Isakadze, TamarPsychologist, Consultant of the Inclusive Education Promotion Program, National Center for Teacher Professional Development2024-09-162024-09-162024-06-27https://dspace.tsu.ge/handle/123456789/2522Inclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024 Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State UniversityInclusive education is one of the most significant challenges of the modern educational system, requiring a complex and holistic approach. In Georgia, inclusive education has undergone significant transformation since the Soviet period, reflecting a shift towards more progressive, human rights-oriented educational practices. The paper presents a discussion on classroom dynamics that respond to field theory; it examines the challenges and outcomes for teachers and students, particularly focusing on the potential risks of segregation and the necessity for the development of a unified classroom field. Field theory, initially developed by Kurt Lewin, provides a framework for understanding group dynamics. According to this theory, behavior is a function of the person and the environment, together creating a psychological field. In the classroom context, the field includes all students, the teacher, and their interactions. This perspective helps us understand how different factors collectively influence behavior, considering the person and the environment as a whole system. A holistic approach is essential for the success of inclusive education, which involves creating a unified classroom field where all participants interact harmoniously. If the classroom field is fragmented, it leads to the segregation and marginalization of students with special educational needs. Like any environment, the classroom represents a dynamic field where multiple forces interact. When a students with special needs enter this field, they bring uniqueness that influences the existing dynamics and are themselves affected by the existing dynamics. The classroom field is a dynamic environment where student behavior and learning outcomes are determined by both personal and external factors. Creating a unified classroom field based on the principles of field theory ensures the full integration and equal participation of all students, including those with special educational needs, in the learning process. Conclusions and Recommendations: 1. A unified classroom field is crucial for the success of inclusive education. 2. Continuous professional development is necessary for teachers to manage the class effectively. 3. More research is needed to study specific strategies that will aid in unifying the classroom field and preventing segregation. 4. Prioritizing the recognition of dynamic interactions between various factors is essential.enPresentation