The article presents the results of a preliminary pilot study conducted as part of a doctoral dissertation, which aims to study the factors influencing the involvement of students with special educational needs (SES). The study involved 39 respondents with different health and developmental characteristics: 15 men and 24 women. All participants have individual educational needs that require specialized support in the learning process.

The relevance of the study lies in the necessity to improve the quality of educational services for students with SEN, ensuring their social and educational integration, as well as optimizing support systems within the educational environment. The aim of the research was to identify the relationships between the level of support, accessibility of educational resources, and the engagement of respondents.

Data were collected using structured questionnaires, and the results were analyzed with quantitative statistical methods, including the χ² test and Pearson correlation analysis. The main findings revealed a significant positive relationship between the level of support and engagement (p < 0.05), as well as between resource accessibility and engagement (r = 0.45, p < 0.05).

The obtained data confirm the importance of increasing support levels and improving the accessibility of educational resources to promote social and academic integration of individuals with special educational needs. The pilot study results are highly practical and will serve as a foundation for the large-scale doctoral research and the development of recommendations for educational institutions and specialists.