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.

84 development, interests, and way of perceiving the world. It involves creating a "situation of success," where the educational process is built upon the child's strengths rather than their deficits, and maintaining dialogicity, where interaction between teacher and student is based on partnership rather than dictate. For a primary school student just beginning their journey in society, such an approach is critical for forming positive self-esteem and a healthy "Self-concept". An inclusive classroom serves as a micro-model of a tolerant society, where educational work follows two vectors: the individual vector, focusing on the development of the child with SEN, their independence, social skills, and confidence; and the group vector, aimed at forming empathy, respect for differences, and cooperation skills among all students. Primary school age is a sensitive period for fostering moral qualities, as children actively model adult behavior, making the NUS teacher the primary bearer of inclusive values. Personality-oriented upbringing requires a transformation of the educational environment to ensure psychological safety, the absence of bullying, and the elimination of harmful comparisons between children. In an inclusive classroom, success is measured against the child's own past achievements rather than standardized norms. Zoning, in accordance with NUS requirements, including resource corners or quiet zones, allows children to self-regulate their state, which is part of teaching responsibility for one's own well-being. Furthermore, visualization through classroom rules, schedules, and "emotion boards" helps children better understand social expectations and their own feelings. In the inclusive classroom, preference is given to interactive and game-based methods. Cooperative learning and group projects involve small-group work where roles are distributed based on each individual's capabilities, fostering a sense of belonging to a common cause. Storytelling and the use of social stories are employed for children with autism spectrum disorder (ASD) or behavioral challenges to explain rules of conduct within the collective. Bibliotherapy, or reading books where heroes overcome difficulties or have specific needs, is beneficial for the entire class. The "Morning Circle" technology serves as a key NUS tool for personality-oriented