PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF PRIMARY SCHOOL STUDENTS WITH DISABILITIES IN THE CONTEXT OF INCLUSIVE EDUCATION

This study investigates the distinct psychological and pedagogical characteristics of primary school students with disabilities (specifically those with mild intellectual disabilities and orthopedic impairments) navigating the transition into inclusive educational environments. The primary objective was to evaluate how specific cognitive, emotional-behavioral, and communicative profiles impact their academic adaptation and social integration. Employing a mixed-methods design, a sample of $N = 40$ students (aged 8–10) was monitored over a six-month period, split evenly into an experimental group ($n = 20$) undergoing a specialized psycho-pedagogical support program and a control group ($n = 20$) following traditional curricula. Pre-intervention diagnostics revealed prevalent socio-emotional barriers, including high anxiety (65%), low self-esteem (70%), and communication avoidance (60%). Post-intervention data demonstrated that targeted psycho-pedagogical interventions significantly optimized cognitive resilience, enhanced adaptive behavior, and reduced social alienation ($p < 0.05$). The findings establish that successful inclusive practices depend heavily on addressing inner psychological landscapes rather than merely modifying physical school infrastructure.