PEDAGOGICAL CONDITIONS FOR ENSURING THE SOCIAL AND MORAL ADAPTATION OF PRIMARY SCHOOL STUDENTS IN AN INCLUSIVE EDUCATION SETTING

Abstract

This article examines the pedagogical conditions for ensuring the social and moral adaptation of primary school students in an inclusive education setting. Social and moral adaptation is understood as the process by which a student becomes part of the school community and internalizes moral values such as mutual respect, empathy, and responsibility. The article considers the psychological and pedagogical characteristics of teaching children with special developmental needs alongside their peers, the creation of a supportive learning environment, cooperation between teachers and families, the use of cooperative learning and game-based technologies, and ways of organizing an individual approach. It also substantiates effective mechanisms for fostering friendly relations, tolerance, and a culture of mutual assistance in the classroom community.