DESIGNING A MODEL OF THE PROCESS OF SOCIAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (SEN)

This article explores the development of an original, integrative model of social and pedagogical support for children with special educational needs (SEN) in the context of inclusive education in the Republic of Uzbekistan and the CIS countries. Based on a systemic, process-based, and socially-oriented approach, the authors propose a cyclical model, "SocioPed-Inclusion," comprising four stages: diagnostic, design, implementation, and correctional monitoring. The novelty of the study lies in its emphasis on the social and pedagogical vector—developing children's social competence through family-oriented work, interdepartmental collaboration, and the creation of an inclusive social environment. The authors analyzed research by Uzbek scientists (D.D. Oribboeva, L.S. Makhmutkhodjaeva, N. Yuldasheva, R.A. Rafikova, and others), which confirmed the relevance of social and pedagogical support.