PLAY-BASED PRACTICES AS A TOOL FOR SOCIALIZATION OF CHILDREN WITH SEN IN INCLUSIVE EDUCATION

Abstract

This article analyzes the potential of play-based practices (or game-based practices) as an effective tool for the socialization of children with special educational needs (SEN) within the context of inclusive education development in Ukraine. It is determined that the implementation of inclusive practices requires educators not only to adapt the learning process but also to create a socially comfortable environment for fostering communication and volitional-emotional skills in children with SEN.Particular attention is paid to the analysis of play as a leading activity in early school age, capable of combining a child’s natural cognitive activity with purposeful pedagogical influences. The advantages of play-based practices over traditional socialization methods are substantiated, particularly their ability to account for individual developmental characteristics and readiness for social interaction.The article presents an original model for the application of play-based practices in inclusive educational settings. This model involves the staged formation of socio-communicative competencies in children and the creation of conditions for their active participation in joint activities with peers. The results of the model’s experimental implementation demonstrated positive dynamics in the development of communicative activity, a reduction in the level of social isolation, and an increase in children’s emotional comfort.It is emphasized that the proposed approach has prospects for adaptation to various categories of SEN and can be used in broader inclusive education practices. The article concludes with the necessity of further research aimed at creating differentiated play-based practice programs and evaluating their long-term impact on the child socialization process.