INTERDISCIPLINARY APPROACH IN DEFINING THE CONCEPT "INCLUSIVE EDUCATIONAL ENVIRONMENT"

Abstract

The article considers an interdisciplinary approach to defining the "inclusive educational environment" concept. Society recognizes the value and equality of all its members, which implies the involvement of all people in social activities, providing them with equal opportunities in all spheres of life and, first of all, in education. Successful implementation of today's requirements and ideas of inclusive education is possible only by creating an educational environment that will promote the development of all subjects of educational relations, including students with different educational opportunities. The theoretical analysis of the phenomenon of "inclusive educational environment" from the point of view of leading methodological approaches (ecological, communicatively oriented, anthropological-psychological, psychological safety of the educational environment) made it possible to generalize the definition of an inclusive educational environment as a type of educational environment that is a psychological and pedagogical reality contains specifically 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 including a child who has limited health opportunities, which lead to the emergence of special educational needs. An interdisciplinary approach to the definition of the concept of "inclusive educational environment" showed that it is a complete system of special educational conditions: from general conditions necessary for all children (both with norm-typical and atypical development) to specific and individually oriented ones that determine the effectiveness of implementation educational process and social adaptation of a particular child by his educational opportunities. This definition emphasizes the multiple subjectivity of the inclusive educational environment and the need for comprehensive support of its subjects. The child's interaction with the environment and its subjects presupposes the environment's capabilities are adequate for the needs of a child with special educational needs. Its resource potential can be considered as characteristics of an inclusive educational environment, structuredness, transformability (the possibility of changes in the inclusive educational environment depending on the educational situation, including the students' abilities), polyfunctionality, and variability (possibility of various use of components), accessibility (architectural, including universal design).