THEORETICAL FOUNDATIONS OF THE USE OF AN IMMERSIVE ENVIRONMENT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article provides a theoretical analysis of scientific approaches to understanding the concepts of “immersive learning” and “immersive environment” within contemporary educational and psycho-pedagogical discourse. The study summarizes the perspectives of both international and Ukrainian researchers regarding the use of virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies in education, psychological support, and rehabilitation of children with special educational needs.

The main dimensions of immersive learning are identified, including technological, psychological, and pedagogical aspects. The characteristics of the immersive environment are described as an adaptive interactive space that ensures a sense of presence, enhances users’ emotional and cognitive engagement, and supports the development of communication, social, and cognitive skills.

Special attention is given to the application of immersive technologies in working with children with special educational needs (SEN), particularly in the context of psychological support and rehabilitation of children who have experienced traumatic wartime events. Research findings on the impact of VR/AR/MR technologies on children’s psycho-emotional state, learning motivation, cognitive development, and social interaction are analyzed.

The study emphasizes that immersive environments enable the creation of safe, controlled, and personalized conditions for learning and psychological recovery of children with special educational needs. The use of immersive technologies contributes to the development of individualized educational trajectories, adapts learning content to children’s cognitive and sensory characteristics, and increases their motivation and activity in the learning process. It is determined that the integration of educational, therapeutic, and rehabilitative potential of VR/AR/MR technologies opens new opportunities for the development of inclusive education and psycho-pedagogical support for children in the context of contemporary social challenges.

It is concluded that immersive environments represent a promising innovative tool for the development of inclusive education, psychological support, and comprehensive rehabilitation of children with special educational needs.