Abstract
This research aimed to analyse educational institutions’ specific challenges and opportunities in implementing inclusive education within the context of armed conflict. The research methodology included an anonymous survey conducted with respondents and experts in the fields of inclusion and psychology, who have experience teaching individuals with special educational needs. A qualitative study was carried out with 100 participants. The focus was primarily on issues of educational accessibility for children with special educational needs, the provision of psychological support for both pupils and teachers and the role of governmental administration in enhancing the quality of inclusive education. Based on the responses received, it was recommended that an educational programme for the development of emotional intelligence be developed within public institutions. This would contribute to improving pupil success and the overall quality of the educational process. In particular, it was recommended that educational programmes be established to develop the emotional intelligence of administrators, which would enhance the quality of the educational process and pupil outcomes. The use of remote learning formats and the adaptation of curricula would partially mitigate the lack of traditional educational resources. The significant role of volunteer organisations and community initiatives in providing essential support to children with special educational needs was also noted. The findings of the research underscore the urgent need for the development and implementation of long-term strategies to support inclusive education in crisis situations. These strategies encompass specialised teacher training, the provision of necessary resources to educational institutions, and psychological support for both pupils and teachers. The strategic approaches identified in the study can be employed to further advance inclusive education in crisis contexts by effectively engaging all pupils in the educational process, irrespective of external factors
Keywords
psychological resilience; wartime; distance learning; volunteering; educational resources; inclusive education
References
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