ALGORITHMIZATION OF RESEARCH IN SPECIAL EDUCATION

The article synthesizes contemporary approaches to research methodology in special education as a multidisciplinary field integrating pedagogy, psychology, health-related sciences and social studies. It argues that research quality in special education depends on the coherence between epistemological assumptions and strategy (remedial–developmental, inclusive, and social), rigorous conceptualization and operationalization of core constructs, and strict ethical safeguards when working with vulnerable populations. The paper outlines the methodological value of systems, activity-based, learner-centered and competency-based approaches for examining educational needs, participation barriers and the effectiveness of remedial–developmental and inclusive practices. Quantitative, qualitative and mixed-methods algorithms are discussed as complementary strategies for addressing the complexity of special educational needs: quasi-experiments and longitudinal observations for estimating intervention effects; case studies, semi-structured interviews and document analysis (IEPs and inclusion support plans) for capturing contextual mechanisms; and diagnostic/assessment procedures supported by evidence of validity and reliability. Special attention is given to evidence-informed decision-making and practice-based validity, which increase the transferability of findings to educational settings. The article also highlights digital tools that expand data collection and analysis (online surveys, video-based observation, and software for qualitative and statistical analysis) and emphasizes participatory research principles to improve social acceptability, interpretive accuracy and practical impact. As a contribution, a structured model of a methodological research algorithm in special education is proposed, covering: problem identification and theoretical modeling; sampling and accessible procedures; instrument selection; triangulation and bias control; interpretation; and implementation of results in educational practice.