Milana Valeh Hasanova

PSYCHOPEDAGOGICAL FOUNDATIONS OF INCLUSIVE EDUCATION

Abstract. This article thoroughly analyzes the psycho-pedagogical foundations of inclusive education. The first section discusses the theoretical foundations of inclusive education, including Vygotsky's sociocultural theory, Gardner's multiple intelligences theory, Bruner's constructivist learning theory, and Bronfenbrenner's bioecological theory. The psychological aspects of inclusive education are then highlighted, focusing on emotional and social development, self-esteem and identity formation, and psychological well-being. The article also explores the pedagogical aspects of inclusive education (teaching methods, curriculum adaptation, assessment strategies, classroom management) and the necessary psycho-pedagogical conditions for its successful implementation (teacher preparation, multidisciplinary collaboration, parental involvement, supportive school environment). The final section presents recommendations for developing inclusive education in Azerbaijan, including legislative and policy changes, improving teacher preparation, enhancing school infrastructure, and raising public awareness. The article concludes that a deep understanding and application of the psycho-pedagogical foundations of inclusive education is essential for meeting the educational needs of all children and enabling them to realize their full potential.

Keywords: inclusive education, psycho-pedagogical foundations, individualized learning, teacher training, multidisciplinary collaboration