PSYCHOLOGICAL SAFETY OF PERSONALITY – AS A CONDITION FOR CREATING AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

This article examines the conditions for creating a safe and inclusive educational environment. Inclusive education is one of the effective forms of realizing the special educational needs of children with health disabilities, but with the observance of the basic condition - the creation of a special educational environment that ensures the realization of the potential of each child included in joint education. The successful implementation in practice of the requirements of the modern legal framework and ideas of inclusive education is possible only when creating such an educational environment that will contribute to the development of all subjects of educational relations, including those seeking education with various educational opportunities. The generalization of interdisciplinary approaches allows us to define an inclusive educational environment as a type of educational environment that is a psychological and pedagogical reality, contains specially organized conditions for the formation of personality and reflects its capabilities in ensuring the safety, comfort and accessibility of interaction of all subjects of educational relations when included in it a child who has limited health opportunities that lead to the emergence of special educational needs. Analysis of the views of domestic and foreign researchers allowed us to conclude that the emphasis is on satisfying needs, but primarily not academic, but psychological: psychological safety, referential ownership, communication and others. Therefore, we consider it possible to consider the psychological safety of the learner in an inclusive educational environment as a condition that is determined by the nature of the educational environment and the specifics of its reflection by a student with special educational needs, which is manifested in his experience of his security, satisfaction with himself as a person and a subject of activity , as well as relationships in the "teacher-student" and "student-student" communities. The conducted study of the conditions for creating a safe inclusive environment shows that the concept of psychological safety of the individual cannot be considered separately from the psychological safety of the environment due to the close interaction of these two structures. Personality development can only take place under the conditions of psychological safety of the educational environment. And, precisely, a motivated teacher, psychologically and professionally competent, is one of the guarantors of the psychological safety of any educational environment.