The Role of Social Learning in the Inclusion of Children and Students with Special Educational Needs

Abstract

Social functioning and inclusion of children and students with special educational needs are critical aspects of their development in society. In recent years, policies in the Bulgarian educational system have outlined real changes for children and students with special educational needs, providing them with the opportunity to be included in the educational environment of kindergartens and schools, to develop their potential, and to realize themselves as full-fledged citizens of society. Inclusive education is aimed at optimal support for individual personal functioning in childhood and adolescence, and at limiting the risk factors within it. A key focus is social functioning and learning, which provide perspective and opportunity for children and students with special needs included in the educational environment to learn and play. Social functioning encompasses the individual's ability to interact successfully with others and to participate actively in public life. For children with special educational needs, this means developing communication, cooperation, and independence skills. Well-developed social functioning improves the quality of life for children, increases their self-confidence and helps them feel accepted and valued. This study analyzes and summarizes scientific theories and models in the field of social learning by examining the special literature from the databases Researchgate Scientific Research Publishing, Scispace, Scholar, drawing attention to the essential role it plays in the educational context. The applications of the considered theories in the education of children and students in the context of inclusive education are studied. International research confirms that social-emotional learning improves academic achievement, social engagement and adaptability of children with special educational needs.