraine and to analyze the principal technologies employed in the production of Braille-based literature. Methods. The study applies analytical, generalizing, and interpretative approaches to synthesize data from scientific and technical sources. Results. The research demonstrates that the effective dissemination of Braille publications depends on the availability of appropriate resources, the adaptation and preparation of textual content, and the implementation of advanced printing technologies. The article provides a concise overview of the historical trajectory of Braille publishing in Ukraine, outlines the content of early domestic manuals on Braille instruction for both children and adults, and reviews contemporary methodological contributions to Braille education for individuals with visual impairments, including those who lost their sight as a result of combat injuries. The analysis confirms that Braille publishing entails considerable material expenditures, including consumables, specialized printers, and auxiliary equipment. Modern technologies identified in Braille publishing include digital printing, embossing, UV inkjet printing, solid inkjet printing, thermography (thermal raising), thermal processing of relief-forming paper, vacuum forming, and screen printing. Conclusions. The research establishes that optimal tactile readability of Braille texts is achieved through digital drop-on-demand inkjet printing technology.
Copyright (c) 2025 О.М. Паламар, О.М. Легкий, С.В. Кондратенко (Автор)
The article discusses the main trends in the global practice of implementing inclusive education. It presents the specifics of education development in the Netherlands, the United States, Japan, and Canada. In Europe, the process of educational integration was based on the results of an experiment involving "school counselling services," which included specialists who conducted examinations of children, corrective and developmental work outside of school hours, and educational work among parents. This led to the creation of a system of internal support for children with SEN in mainstream schools. Negative trends that arose in schools in connection with the joint education of pupils were analysed. A model for providing psychological and pedagogical assistance to children with special educational needs was presented, the structure of which includes counselling, corrective and career-oriented education. The inclusive education system pays particular attention to involving parents in cooperation with the school. Inclusive education in the UK has resource support (specialist, teaching assistant, additional teacher, therapist), and may have special classes and special equipment. The difficulties and problems of the English inclusion system have been identified, as well as positive trends, which consist of traditions of charity, the influence of the mass media, the active work of public associations, unions, assemblies, the gradual nature of the process, and its consistency (preschool institutions – school – higher education). In the United States, parents play a role in the educational inclusion process in determining the individual approach (plan). They are present in all areas of their child's school life, can appeal the programme and influence any decision made by the school. A distinctive feature of the American system of inclusive (joint) education of children is the removal of a student from the OOP in case of aggressive behaviour, which is corrected by special measures. An analysis of the Japanese inclusive education system has shown an emphasis on training teachers who have special skills in psychology, medical care, and communication. It has been found that the result of the work of inclusive education teachers is to educate children in such a way that in the future, ordinary children and children with special educational needs can understand each other and live fully in society. Five models of inclusive education in Canada are presented, each of which takes into account the various educational, organisational, procedural, corrective and developmental features of inclusive processes. For example, resource rooms provide opportunities to overcome difficulties in behaviour, learning, volitional regulation, communication and socialisation of students. It is concluded that modern global inclusive education has generally accepted state, educational, corrective and developmental strategies for involving children with special educational needs in joint learning and upbringing, as well as individual features of the inclusive educational process that reflect the state and public needs of society as a whole.
Copyright (c) 2025 О.Л. Позднякова, Д.І. Шульженко (Автор)
FORMAL-DYNAMIC PROPERTIES OF VOLUNTEER INDIVIDUALITY AT DIFFERENT STAGES OF EMOTIONAL BURNOUT
The article examines the formal-dynamic characteristics of temperament in volunteers at different stages of emotional burnout syndrome (EBS). Volunteers were divided into three groups: EG-1 (developed burnout, n=192), EG-2 (burnout formation, n=281), EG-3 (control group, n=240). The OFDVI questionnaire by V.M. Rusalov was used. The EG-2 group demonstrated the highest emotionality and the lowest plasticity; EG-1 showed emotional blunting with preserved cognitive flexibility, while EG-3 had a balanced profile. The results justify the need to regulate activity pace and emotional load to prevent EBS in volunteers.
Copyright (c) 2025 В. О. Павлєєв (Автор)
System of rehabilitation support for orphaned children and children deprived of parental care in the context of social and military challenges
The article examines the system of rehabilitation support for orphaned children and children deprived of parental care in the context of social and military challenges. The main psychological, social, and pedagogical problems faced by this category of children are analyzed. The impact of traumatic events, the loss of a family environment, and the instability of the social space on the psycho-emotional state and development of children is considered. The key directions of comprehensive rehabilitation aimed at restoring the psycho-emotional state, social adaptation, and integration into society are identified. Emphasis is placed on the importance of interdisciplinary cooperation among specialists in the process of providing rehabilitation support.
Copyright (c) 2025 О.Ю. Міхеєва, Н.О. Мирошніченко (Автор)
HUMANISTIC DIMENSION OF SOCIALIZATION OF CHILDREN WITH VISUAL IMPAIRMENTS IN NEW SOCIOCULTURAL CONDITIONS
The current stage of development of Ukrainian society is characterized by an active rethinking of the humanistic principles of education, in particular in the context of the socialization of children with special educational needs. In the process of building an inclusive educational environment, the issue of the cultural dimension of the socialization of children with visual impairments becomes particularly relevant, because it is culture that forms a system of values, norms and models of behavior that determine the mechanisms of including a child in society. Therefore, the need for a humanitarian rethinking of the educational process necessitates the study of the socio-cultural, philosophical and pedagogical foundations of inclusive education, focused on the child as an active subject of culture. The integration of children with visual impairments into modern society cannot be reduced only to the technical support of the educational process or to medical and pedagogical support. This is a broader task - the formation of a new worldview, within which each person is considered not as an “object” of assistance, but as an equal participant in cultural and social life. It is the humanistic paradigm that opens up opportunities for the formation of an education system in which a child with visual impairments is perceived not as “other”, but as a bearer of their own cultural value, capable of creative self-realization. The problem of socialization of persons with disabilities, in particular children with visual impairments, acquires particular importance in the context of civilizational shifts associated with the rethinking of humanism, social justice and equality. The latest approaches to education require scientists and teachers not only to adapt curricula, but also to deeply understand the philosophical and cultural foundations of pedagogical activity. This requires a systematic analysis of the ways in which science, culture and ideology shape public perceptions and determine attitudes towards persons with psychophysical impairments.
Copyright (c) 2025 О. І. Мельничук, Т.М. Гребенюк (Автор)
CORRECTIVE AND EDUCATIONAL WORK OF A TEACHER-DEFECTOLOGY IN SPECIAL EDUCATION
The article examines the peculiarities of the correctional and educational work of a special education teacher in the conditions of an special schol. It is noted that the organization of the process of education and upbringing of students with intellectual disabilities in the system of inclusive and special educational environment takes place under the influence of the principles of correctional pedagogy. A brief analysis of research and publications on the outlined problem is presented. The author notes that the theoretical work of domestic scientists emphasizes the importance and necessity of corrective and educational work in the education of children with intellectual disabilities. The author stated that in the special educational, correction is carried out continuously in the process of educational work and emphasized the importance of the individual educational trajectory for students with impaired intellectual development, which the special education teacher in the educational and rehabilitation center focuses on. In the context of the article, the corrective orientation of the principles of education, serving the components of its content, relating to the activity of the teacher and his teaching methods, relating to the monitoring and evaluation functions of the learning process and serving its corrective component (according to S. P. Mironova), is revealed.
Copyright (c) 2025 І. М. Матющенко, І. М. Омельянович (Автор)
ADAPTATION OF EDUCATIONAL REQUIREMENTS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: THEORETICAL ASPECTS
The article highlights the theoretical foundations of adapting educational requirements to students with special educational needs within the framework of inclusive education. The relevance of the study is determined by the need to ensure equal access to quality education for all students, especially those whose psychophysical development complicates the assimilation of educational material under general education programmes. An analysis of current foreign and Ukrainian approaches to the interpretation of the concept of ‘adaptation’ was conducted; it was established that adaptations are considered to be changes in approaches to teaching that do not affect the content and level of complexity of the educational material, but ensure its accessibility for students with SEN; It is shown that adaptations are developed by a team of specialists in psychological and pedagogical support, taking into account nosological and didactic criteria; types of adaptations are characterised.
Copyright (c) 2025 О.В. Мартинчук, О.Ф. Погорєлова (Автор)
EFFECTIVENESS OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN EARLY INTERVENTION SYSTEMS
The article presents the results of an empirical study on the effectiveness of psychological and pedagogical support for children with autism spectrum disorders (ASD) within the early intervention system. The theoretical foundations of early childhood support are outlined, combining elements of the neuropsychological approach, structured teaching, behavioral technologies, and family-centered interaction. The importance of integrating international evidence-based models (TEACCH, ESDM, PACT, RIT) into the practice of Ukrainian early intervention institutions is highlighted. The empirical study was conducted at an Inclusive Resource Center, the «MediKid» Children’s Medical Center, and the Communal Non-Profit Enterprise «Ternopil Regional Center for Child Rehabilitation and Development». The sample included children aged 2 to 4 years with confirmed or probable manifestations of ASD. A set of psychological-pedagogical and behavioral assessment methods was applied, including elements of VB-MAPP, sensory-motor and communicative probes, observation, behavioral analysis, and parent questionnaires. The results of the formative stage demonstrate positive dynamics in the development of joint attention, communication, imitation skills, and play activity, as well as a reduction in behavioral difficulties. The most significant improvements were observed in children whose parents were actively involved in the support programs. Emphasis is placed on the importance of interagency collaboration, early identification, and the implementation of family-centered programs in accordance with modern international recommendations.
HISTORY OF UKRAINIAN SPEECH THERAPY IN PERSONALITIES: LILIA OLEKSANDRIVNA SMYRNOVA
The article presents a systematic analysis of the life and scholarly-pedagogical path of Liliia Oleksandrivna Smyrnova — one of the leading figures in Ukrainian speech therapy of the second half of the 20th century. Based on archival sources, colleagues’ recollections, and scientific publications, the study reconstructs for the first time the biographical and professional trajectory of the scholar, identifying the main stages of her activity — from practical work in a school for children with speech disorders to many years of teaching at the Kyiv M. Gorky State Pedagogical Institute. The contribution of Liliia Smirnova to the development of speech therapy methods is revealed, particularly in the fields of speech disorder diagnostics, improvement of teaching forms and tools for children with intellectual disabilities, and the creation of practical materials for speech therapists. Special attention is given to her co-authored manual with Maria Savchenko, “Correction of Speech Defects in Primary School Pupils” (1969), which became the first systematized Ukrainian-language methodological publication in the field of speech therapy and had a significant influence on the formation of the national school of speech therapy education. The article highlights Smirnova’s pedagogical and personal traits — her high professionalism, humanity, intuition, and creative approach to working with children. The authors substantiate the scientific and historical-pedagogical significance of studying Liliia Smyrnova’s legacy for modern special education and outline directions for further research focused on analyzing her scientific works and methodological ideas that remain relevant for speech therapist training today.
Copyright (c) 2025 О. В. Козинець, Д. В. Ткаченко (Автор)
PROJECT ACTIVITY AS A MEANS OF FORMING FINANCIAL LITERACY OF HIGH SCHOOL STUDENTS WITH PROFOUND VISUAL IMPAIRMENT
The article outlines the applied value of implementing project activities among high school students with profound visual impairment, with the aim of effectively forming financial literacy at their personal level. It is emphasized that in the process of practical implementation of project activities in the inclusive educational environment, the function of a teacher can be presented in a different two-vector projection: as a relay of knowledge (by focusing attention on the presentation of the necessary educational material) and a mentor (thanks to the actualization of independent search at the personal level). The ways in which a teacher implements project activities to foster financial literacy in high school students with profound visual impairment are illustrated through a tripartite analysis: path, accessibility, didactic tools, and teaching aids (adapted). A list of recommended didactic-adapted projects is presented to develop the financial literacy of high school students with profound visual impairment. It is emphasized that the ideological nature of project activities within an inclusive and adapted environment is represented by the multi-level nature of the specific positionality of practical activities. The definition of the phenomenon of project activities at the subject level is represented as a holistic pedagogical system based on a didactic-adapted framework for the functioning of an inclusive environment, through the interaction of all participants in the educational process and the transformation of educational conditions into those that are closer to reality. A theoretical projection of the practical significance of project activities for developing financial literacy in high school students with profound visual impairment is presented. Axiological dimensions of project activities are designed to focus on forming financial literacy in high school students with profound visual impairment. It is concluded that the tools of the project method enable the development of vital skills and abilities, thanks to the modeling of everyday financial transactions, which closely resemble real-world conditions. It is noted that such a format of educational cooperation enables compensation for the physical limitations of the visual analyzer, given the auditory and tactile orientation of the learning process.
high school students with profound visual impairment
Copyright (c) 2025 І. А. Кошарний (Автор)
The impact of early intervention programs on the social and communicative development of young children at risk of speech delay
The article investigates the impact of early intervention programs on the social and communicative development of young children at risk of speech delay, taking into account psychological, pedagogical, organizational, and social factors. The relevance of the topic is due to the growing number of children with speech development disorders and the need for effective, individualized approaches to early support in conditions of limited resources and social challenges. The aim of the study is to substantiate the role of early intervention programs in the formation of basic speech and social skills in early childhood, as well as to identify effective implementation models that take into account the developmental characteristics of the child and the resources of the family environment. The methodological basis of the research includes the synthesis of theoretical approaches and existing intervention practices, content analysis of domestic and international programs, and qualitative examination of the implementation of family-centered models in specialized centers. A comparative analysis of typical early intervention models and their influence on communicative development was conducted, and the main factors determining their effectiveness were systematized. It has been established that the success of early communication development depends significantly on the quality of interdisciplinary collaboration, the degree of family involvement, and the adaptability of support strategies to the child’s everyday environment. Various models were characterized, including family-centered, play-based, therapeutic, inclusive, and daily routine-based approaches. Key challenges in program implementation were identified, including the lack of systemic coordination, shortage of trained professionals, and limited access to services for vulnerable families. It is proven that flexible, context-sensitive approaches and the expansion of digital family support tools are necessary for program improvement. The scientific novelty lies in the systematization of intervention models in relation to family-specific variables and early speech development. Future research should focus on the development of standardized interdisciplinary protocols, effectiveness monitoring, and adaptation of early intervention tools to conditions of social instability.
Copyright (c) 2025 О. М. Кас’яненко, Х. В. Барна (Автор)
THE ROLE OF REHABILITATION CENTERS IN RESTORING LIFE AUTONOMY OF PERSONS WITH DISABILITIES CAUSED BY WAR
The article examines the role of rehabilitation centers in restoring the life autonomy of persons with disabilities acquired because of war. A comprehensive rehabilitation approach that integrates medical, psychological, social, and vocational interventions is analyzed. The importance of an interdisciplinary team, individualized recovery plans, and the involvement of family and community is substantiated. The impact of modern technologies, rehabilitation devices, and independent living training on improving the quality of life of persons with disabilities is characterized. The conditions for effective reintegration, reduction of dependence on assistance, and the formation of an active civic position are identified. Particular emphasis is placed on the importance of continuous monitoring of rehabilitation outcomes and the adaptation of services to the individual needs of each person, taking into account war-related experience and the social context.
persons with disabilities as a result of war
Copyright (c) 2025 А.О. Запітецький (Автор)
The Role of Families in the Lives of People with Disabilities: Strategies and Support Practices in Education
The presence of a child with a disability in the family significantly influences the functioning of the entire family system, leading to profound changes in everyday life, social roles, values, and priorities. The aim of this study is to examine the challenges faced by families raising children with disabilities in Poland and to identify strategies that facilitate effective cooperation with educational institutions and specialist communities. The research methodology is based on a qualitative analysis of literature, institutional reports, and case studies, which together provide a comprehensive understanding of the emotional, social, and economic dimensions of family life in such circumstances. The results of the study reveal that families experience considerable emotional strain, social isolation, and financial difficulties, while simultaneously needing to reorganize responsibilities and acquire specialist knowledge. Parents often assume multiple roles, coordinating medical treatment, therapy, education, transportation, and daily activities, while also serving as the primary source of emotional and physical support for their child. Siblings and extended family members are equally affected, as they must adapt to new responsibilities and altered family dynamics. The findings highlight that active family involvement in the educational process significantly enhances the child’s motivation to learn, improves academic outcomes, and increases school attendance. Moreover, cooperation with teachers, therapists, and medical professionals strengthens the effectiveness of therapeutic and educational interventions.The conclusions emphasize that effective cooperation requires access to reliable information, coordination of specialists’ activities, and sufficient time and resources on the part of the family. Systemic support is essential, encompassing emotional assistance, access to specialist services, educational support, and financial aid. Recognizing the family as the central source of support is crucial for the holistic development and social integration of children with disabilities. The study underscores the importance of policies and practices that empower families, ensuring they are equipped to meet the complex demands of raising a child with a disability while fostering collaboration with educational institutions and the wider specialist community.
Copyright (c) 2025 Paulina Zych, Yaroslava Matiushyna (Автор)
MECHANISMS OF FORMATION OF MENTAL TRAUMA (CLINICAL-PSYCHOLOGICAL APPROACH)
The article examines the clinical and psychological mechanisms of the formation of mental trauma. A theoretical analysis of modern approaches to understanding mental trauma is carried out, in particular from the position of the biopsychosocial model, which combines data from neuroscience, clinical psychology and psychiatry. Neuropsychological changes, affective disorders, cognitive distortions and behavioral reactions that accompany personality traumatization are described. The role of resilience, dissociation, as well as mechanisms of internal conflict in the chronicity of psychological trauma is analyzed. An example of a clinical case of mental trauma in a child is considered. The importance of timely detection of psychotraumatic symptoms and the need for integrated approaches to psychocorrection are emphasized. A conclusion is drawn about the relevance of a comprehensive clinical and psychological study of mental trauma for preserving the mental health of the population in conditions of war reality.
Copyright (c) 2025 О.М. Дубовик, М.М. Маломуд (Автор)
Methodological Principles of Art Education for Children with Special Educational Needs in Inclusive Settings
The article provides a systematic analysis of art education for children with special educational needs in the context of inclusive learning. Art education is viewed as a key component in the formation of a holistic personality, capable not only of developing a child’s aesthetic experience and emotional sphere, but also of promoting internal harmony, positive self-esteem, and successful socialization. The article identifies and characterizes the leading methodological approaches to organizing art education for children with developmental disabilities in accordance with the conceptual foundations of the New Ukrainian School: humanistic, learner-centered, competence-based, activity-based, integrative, and art-therapeutic. Particular attention is paid to their complementarity and mutual enrichment in the process of developing key competencies among students, including cultural, communicative, and social competencies. It is shown that, within inclusive educational settings, art can serve as an instrument for enhancing intrinsic motivation, fostering creativity, shaping value orientations, enriching emotional and communicative experience, and promoting the social integration of learners with special educational needs. The article proposes directions for improving contemporary art education: individualization of learning trajectories, task differentiation, interdisciplinary approaches, the use of digital art and multimedia technologies, and the adaptation of artistic content to the perceptual needs of children with special educational needs. It is emphasized that the quality of art education in an inclusive context largely depends on the professional competence of teachers, their ability to create a supportive, emotionally safe learning environment, and to organize cooperation with parents and psychological-pedagogical support specialists. The prospects for implementing innovative methods in art education for learners with different categories of educational difficulties are outlined
Copyright (c) 2025 І. В. Дмитрієва, А. С. Іваненко (Автор)
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF POSTGRADUATE STUDENTS IN THE PROCESS OF DEVELOPMENT AS RESEARCHERS
The article is devoted to the theoretical substantiation and practical implementation of psychological and pedagogical support for postgraduate students in the process of their formation as independent researchers in the conditions of transformation of the higher education system of Ukraine. The peculiarities of the adaptation of applicants to scientific and research activities, the formation of research competencies and the development of a subjective position are revealed. Attention is focused on the importance of interdisciplinary interaction, mentoring, coaching and the creation of an innovative educational environment as factors of increasing motivation for scientific work and overcoming psychological barriers. The integration of psychological diagnostics, reflective practices and pedagogical strategies is considered as the basis for the self-actualization of postgraduate students and the formation of their research identity. Based on the analysis of Ukrainian and foreign sources, an author's model of support is proposed, covering the stages of adaptation, individualization and integration. The model is built on the principles of integrity, subjectivity and partnership and includes psychological, pedagogical, organizational-mentoring and social-institutional areas. The practical implementation of the model is provided by support tools - self-management training, supervision, group reflection and monitoring of academic well-being. The conditions for the effective implementation of the model are substantiated, including the personalization of educational and research trajectories, the development of the competencies of scientific supervisors and the creation of a reflective environment. A system for diagnosing analytical and cognitive activity and the ability to scientific search is proposed for adjusting individual training plans. The practical significance of the study lies in increasing the efficiency of postgraduate studies by reducing attrition, forming academic autonomy and scientific ethics, and consolidating a support system for the integration of Ukrainian postgraduate studies into the European educational space.
Copyright (c) 2025 Н. В. Головач, Т. М. Осадча (Автор)
ТHEORETICAL AND PRACTICAL ASPECTS FORMATION OF PRE-COMMUNICATIVE AND BASIC COMMUNICATIVE SKILLS AND ABILITIES IN CHILDREN OF EARLY AGE WITH DEVELOPMENTAL COMPLICATIONS
This article highlights the critical importance of forming precommunicative and fundamental communicative abilities and skills in early childhood children with developmental complications. It argues that these abilities constitute a foundational stage for effective intervention aimed at preventive correction, compensation, and the avoidance of secondary developmental disorders. Through a comprehensive theoretical analysis of current research in special pedagogy, special psychology, and logopsychology, the study reveals significant gaps in the conceptual and categorical frameworks of modern special education. Specifically, these frameworks insufficiently address the dysontogenetic characteristics of neuropsychic development in children from birth to three years old. The research underscores that developmental deficits in this age group may evolve into more complex impairments if not addressed early. By considering the typical patterns of mental development in early childhood and contrasting them with the unique features of speech dysontogenesis observed in children with developmental complications, the article proposes a new, integrative model and methodology. This approach is designed to foster precommunicative and basic communicative abilities in children during this critical early stage. The proposed model is grounded in an understanding of both normotypical development and atypical neuropsychological trajectories, providing a nuanced and practical framework for specialists working with this vulnerable population. Ultimately, the findings and methodology presented in this study offer significant contributions to enhancing early intervention strategies and improving long-term developmental outcomes for children facing neurodevelopmental challenges.
basic communicative abilities and skills
Copyright (c) 2025 Д.І. Шульженко, Н.В. Возчикова (Автор)
TEACHER ASSISTANT TRAINING PROGRAM FOR INCLUSIVE EDUCATION
The article deals with the development and implementation of the author's training program for teachers working in inclusive education. The author emphasizes the need to form professional competencies of a teacher's assistant during developmental and correctional work with children with psychophysical disorders. The developed program consists of theoretical courses, practical trainings, modular training, analysis of specific situations and improvement of skills and abilities to work with children. The modules that make up the in-service training program in their content and organizational structure cover the necessary topics that teacher assistants should know, such as the etiology and pathogenesis of the disease that led to the structure of disorders in the speech and cognitive spheres. The psychological problems of parents of children with special educational needs are revealed, their emotional state is assessed, strategies, forms and technologies of working with them are identified. Particular attention is paid to psychological support for parents who have children with psychophysical disorders. The strategies and methods of interaction with parents are identified, which are not only informational but also psychotherapeutic in nature. The motivational, discussion, educational, and regulatory components of the process of acquiring competencies by parents in relation to their children are presented. It is noted that the experimental program can be implemented in the practice of training specialists to work with families and teachers in an inclusive form of education.
DEPARTMENT OF SPECIAL PSYCHOLOGY AND MEDICINE: PAST, PRESENT, AND FUTURE (ON THE 20TH ANNIVERSARY OF ITS FOUNDING)
The purpose of this article is to highlight the twenty-year practical experience of the Department of Special Psychology and Medicine in training professionals in special and clinical psychology. The article outlines the department's development stages, noting that its foundation in 2004 was driven by the urgent need to train experts with systematic psychological knowledge about children with developmental disorders—those who understand their difficulties and the specific nature of their education and daily life. In response to current challenges, the department has been continuously updating and expanding its curricula, academic programs, practical training content, and the topics of course and qualification papers. Methodological guidelines are being developed, and research findings by both faculty and students are published regularly. It is emphasized that the department actively builds a network of scientific and methodological cooperation with institutions of special preschool and school education, healthcare facilities, and social rehabilitation centers. This collaboration provides expert support for professionals working in those institutions and creates conditions for the practical training of future special and clinical psychologists. Over the past two decades, the department's academic staff has ensured a balanced integration of psychological, pedagogical, and clinical knowledge and skills, which contribute to the development of key professional competencies in special and clinical psychology. Today, the department offers professional training in the C4 Psychology field through the following programs: 1. Psychology (Special, Clinical) – first (bachelor’s) level of higher education (full-time and part-time); 2. Psychological Support of Developmental Processes – second (master’s) level (part-time, for those with higher education in another field); 3. Clinical Psychology – second (master’s) level (full-time and part-time).
Department of Special Psychology and Medicine
Copyright (c) 2025 Л. М. Руденко, Г. В. Афузова, В. І. Кротенко (Автор)
FORMATION OF PROFESSIONAL SELF-CONSCIOUSNESS OF A TEACHER'S ASSISTANT
The article deals with the issue of theoretical and practical content of the formation of the main components of the training system for assistant teachers of inclusive education. The theoretical analysis has shown the role and significance of the relatively new profession of teacher assistant as a leading specialist in the educational, correctional and rehabilitation processes of an inclusive school. The article analyzes the experience of the world practice of forming the professional identity of teachers. It is noted that this process takes place while students are still studying at university and that the activities of teachers are an example for them. Of particular importance is the professional identity, which consists of the mission and basic qualities of the personality, competencies, life history, motivation, etc. The role and content of the work of a teacher's assistant in the inclusive educational process of interaction with students with special educational needs are presented. It is emphasized that a successful assistant is a specialist in special education with a mastered system of knowledge, correctional and developmental competencies, emotionally stable and flexible to constantly changing situations, a person who consciously understands the problems of students with special educational needs. One of the main components of the system of professional self-awareness formation is defined and presented - motivation in its ten subcomponents: self-reflection, self-knowledge, self-identification, self-actualization, self-development, self-improvement, socialization, self-control, self-reflection.
FEATURES OF SUPPORT FOR PRIMARY SCHOOL STUDENTS WITH LEARNING DIFFICULTIES
The article is devoted to the study of dysgraphia, its manifestations, causes, and its impact on the development of written language in schoolchildren. The influence of etiology on the educational process is outlined, along with its interaction with other developmental difficulties, particularly dyspraxia, which complicates the acquisition of writing skills. One of the main themes is the importance of understanding dysgraphia as a complex and multifaceted disorder that is not limited to problems with written language but is often a symptom of broader difficulties in cognitive and speech development. Considerable attention is given to corrective methods aimed at facilitating the learning process for children with writing disorders. The article also discusses various strategies of corrective work, among which individualized approaches are highlighted, taking into account the characteristics and specific needs of each student. The necessity of a comprehensive approach is emphasized, including methods focused on developing motor, cognitive, and speech skills. In addition, the importance of early detection of writing disorders and the organization of an appropriate educational environment that helps children adapt to the school curriculum is underlined. The article also offers specific methods for working with children who have writing difficulties, contributing to the improvement of their academic performance. Taking into account the individual characteristics of children and applying a variety of corrective techniques make it possible to enhance the effectiveness of the educational process and help children with dysgraphia achieve success in learning.
Copyright (c) 2025 І. В. Яремчук (Автор)