In the article, the features of the organization of the educational process for pupils with special needs, the involvement of a wide range of educational services to improve academic achievement, and the development of the child's personality are considered. The article aims to identify the content, main criteria, and algorithms for organizing inclusive education for pupils with special needs. The attitudes of parents, educators, and social workers to the proposed system of inclusive education are revealed. The result of the work is an algorithm for introducing inclusive education, determining its effectiveness, and a positive assessment of the system's effectiveness by parents, social workers, and educators (11%, 13%, and 15%, respectively). In this context, it is promising to research and design specific examples of the organization of inclusive education management systems.

Academic interest: the problem of diagnosis and correction of stress and posttraumatic conditions of children and adolescents; psychological and pedagogical influences on children with special needs those having post-stress disorder.

Theoretical and practical analysis of research on the impact of stress and traumatic factors on the personality of children with mental and physical disabilities. The peculiarities of the manifestations of the effects of stress in children with intellectual disabilities are highlighted. The behavioral and emotional consequences of stressors from other types of neurotic disorders in children with intellectual disabilities are distinguished. Two different approaches to understanding the formation and course of neurotic disorders in children with cognitive impairment are considered. Author's research is presented, which expands the understanding of post-stress formation in this category of children. It is stated that anxiety disorders are one of the most common mental disorders in pediatric practice of children, and the presence of sensory impairment, which does not meet basic safety needs, significantly increases the likelihood of neurological and psychiatric disorders. A study of the formation of neurotic disorders and post-stress in children with musculoskeletal disorders is presented. The neurogenic factors that a child faces with support disorders in everyday life and society are described, and which increase the risk of developing post-traumatic stress. It has been proven that the impact of a traumatic event and chronic stressors impairs a child's natural ability to recover. The child's ability to adapt adaptively is greatly reduced, and in some cases becomes impossible. After traumatic and stressful situations, the effect of sensitization of the psyche to the following traumatic factors becomes clear. It has been determined that the symptoms of neurosis are similar to the psycho-emotional, psychosomatic manifestations that accompany the development of children with psychophysical disorders, which complicates the distinction between neurotic manifestations and PTSD. It has been found that the presence of psychophysical disorders in the development of the child, more often than in children with typical development, leads to the development of post-trauma in certain traumatic life events.