POSSIBILITIES OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PSYCHOLOGICAL SUPPORT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF INCLUSIVE PRESCHOOL EDUCATION

Abstract

The article highlights the problem of psychological support for children with special educational needs in the context of the development of inclusive preschool education and the digital transformation of the educational environment. Particular attention is given to the role of information and communication technologies as an effective tool in the process of psychological and pedagogical support for the child within inclusive educational settings.

The study analyzes the potential use of information and communication technologies in the diagnostic, corrective and developmental, consultative, and communicative activities of the psychologist. It is noted that information and communication technologies promote the individualization of psychological and pedagogical interventions, the adaptation of methods to the specific needs of the child, the enhancement of motivation for interaction, the creation of a positive emotional atmosphere, and the development of a safe and supportive educational environment.

The article summarizes international experience in the use of information and communication technologies in the psychological support of children with special educational needs in preschool inclusive education, highlighting their potential for developing emotional resilience, self-regulation, communication skills, and enhancing interaction among teachers, psychologists, and parents.

The article describes the functional capabilities of digital platforms and resources that facilitate effective interaction among all participants in the educational process: children, parents, educators, practical psychologists, and teacher assistants. Examples  of interactive platforms, diagnostic tools, educational games, and communication resources, that ensure high-quality support for children with special educational needs in preschool education institutions, are provided.

The advantages of information and communication technologies are revealed in shaping individualized development pathways, ensuring the continuity of psychological and pedagogical support, and implementing an interdisciplinary approach. Attention is also paid to potential risks and limitations, including digital overload, decreased motivation for face-to-face communication, the development of dependency, and limited access to technical resources.

The article concludes that the implementation of information and communication technologies in inclusive preschool education is appropriate, provided that the principles of a person-centered, ethical, and competence-based approach are observed. The recommendations for practical psychologists and preschool educators regarding the use of information and communication technologies in the psychological support of children with special educational needs in the context of inclusive preschool education have been developed. Prospects for further research include the development of author-designed psychological support programs based on information and communication technologies, the creation of national digital platforms, and the improvement of the digital competence of educational and psychological professionals.