To the problem of forming an educational environment for children with complex developmental disabilities in nus conditions

Abstract

The article provides a theoretical analysis and understanding of existing models of the educational
environment, analyzes scientific approaches to the problem of organizing the educational environment and
its structural components. Attention is focused on the fact that the educational environment is considered
by modern scientists from the point of view of its functionality, namely as: a system of influences of the
conditions of personality formation; a space where personality is socialized and developed; as a simulated
environment for realizing the child’s potential.
It is noted that the educational environment in a special education institution is a multi-level system of
conditions, circumstances, factors, opportunities that provides optimal parameters of the educational
activity of a certain educational subject in all aspects - target, content, procedural, effective, resource.
The author focused attention on the fact that quality psychological and pedagogical support of the child’s
growth process is determined by the quality of the created educational conditions, the main one of which
is the educational environment that ensures optimal personality development. A generalized definition of
the educational environment is given.
The main characteristics and parameters of the educational environment as a pedagogical category
are highlighted. It is noted that the educational environment acts as a content-rich, transformative,
multifunctional, variable, accessible, safe education that purposefully provides a full-fledged education
and development of the child.
Attention is focused on the fact that in the conditions of the implementation of the «New Ukrainian School»
Concept, a generally similar approach is used to determine the structural components of the educational
environment, which correspond to the structural components of the educational environment. The main
structural components of the educational environment in modern conditions of education development
are highlighted. The structural components of the educational environment of a special educational
institution for children with severe developmental disorders in the conditions of NUS are summarized and
characterized. It is noted that common in most theoretical approaches to the definition of the pedagogical
category «educational environment» is the recognition of the significance of this phenomenon for the
qualitative organization of support for students, their personal development