PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS FOR DEVELOPING AN INDIVIDUAL DEVELOPMENT TRAJECTORY OF PRIMARY EDUCATION STUDENTS IN AN INCLUSIVE CLASSROOM

Abstract

The formation of an individual development trajectory for primary education students in the context of inclusive education is an important psychological and pedagogical task, as it involves taking into account the individual needs, abilities, interests, motivation, and potential of each child. The aim of the study is to identify and theoretically substantiate the psychological and pedagogical foundations for forming an individual development trajectory of primary school students in an inclusive classroom. The study is theoretical in nature and is based on an analysis of scholarly works and regulatory documents in the field of inclusive education. The methods of analysis, comparison, systematization, generalization, and content analysis were used. The study distinguishes between the concepts of «individual educational trajectory», «conclusion of the Inclusive Resource Center», and «individual development program». It was established that the Inclusive Resource Center conclusion identifies the child’s developmental characteristics and educational needs and provides recommendations for organizing appropriate support, whereas the individual development program specifies the goals, objectives, and methods of individualizing education. At the same time, the individual development trajectory is a broader concept encompassing the educational, personal, motivational, and social aspects of the child’s development. The main psychological factors influencing its formation were identified, including cognitive abilities, specific characteristics of thinking, memory, attention and speech, selfesteem, emotional state, self-regulation, and the nature of social interaction. A system of psychological and pedagogical foundations was substantiated, comprising motivational, cognitive, emotional-personal, social, and activity-based components. It was demonstrated that their comprehensive consideration contributes to creating conditions for individual progress, successful learning, socialization, and self-realization of primary school students. The theoretical significance of the study lies in systematizing the psychological and pedagogical foundations for forming an individual development trajectory in an inclusive educational environment. The practical significance of the findings lies in their applicability by teachers and specialists involved in psychological and pedagogical support when planning and adjusting the child’s educational pathway