The problem of providing a psychologically comfortable and safe educational environment in inclusive education

Abstract

A view of the problem of organizing a psychologically safe and comfortable educational environment in the context of inclusive education implementation of primary school children with health impact assessment is presented. The task is to study whether the educational environment of the school, providing training for people with health impact assessment, is psychologically comfortable for the subjects of the pedagogical process. Objective psychological and pedagogical methods of I.A. Bayeva, M.V. Sokolova, questionnaires and the method of mathematical statistics t - Student's criterion are used. The thing that were studied: whether the environment of an inclusive school is motivating or demotivating teachers to work with students with special needs; willingness of teachers to implement inclusive education; subjective assessments of psychological comfort for teachers in an inclusive school environment; psychological and pedagogical competence and subjective well-being of teachers in adapting to the changes that have occurred in connection with the introduction of innovation. The samples of primary teachers working with children with disabilities in psychophysical development and teachers not working with special students have showed that the respondents in the first group experience overload and professional dissatisfaction that affects their psychological well-being. Based on the results, conclusions are drawn about the existence of differences in subjective feelings of psychological comfort or discomfort within the educational organization among teachers working with children with disabilities and not working with students in this category. The problem analysis of the quality dependence of inclusive education on the psychological well-being and personal competence of teachers who implement it leads to the conclusion that there is a need to modernize the content of psychological and pedagogical training of teachers to work with special categories of students at the university stage. In conclusion, a scientific look at the opportunities for higher education in the formation of the psychological and pedagogical competence of teachers of an inclusive school is presented.