Формування предметно-просторового середовища інклюзивного освітнього середовища

Abstract

У статті уточнено поняття предметно-просторового середовища інклюзивного загальноосвітнього закладу; проаналізовано функції, складові, принципи та фактори предметно-просторового середовища інклюзивного загальноосвітнього закладу; визначено перспективи подальших досліджень.

В статье выяснено понятие предметно-пространственной среды инклюзивного общеобразовательного учреждения; проанализированы функции, составляющие, принципы и факторы предметно-пространственной среды инклюзивного общеобразовательного учреждения; определены перспективы дальнейших исследований.

In the article on the basis of an integrated approach, the concept of the subject-spatial environment of an inclusive general educational institution has been clarified; educational-developmental and educational functions of this environment have been proposed and justified; the priority principles and factors of designing the subject-spatial environment of an inclusive general educational institution have been defined; the components of this environment have been proposed and described in accordance with spatial and subject complexes and priorities of the most advanced scientific research have been determined. In particular, in the article the subject-spatial environment of an inclusive general educational institution has been defined as a particularly organized by space and time set of material things and equipment, which surround the subjects of the teaching and educational process. The author, among the main components of the inclusive subject-spatial environment, has identified all objects (natural and man-made) that are directly involved in the Education process and influence the organization. Particular attention is paid to the functions of the subject-spatial environment of the inclusive general educational institution, namely, ideological, developmental, orientational, motivational, image, healthcare, organizational, consumer, communicative, recreational. The author divides all the components of the object-spatial environment into two groups and groups them: the subject (tools and instruments training, equipment, furniture, the results of students’ creative activity, individual subjects, decor) and spatial (administrative-methodical, educational, recreational, correctively developing). The article proposes methods of information transfer with pictorial images and Braille script lettering, as well as the use of special forged tiles with reefs to regulate the movement of students in the educational institution, ensuring information accessibility. In order to form an effective subject-spatial environment of an educational institution, it is suggested to take into account a number of factors: psychological, psychophysical, physical, visual, auditory, tactile and anthropometric. This article does not cover all issues. Therefore, the direction of further research is determined in the article.