Theoretical dimensions of psychological support for children with special educational needs: sustainable development and the crisis paradigm

- Омельченко, Ірина Миколаївна (orcid.org/0000-0002-4698-0273) and Кобильченко, В.В. (orcid.org/0000-0002-7717-5090) (2026) Theoretical dimensions of psychological support for children with special educational needs: sustainable development and the crisis paradigm «Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія«Медицина»)», 1 (59). pp. 3558-3575. ISSN 2786-4952

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Abstract

The article provides a theoretical analysis of existing scholarly approaches to understanding the psychological support of children with special educational needs within the context of sustainable development and the crisis paradigm of social processes. The relevance of the study is determined by the increasing impact of military and social crises on children’s mental health, particularly that of preschool children with special educational needs, which complicates their personal development, socialization, and adaptation. Contemporary theoretical dimensions of psychological support are generalized, and scientific approaches to interpreting its essence, purpose, objectives, and principles within the framework of special and inclusive education are presented. The correlation between the concepts of «psychological support», «support», and «assistance» is analyzed, and the expediency of distinguishing between them depending on the conditions of the educational environment – stable or crisis – is substantiated. It is shown that psychological support is viewed as a long-term, systematic, and non-directive process of creating conditions for the development of the child’s personality, the formation of hardiness, and the capacity for self-regulation. Special attention is paid to the specifics of psychological support for children with special educational needs in crisis life situations, in particular to the need for monitoring their psycho-emotional state, maintaining a basic sense of safety, developing the communicative sphere, and actively involving the family in the support process. The significance of art-therapeutic, play-based, and fairy-tale therapy methods as effective tools of psychological work in preschool age is substantiated. It is concluded that within the context of sustainable development and the crisis paradigm of social processes, psychological support for children with special educational needs should be constructed as a holistic interdisciplinary system aimed at supporting the child’s personal potential, social inclusion, and mental well-being.

Item Type:	Article
Keywords:	preschool children with special educational needs, stress, difficult life situations, psychological support, crisis paradigm, sustainable development.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями.
Divisions:	Mykola Yarmachenko Institute of special education and psychology of National academy of educational sciences of Ukraine > Department of education of children with sensory development disorders Mykola Yarmachenko Institute of special education and psychology of National academy of educational sciences of Ukraine > Department of psychological and pedagogical support of children with special needs
Depositing User:	д. психол. Ірина Миколаївна Омельченко
Date Deposited:	20 Feb 2026 12:40
Last Modified:	20 Feb 2026 12:40
URI:	https://lib.iitta.gov.ua/id/eprint/748404

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