Abstract
The modern education system is focused on accessibility of education for all children, regardless of their characteristics. At the same time, social and pedagogical support for children, taking into account all educational needs, is an important area of work for educational institutions and social educators. It is necessary not only to provide affordable and high-quality education, but also to comprehensively support the child in his development, socialization and orientation in society. Based on domestic and foreign scientific works, the article provides a theoretical analysis of the problem of inclusive education, children with special educational needs, and their social and pedagogical support. Also, the job responsibilities of social educators for working with children with special educational needs are determined on the basis of government documents. During the processing and discussion of the research results, a classification (group) was determined according to the characteristics of children with special educational needs, the essence of their socio-pedagogical support was studied and the levels of support were determined (based on the models of L. V. Mardakhaev and E. A. Orlova, O. Ilyina and S. Sitnyakovskaya, H. Hanley and S. Garrity), the directions were clarified, stages, forms and means of social and pedagogical support for children with disabilities. The results of the article may be useful to specialists working with children with special educational needs, as well as to any applicants interested in the problem of children with special educational needs.