METHODOLOGY OF WORKING WITH PRIMARY SCHOOL STUDENTS (IN THE CONTEXT OF INCLUSIVE EDUCATION)

Abstract

Inclusive education has become a key priority in modern educational systems, aiming to provide equal learning opportunities for all children regardless of their physical, cognitive, emotional, or social differences. In primary education, inclusive practices are particularly important, as this stage forms the foundation of children’s academic, social, and emotional development. The present article examines the methodology of working with primary school students in the context of inclusive education. The study focuses on pedagogical approaches, instructional strategies, and classroom management techniques that support the effective inclusion of children with special educational needs in mainstream primary classrooms. A theoretical and methodological analysis of contemporary research, inclusive teaching models, and best practices was conducted. The findings emphasize the importance of differentiated instruction, individualized educational planning, collaborative teaching, and a supportive learning environment. The article highlights the role of teachers’ professional competence and attitudes in ensuring successful inclusive education. The results may be useful for primary school teachers, teacher educators, and educational policymakers seeking to improve inclusive practices in primary education.