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Роль дружественной образовательной среды в процессе социально-педагогической инклюзии нетипичных обучающихся
Introduction. The social and pedagogical inclusion of learners is the result of the combinatorial impact of various factor determinants that affect both the content of the educational process itself and the interactive network of exceptional individual’s social contacts in his / her interaction with various groups of subjects of teaching and educational activities. A special role in this context belongs to the reflexive analysis of the impact of a friendly educational environment on the substantive foundations of the inclusion of exceptional learners from the point of view of both the academic and psychosocial field of activity of the key agents of inclusive education.
Purpose of the article. The purpose of this work is to study, within the framework of a foreign theoretical and methodological context, the correlation relationship between the friendliness of the educational environment and the educational, social and intrapersonal results of individual growth and development achieved by each learner in an inclusive group, regardless of his / her possible individual characteristics or distinctive development features.
Methodology and research methods. This study is based on the following interrelated methodological approaches: socio-transformational; anthropocentric; participatory-subjective; activity. The methodological base included a set of analytical, descriptive and reflective methods of work.
Research results, discussion. A friendly educational environment is one of the central factors in ensuring successful social and pedagogical inclusion of exceptional individuals in their performance of a number of academic and socially interactive activities. The friendliness of the teaching and educational environment is the central starting point for the elimination of possible barriers of various origins that arise during the learning and socialization of a non-standard person in the general education system. Friendly behavioral patterns are built on the basis of the practical implementation of a number of principles for building inclusion (such as, for example, reliance on the value of heterogeneity, centricity on the legal aspects of implementation of joint education of all persons, proximality in relation to each individual in the educational continuum, etc.). The author of the article highlights a set of features of the environment that contribute to the comprehensive achievement of the effect of social and pedagogical inclusion for each member of the school community in the educational and social processes of activity (dialecticity, flexibility, instrumentality, etc.). The paper outlines the main conditions that contribute to the formation of friendliness of the educational environment as a predictor of the implementation of inclusive activity. The author of the study defines a set of some functions that the educational environment implements in the course of mainstreaming of exceptional persons’ education and socialization (identification, anti-victimogenic, status and role and others).
Conclusion. In general the creation of teaching and educational environment in the school that takes into account to the maximum extent the needs and individual capabilities of all subjects of the process of education and upbringing (both directly learners and teachers, as well as other subjects of activity) is today one of the priority areas for the development of modern interethnic politics. In this context, the supporting environment of an educational institution plays a basic functional role when learners, as well as other subjects of activity, perform the required actions for the person’s academic development and his social, communicative, as well as psychological inner growth.