THE ISSUE OF SOCIAL-PSYCHOLOGICAL ADAPTATION OF ADOLESCENTS WITH CEREBRAL PALSY IN INCLUSIVE EDUCATIONAL INSTITUTIONS

Abstract

The article addresses the issue of social-psychological adaptation of adolescents with cerebral palsy (CP) within the context of reforms in the Ukrainian education system aimed at integrating individuals with special educational needs. It analyzes key aspects of social-psychological adaptation, including the development of social skills, emotional resilience, and the ability for social interaction. Properly organized support helps not only in adapting to the social environment but also promotes personal development, professional self-determination, and enhancement of communicative competence. Conversely, the absence or insufficiency of support can lead to serious negative consequences, such as social isolation, withdrawal, excessive focus on one’s diagnosis, and decreased self-esteem. This, in turn, worsens the psycho-emotional state of adolescents and complicates their integration into society. The article notes that inclusive education for adolescents with CP in general secondary education institutions creates opportunities for improving their social-psychological wellbeing and developing communication and social skills. However, this process is often complicated by limited resources, insufficient teacher training for working with specialneeds children, and potential inadequacies in educational methods. The authors emphasize the need for a comprehensive approach to adaptation, which includes not only pedagogical but also psychological support, facilitating better social integration of adolescents with CP. It is also mentioned that the social-psychological adaptation of adolescents with CP involves the necessity to adjust to changes in the social environment or new conditions, where usual behavioral models and personal attitudes lose effectiveness. During this period, well-organized psycho-pedagogical support is crucial, significantly impacting the adolescent’s future life. Proper assistance fosters successful social integration, while insufficient or misdirected efforts may lead to negative outcomes such as social isolation, withdrawal, and heightened attention to one’s illness, which worsens the adolescent’s psycho-emotional state.