Mechanisms of individualization of the educational environment within the conditions of inclusion
Inclusive education in the current situation, while remaining a complex problem that needs to be addressed, is acquiring new research perspectives. Due to both the peculiarities of the psychophysical development of children with special health care needs and the presence of various kinds of barriers in the educational environment, these children will be able to master the educational program only when special educational conditions are created. As a condition for ensuring the inclusion of students with special health needs in the educational environment and, accordingly, achieving its effectiveness, according to the authors, is its individualization. The purpose of the article is to scientifically substantiate the mechanisms of individualization of the educational environment in the conditions of inclusive education of students with special health needs. Its tasks are to problematize the category of individualization of the educational environment, to develop a conceptual category of individualization, as well as to provide a well-grounded and consistent description of its mechanisms based on scientific approaches adequate to the problematic. To solve the set tasks, the authors used theoretical methods (analysis, synthesis, generalization), as well as the method of expert assessments. Its result is the disclosure of the essence and heuristic possibilities of integrative and environmental approaches to ensure the individualization of the educational environment, the definition of subjectivity as an aspect of the relationship, a reasonable description of the mechanisms of individualization, such as the creation of environmental complexes, reflexive analysis and interaction of school specialists in the direction of identifying and accounting during all stages of accompanying a student with special health care needs and his educational needs. In the conclusion, the authors emphasize that the individualization of the educational environment is possible only if it is changed by teachers in accordance with the fine and precise differentiation of the educational needs of a child, manifested in the characteristics of individual psychosocial development.