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.

85 upbringing, where daily discussions of moods and plans create an atmosphere of unity and provide each child with unconditional attention from peers. While the Individual Education Plan (IEP) is often viewed strictly as an academic document, its educational component is equally vital, encompassing goals for social interaction, self-care skills, and strategies for overcoming undesirable behavior through positive reinforcement. Educators must remember that upbringing a child with SEN is not about "fixing" their characteristics but helping them adapt these traits to life in the community. A personality-oriented approach is impossible without family involvement, as parents are the primary experts on the child's personality. The NUS teacher must collaborate with parents as equal partners, aligning educational requirements at home and school while providing psychological support. The support team, including the teacher, teacher's assistant, psychologist, and speech therapist, must work toward a shared portrait of the child, focusing on their emotional comfort. However, the implementation of personality-oriented upbringing faces several challenges, such as societal stereotypes, the emotional burnout of teachers due to the high energy demands of inclusive classrooms, and a lack of individualized didactic materials. Overcoming these challenges requires constant supervision of educators and administrative support. Ultimately, personality-oriented upbringing in an inclusive NUS classroom is a path toward creating an inclusive culture not only in schools but within the state. A primary school student raised in an atmosphere of acceptance will grow into a tolerant adult. The primary goal of the educator is to provide conditions where every student, with or without SEN, can say: "In this school, I am seen, I am heard, and I matter". REFERENCES: 1. Bekh, I. D. (1998). Personally Oriented Upbringing: Scientific and Methodological Manual. Kyiv: IZMN. 2. Kolupaieva, A. A., & Taranchenko, O. M. (2016). Inclusive Education: From Basics to Practice: Monograph . Kyiv: Atopol.