This article discusses the trend of developing socio-cognitive skills in educational organizations, by increasing the effectiveness of special conditions aimed at students with special educational needs (SEN ). The effectiveness of methods of psychological support that ensure the optimal integration of students into the normative educational space is analyzed.

Experimental work, focused on comparing the current state of the psychological and pedagogical support service in rural and urban schools, contributed to the study of the following issues: the creation of psychological strategies in educational organizations to overcome difficulties in teaching students with SEN; development of a set of neuropsychological trainings for the development of cognitive skills. The solution of these problems was carried out with the help of the following measures: differentiated the psychological causes of special educational needs; indicators of educational achievements of students with SEN have been developed; Effective methods for the development of social and cognitive skills have been selected.

Teachers and parents of students with SEN were also involved in the study. In order to prevent members of the teaching staff from the syndrome of "professional burnout", psychological support trainings were conducted. A set of modern psychological strategies aimed at strengthening the tolerance of parents for successful learning, free development and effective socialization of students with SEN has been developed and presented.

As a result of experimental work carried out in rural schools of the Zhambyl region and educational organizations in Taraz, the services for psychological and pedagogical support of students with SEN were provided with innovative methods, which allowed them to build their activities in a new way - focus on the result. Within the framework of the concept of "close attention to each student", in the educational spaces of secondary schools, it was possible to achieve an increase in the academic performance of students, based on the acceptance of the personal characteristics of each child, respectful attitude and qualified assistance. The results of the study had a positive impact on the development of the cognitive potential of educational spaces in schools, optimizing the process of solving psychological problems of inclusive education.