Features of the activities of inclusive resource centers: specificity in the conditions of war

The article provides a theoretical analysis of the problem of features and specifics of Inclusive Resource Centers (IRCs) on the territory of Ukraine in wartime conditions. Unfortunately, during the full-scale invasion of the russian federation in Ukraine in early 2022, the impact of stress factors will increase and the spectrum of traumatization of Ukrainians will expand. Persons with special needs and the disabled suffer from this, as they are the most vulnerable category of the population. There is an urgent need to adapt the educational system to the challenges of the war situation, since the educational infrastructure has become a target for the Russian invaders. Taking into account the armed aggression of the Russian Federation in Ukraine, the legal field is changing, which regulates the performance of new professional tasks in the sphere of activity of Inclusive Resource Centers (IRCs). The article deals with legal changes in the conditions of war, in particular, those related to the provision of systematic qualified support for persons with PWD who are forced to change their place of residence (stay). As part of the theoretical investigations, it was found that the updated Legislation included in the legal field important aspects of counseling parents or legal representatives of applicants with special needs; the mechanism of comprehensive assessment, the need for modification/adaptation of the educational program/subjects is explained. An important task in the activity of the IRC is the implementation of the navigation function, which helps direct those in need to receive psychological, social and other assistance. It has been established that the most acute problem today is the need to organize support in the educational process of children who have suffered psychological trauma. The article emphasizes the possibilities of cooperation of IRC specialists with medical and other specialists: clinical psychologists, psychotherapists, occupational therapists , physical therapists, etc., which complements not only the context of conducting a comprehensive assessment, but also unfolds the possibilities of building the individual trajectory of a child with special educational needs in the model of " barrier-free", "inclusion" in the social world