This article examines the content, significance and practical implementation of psychological support for children with special educational needs (SEN) in inclusive education. In the current education system, the organization of psychological support at a professional level, taking into account the specifics of the cognitive, emotional and social development of children with SEN, is one of the main needs. During the study, the state of psychological services in general education schools, the professional training of specialists, the level of interaction with parents and the difficulties in the personal development of children with SEN were comprehensively analyzed. The data obtained through questionnaires, observation and interview methods showed the inadequacy of psychological support in schools and the lack of systematic work. In most cases, psychological services are limited to diagnostics, while important areas such as correction, counseling, support and development monitoring are not taken into account. This situation can negatively affect the socialization, motivation for learning and self-esteem of children with SEN. The results of the study show that in order to improve psychological support services, it is necessary to pay attention to the following aspects: improving the skills of school psychologists adapted to inclusive education, establishing effective communication with parents, maintaining an individual psychological development map for each student, and systematizing the intra-school support system. Also, the modernization of the regulatory and methodological base of psychological services at the state level is an urgent issue. The article provides specific scientific and practical recommendations on current issues in this area and ways to solve them. The proposed approaches and models contribute to improving the quality of inclusive education, the full development of children with special educational needs, and the harmony of the school community.