MANAGEMENT AND METHODOLOGICAL ASPECTS OF THE IMPLEMENTATION OF INDIVIDUAL EDUCATIONAL TRAJECTORIES OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article highlights the managerial and methodological aspects of implementing individual educational trajectories (IETs) for persons with special educational needs (SEN) within an inclusive educational environment. It emphasizes that the development of IETs serves as a mechanism for ensuring the right to quality education, taking into account each learner’s abilities, needs, interests, and learning pace. The regulatory and legal framework governing the process of educational individualization is summarized, the relevant scientific literature is analyzed, and the main challenges of implementing Individualized Education Technology (IETs) in educational institutions are identified. The stages of IET implementation are outlined. The managerial foundations for implementing IETs are presented, including compliance with legal regulations, strategic planning, coordination among stakeholders involved in the implementation process, resource management, information, and analytical support, guidance for all participants in the educational process, ensuring flexibility and variability in educational delivery, and monitoring and evaluating outcomes. It is established that methodological support for IETs should be grounded in the principles of humanism, inclusiveness, collaboration, scientific rationale, and adaptability. Effective implementation of IETs requires not only a transformation of teaching approaches but also the creation of conditions for ongoing professional development of educators, well- established collaboration with specialists and families, and the integration of innovative methods and technologies. Only under such conditions can quality education be ensured for every person with SEN. The role of the head of the educational institution is emphasized as a strategic organizer of individualized learning. The article substantiates the necessity of a comprehensive, interdisciplinary, and innovative model for IET implementation, integrated into educational policy and institutional development strategy. It concludes with a recommendation for further research focused on adapting international experience in IET implementation to the Ukrainian educational context.