@ARTICLE{Chahrak2025:i8790,
	author="{Chahrak, Nataliya}",
	title="{Adaptive models of pedagogical communication forsupporting children with migration experience in the school environment}",
	year="2025",
	type="artykuł naukowy",
	language="en",
	journal="{Academic Visions}",
	issn="2786-586X",
	number="50",
	pages="1--13",
	doi="10.5281/zenodo.17862156",
	url="https://www.academy-vision.org/index.php/av/article/view/2459/2318",
	keywords="educational integration; intercultural interaction; inclusive educational practices; psychological and pedagogical support; teacher communication strategies; sociocultural sensitivity; barriers to learning",
	abstract="{The article examines adaptive models of pedagogical communication as an effective means of supporting children with migration experience in the school environment. Particular attention is paid to the analysis of psychological, sociocultural, and pedagogical factors that shape the integration of children with diverse life experiences into the educational process. The necessity of using adaptive models of pedagogical interaction that take into account students' individual characteristics, their levels of social and emotional competence, motivation to learn, and the specifics of intercultural communication is theoretically justified. A classification of pedagogical communication models is presented, which includes interactive, differentiated, and inclusive approaches, and the mechanisms for their implementation in educational practice are described. The paper emphasizes the role of comprehensive support, including creating a safe psychological environment, developing social skills, teaching adaptive self-regulation strategies, and providing social and educational support. The study is based on an analysis of current scientific publications, educational programs, and empirical data on the adaptation outcomes of children with migration experience in different types of schools. The practical significance of the work lies in formulating recommendations for educators on the use of adaptive communication strategies that promote the effective integration and academic success of students with migration experience, as well as increase inclusiveness and intercultural competencein the educational environment. The conclusions emphasize that the implementation of adaptive models of pedagogical communication is a key factor in ensuring educational opportunities, social support, and psychological well-being for children with migration experience.}",
}