PSYCHOLOGICAL ASPECTS OF SCHOOL READINESS IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The article analyzes the psychological aspects of school readiness in children with special educational needs in the context of inclusive education.Psychological readiness for school education is considered as a complex multicomponent formation that covers the cognitive, emotional-volitional, social, and personal spheres of a child's development and ensures their successful adaptation to a new social situation of development.It is emphasized that school readiness is not limited to the formation of learning skills, but also involves the acceptance of the social role of a student, the development of emotional self-regulation, voluntary behavior, and interpersonal interaction skills.The study used theoretical analysis of scientific sources, Kern-Yrasek's school readiness orientation test, observation, formative and control experiments, and mathematical statistics methods.Empirical studies of older preschool children showed predominantly average and high levels of school readiness, while at the same time, most of the subjects showed increased anxiety, uncertainty about their own safety, and insufficiently formed social positions as students.Based on the results obtained, an experimental training program for developing social readiness for school was developed and tested, implemented mainly in the form of games.The results of the formative experiment confirmed its effectiveness in minimizing fears, aggression, and emotional instability in children with special educational needs, as well as increasing their self-confidence and readiness for school.The study does not exhaust all the issues related to preparing children with special educational needs for school.Prospects for further scientific research are linked to expanding the age range of the subjects, improving corrective and developmental psychotechnologies, and indepth study of the mechanisms of socio-psychological adaptation in an inclusive educational environment.