- Кобильченко, В.В. (orcid.org/0000-0002-7717-5090), Омельченко, Ірина Миколаївна (orcid.org/0000-0002-4698-0273) and Душка, А.Л. (orcid.org/0000-0003-0805-7813) (2025) Ways to develop resilience in children with special educational needs «Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)», 8 (54). pp. 1383-1396. ISSN 2786-4952
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Abstract
Ukraine is currently experiencing a full-scale war, which presents an extreme life challenge for any individual – especially for children with special educational needs, who are particularly vulnerable to the traumatic effects of such events. This context underscores the urgent need to develop resilience in children with special educational needs in response to crisis situations caused by war and its consequences. A synthesis of various scientific approaches and perspectives on the nature, structure, and determinants of resilience leads to the understanding that resilience is an integral personal characteristic – a specific structure of attitudes and skills that enables an individual to transform changes into opportunities. It reflects a child's psychological endurance and enhanced capacity for coping, which is closely related to their motivation to overcome crisis situations. It has been established that resilience is not genetically predetermined; rather, it can be developed starting from early childhood and continuing later in life. Numerous national and international studies have demonstrated the possibility of developing and teaching resilience skills to children with special educational needs under specially designed psychological and pedagogical conditions. To determine effective ways of developing resilience in children with visual impairments, it is essential to have a deep understanding of their psychological characteristics, as well as the specific features of their personal functioning on both psychological and social levels. It has been proven that the personality development of children with special educational needs follows general developmental patterns; however, their psychosocial development possesses distinct characteristics, determined both by the consequences of the primary organic impairment and by the effects of disrupted primary and secondary socialization. Therefore, it is necessary to help children with special educational needs find strength within themselves, to teach them how to resist the negative external influences of the present (such as stress, conflict, etc.), and at the same time to interact effectively with the social environment. At this age, a child with developmental disorders is often still helpless and vulnerable, but the wisdom of adults provides protection, since it is the adults surrounding the child who are capable of creating favourable conditions for the child’s full personal development and for the formation of resilience to stress and life difficulties caused by the war.
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