CONCEPTUAL FOUNDATIONS OF ORGANIZING THE EDUCATIONAL ENVIRONMENT FOR CHILDREN WITH COMPLEX DEVELOPMENTAL DISABILITIES IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL

Abstract

The article provides a theoretical and methodological substantiation of the conceptual principles for organizing an educational environment for children with complex developmental disorders within the framework of the New Ukrainian School, based on contemporary pedagogical and psychological approaches.

The purpose of the article is to justify a system of conceptual principles for designing and functioning of the educational environment as an integral factor of mental development, compensation for impairments, and socialization of children with complex developmental disorders in accordance with the values and principles of the New Ukrainian School.

The study employs methods of analysis, synthesis, comparison, and generalization of Ukrainian and international psychological-pedagogical and special-pedagogical sources, as well as a conceptual analysis of the provisions of the New Ukrainian School, the cultural-historical theory of development, person-centered, activity-based, and systems approaches, and contemporary evidence-based educational practices for working with children with complex developmental disorders.

The results indicate that complex developmental disorders have an integrative nature обусловлена by the combination of several primary psychophysical impairments, which manifest in systemic disruptions across key areas of development, create difficulties in learning activities, and complicate the child’s socialization. It is determined that the effectiveness of corrective and developmental interventions depends on the quality of the organization of the educational environment.

A system of conceptual principles for organizing the educational environment is substantiated, defining methodological guidelines for its design and functioning, including environmental determination of mental development, systemicity and integrity, compensatory orientation, the child’s participation in activity, communicative accessibility, emotional safety, individualization through flexible environmental design, and integration of educational, corrective-developmental, and rehabilitative influences.

The conclusions emphasize that a scientifically grounded, structured, and internally coherent educational environment serves as a leading factor in development, compensation for impairments, reduction of risks of secondary and tertiary disorders, and ensuring social participation of children with complex developmental disorders within the New Ukrainian School.