This article is dedicated to the pedagogical foundations of providing psychological support to students with special needs in the process of inclusive education, which is an integral part of modern educational paradigms. The relevance of the study lies in the fact that the integration of students with physical disabilities into general education schools brings forth emotional and volitional barriers, as well as cases of social maladaptation, thus presenting new challenges to the educational community. The purpose of the article is to identify effective pedagogical mechanisms and methodological approaches aimed at ensuring the psychological well-being of students in an inclusive environment. The study employed methods such as scientific-theoretical analysis, pedagogical observation, comparative study, and sociometric surveys. The analysis revealed that psychological support is not only the responsibility of a specialist-psychologist but should be a systematic approach integrated into the entire pedagogical process. The correct implementation of the "family – school – society" collaboration model was shown to reduce the students' anxiety levels and improve their self-awareness and cognitive activity indicators.

Inclusive education, psychological support, pedagogical support, social adaptation

Uzbekistan The Republic of Uzbekistan, dated September 23, 2020, " Education " Law No. O'RQ-637 " On

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