ORGANIZATION OF SAFE AND DEVELOPMENTAL LEISURE FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Summary. The article examines the theoretical and methodological foundations of organizing leisure activities for children with special educational needs (SEN) within the framework of the contemporary inclusive paradigm. The current state of scientific research on psychological and pedagogical support and the socialization of children with SEN through meaningful leisure activities is analyzed. It has been established that leisure in an inclusive environment performs not only recreational but also compensatory, therapeutic, and integrative functions, serving as a powerful factor in overcoming social isolation and maladjustment. The main directions for optimizing the leisure environment are identified, with cognitive, cultural-creative, sports, and tourism-oriented activities being prioritized.

The best inclusive practices implemented in Ukraine in 2025 are highlighted and systematized, demonstrating the effectiveness of combining traditional methods with innovative approaches. The necessity of transforming media leisure for children with SEN through the introduction of inclusive IT studios and the development of cybersecurity and media literacy skills in cooperation with parents is substantiated.

The potential of museum pedagogy and theatrical activities as tools of art-therapeutic influence promoting personal self-actualization and reducing social stereotypes is explored. A theoretical rationale for a model of adaptive recreation based on the principles of universal design has been developed. An algorithm for involving children with SEN in inclusive tourism has been designed, particularly through the implementation of terrainkur as a method of dosed physical activity in a natural environment.

Specific mechanisms for implementing sports leisure activities through adaptive play centers and multifunctional locations are proposed. The experience of developing inclusive tourist routes based on regional initiatives is generalized.

Strengthening interdisciplinary cooperation among educational institutions, Inclusive Resource Centers, and public organizations to create individualized leisure trajectories is recommended. It is concluded that the effectiveness of inclusive leisure depends on teachers’ readiness to work in a digital environment and the community’s ability to ensure barrier-free infrastructure.