OPTIMIZING INTERPERSONAL RELATIONSHIPS OF PRIMARY SCHOOL-AGED CHILDREN IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT
Abstract. This article examines the pressing issue of developing and optimizing interpersonal relationships between primary school-age children in an inclusive education setting. It emphasizes that co-education of typically developing children and children with disabilities is accompanied by a number of psychological barriers and difficulties in establishing positive relationships. The article presents the results of an experimental study aimed at identifying the characteristics of interpersonal relationships in inclusive classrooms. An optimization program, including play therapy, psychogymnastics, and art therapy, is described, demonstrating its effectiveness through positive changes in students' sociometric status and an improved psychological climate.
Key words: inclusive education, primary school students, interpersonal relationships, children with disabilities, socialization, psychological and pedagogical support, play therapy, psychogymnastics, art therapy.
Vytyazkova Veronika – third-year master's student majoring in 44.04.03 Special (Defectological) Education, majoring in «Universal Design and Inclusive Management in Education» North Caucasus Federal University, Stavropol
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Academic Supervisor: Solovieva Olga – Doctor of Psychology, Professor of the Department of Correctional Psychology and Pedagogy, North Caucasus Federal University, Stavropol
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