MANAGEMENT OF THE EDUCATIONAL ENVIRONMENT AS A FACTOR OF EFFECTIVE IMPLEMENTATION OF THE TECHNOLOGICAL EDUCATIONAL INDUSTRY FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The purpose of the article is to theoretically substantiate the management of the educational environment as a factor in the effective implementation of the technological educational sector for children with special educational needs and to determine the mechanisms of its influence on the formation of technological knowledge, skills and abilities of students. The research procedure involved the analysis, systematization and generalization of scientific works on the problems of technological education of children with special educational needs, management of the educational environment and the creation of organizational and pedagogical conditions for learning. The methods of theoretical analysis, comparison, systematization and generalization, as well as the author's theoretical modeling were applied. The results of the study consist in determining the main components of the management of the educational environment: organizational and managerial, personnel and methodological, material and technical, content and methodological, psychological and pedagogical and monitoring and analytical. Their interdependence in ensuring accessible and effective technological activities of children with special educational needs is revealed. The mechanism of influence of management decisions on the results of technological learning is substantiated: from determining the educational needs of the student and making a decision - to creating appropriate conditions, the teacher's activity, the child's active practical participation, the formation of technological knowledge, skills and abilities and the development of technological competence. The role of the manager as a subject of strategic management and the teacher as a subject of management of the educational process at the class level is determined. It is established that the effectiveness of technological learning of children with SEN is determined by the systemic interaction of management subjects and the educational process, the consistency of management decisions, the compliance of the created conditions with the individual needs of students and constant monitoring of results. Management of the educational environment is an important factor in ensuring the real participation of children with SEN in technological activities and their achievement of an accessible educational result.