THE INFLUENCE OF AN INCLUSIVE ENVIRONMENT ON THE DEVELOPMENT OF SELF-ESTEEM OF YOUNGER SCHOOL-AGE CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article is focused on studying the impact of an inclusive environment on the formation of self-esteem in younger school-age children with special educational needs (SEN). The authors emphasize that self-esteem is a central psychological construct of personality that determines the level of confidence in one’s own abilities, social adaptation, and emotional well-being. The paper analyzes the peculiarities of self-esteem development in pupils with speech disorders and hearing impairments, identifies risk factors (social isolation, stigmatization, lack of tolerance, and absence of an individual approach), as well as conditions that contribute to the positive development of the self-image. The empirical study was conducted on a sample of 50 children aged 6-11 years, divided into experimental and control groups. For diagnostics, a set of standardized techniques was applied (Dembo-Rubinstein, “My Daisy Portrait”, “Six Judgments”, “Who Am I?”, “Three Evaluations”). The results show that in the control group, the absence of corrective measures led to the deepening of negative tendencies: an increase in the proportion of low self-esteem, greater dependence on peers’ opinions, and a rise in negative self-characteristics. At the same time, in the experimental group, where a comprehensive program was implemented (art therapy, fairy-tale therapy, social skills training, positive pedagogical reinforcement), positive dynamics were observed: reduced anxiety, growth in adequate self-esteem, strengthening of cognitive confidence, and development of reflective skills. The data obtained indicate that the formation of self-esteem in children with SEN is a plastic process, highly sensitive to socio-psychological conditions. The authors conclude that effective inclusion requires interdisciplinary support, the development of teachers’ competence, and the creation of a tolerant environment that promotes the harmonious personal development of every child. The authors also note that a promising direction for further research in this field is the improvement of inclusive education and the creation of optimal conditions for the personal development of children with SEN.