This article examines the challenges encountered by the Ukrainian preschool education system in organizing psychological and pedagogical support for children with special educational needs (SEN) amid the russian-Ukrainian war. The current state of research in pedagogical science on this issue is analyzed, with particular attention to contemporary scholarly literature addressing inclusive education and the support of preschool children with disabilities in crises. The study highlights the unique vulnerability of children with disabilities during armed conflicts, considering multiple dimensions – physical, emotional, social, and infrastructural. Specific issues identified include restricted access to evacuation and shelters, disruption of medical and rehabilitation services, emotional instability, limited access to information, the collapse of inclusive learning environments, and an increased need for moral and psychological support. The article also draws historical parallels between the experiences of wartime childhood during World War II and those of children affected by the current conflict, noting shared phenomena such as mass displacement, psychological trauma, disruption of educational continuity, and the emotional detachment resulting from family separation and loss. The article presents the findings of a survey conducted among preschool educators across various regions of Ukraine, aimed at assessing the current state of inclusive practices in preschool educational institutions under martial law conditions. Based on the analysis, a model of psychological and pedagogical support for preschool children and their families who have experienced traumatic events is proposed. The study identifies effective pedagogical strategies for implementing inclusive education in preschool settings in the context of the ongoing war. These include a trauma-informed approach to establishing a safe and supportive environment; application of individualized and differentiated instruction; creation of an inclusive educational atmosphere; active collaboration with families; coordinated efforts of interdisciplinary support teams; and promotion of socio-emotional development through play-based learning.
Semenova et al. (2025) studied this question.