Proceedings of the International scientific and practical conference ―British Ukrainian Academic Congress‖ (March 20-22, 2026) / Publisher website: www.naukainfo.com. - Liverpool, United Kingdom, 2026. - 183 p.

83 PEDAGOGYAND EDUCATION УДК 373.3.015.311:376]:373.3/.5.014.3(477) Lappo ViolettaValeriivna Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Psychology Kolomyia Educational and Scientific Institute of Сarpathian National University named after Vasyl Stefanyk Kolomyia, Ukraine PECULIARITIES OF EDUCATIONALACTIVITIES OFA PRIMARY SCHOOL TEACHER IN THE CONTEXT OF INCLUSIVE EDUCATION The current stage of development of the national education system in Ukraine is characterized by profound humanization and democratization of the educational process. The "New Ukrainian School" (NUS) concept defines child-centrism and a personality-oriented approach as the fundamental principles of teaching and upbringing. This becomes particularly relevant in the context of inclusive education, where children with various levels of psychophysiological development, sociocultural backgrounds, and special educational needs (SEN) interact within a single space. Personality-oriented upbringing in an inclusive classroom is not merely a sum of methods but a specific philosophy of interaction where the child's personality – rather than their diagnosis or academic performance – is the highest value. This approach is based on the ideas of C. Rogers, L. Vygotsky, V. Sukhomlynsky, and contemporary Ukrainian researchers such as I. Bekh and A. Kolupaieva. At the core of this approach lies the recognition of the child's agency. In the inclusive environment of the NUS, this approach is implemented through the recognition of uniqueness, acknowledging that every child has their own pace of