Features of the organization of eco-psychologically safe inclusive educational environment in educational institutions

Abstract

The article reveals the eco-psychological safety of an inclusive educational environment as a state of the environment free from external manifestations of psychological violence in interaction, which contributes to the satisfaction of basic needs in personal and trusting communication, creates the referential significance of the environment and ensures the mental health of the students of education. The purpose of the article is to substantiate modern scientific research on the organization of an eco-psychologically safe educational environment for children with special needs in the conditions of effective modern inclusive education. It is noted that the psychological safety of children in educational institutions is determined by the individual's own characteristics and largely depends on him, ensuring the mobility of responding to danger in the absence or delay of appropriate social assistance. A modern teacher must be a mentor, coordinator, manager, psychologist, and observer at the same time. That is why the teacher needs to focus on inclusive values, building a comfortable environment for every student. Among the research methods, the analysis and research of the content, principles, essence and features of the inclusive development of students in educational institutions are at the center of scientific research of many countries and international institutions, including the Organization for Economic Cooperation and Development (OECD), the United Nations Development Program (UNDP), European Commission, International Monetary Fund (IMF), World Economic Forum (WEF), World Bank, International Policy Center for Inclusive Growth, which contributed to the psychodiagnostic dimensions of the study. The conclusions reveal the components of professional competence regarding the organization of an eco-psychologically safe educational environment for children with special needs, including cognitive, organizational-activity, motivational-value, and reflective components. It is noted that the joint work of the teacher should be extended both to the parents of children with disabilities and to the parents of healthy children, during which a tolerant attitude towards children with special educational needs and environmental safety of the educational environment of educational institutions is formed.