Darya A. Morozova

The relevance of the chosen topic is shown through the modern priority direction of education development, which involves the creation of an inclusive educational environment that would be maximally focused on meeting the special educational needs of students with disabilities. The problem of the study presented in the article is determined by the current contradiction in the search for mechanisms of the educational environment individualization in inclusive education that meet the basic needs of society – the availability of the high quality education for every child, regardless of the place of residence and the degree of health impairments and existing traditional forms classes that do not take into account the peculiarities of the psychophysical development of the child and are not focused on his/her individual educational needs. The purpose of the study is to determine the principles of designing an adaptive lesson and the technology for creating elements of an adaptive lesson through the direct participation of a child in a process where he is not a passive participant; working out multi-level tasks that would correspond to the status of special educational needs at a particular time; algorithmization of complex operational actions and theoretical material and the use of the principle of visibility and associations, taking a biology lesson as an example. These aspects of the problem are the main direction in achieving effective work in the context of inclusive education. The article presents the author's ideas that make up the methodology for creating elements of an adaptive lesson. She proposes the principles of designing a lesson with individualization in inclusive education, concretizing these ideas in the content of a practice-oriented lesson in biology. The scientific novelty of the presented study is determined by the author's development of the elements and principles of an adaptive biology lesson in the process of creating an inclusive educational environment. The significance of the research results is manifested at the theoretical level in terms of expanding ideas about inclusive education and individualization of the educational environment in the field of adaptive lesson strategies on the example of biology classes, and at the practical level – in terms of developing an educational product in the form of lesson elements when studying new material in practical classes in biology.

The relevance of the topic of the article is exposed through the modern priorities of the development of education, which imply the creation of an inclusive educational environment, maximally focused on taking into account the special educational needs of students with disabilities in educational activities. The problem of the research presented in the article is determined by the existing contradiction between the need to ensure the quality of inclusive education of students with disabilities and the insufficient readiness of teachers to carry out professional activities in the context of the diversity of educational needs of specific students. The objectives of the study are the development of conceptual foundations for a new paradigm of professional development for teachers of different profiles on the basis of interdisciplinarity and team interaction; creation of a model for advanced training of teachers, involving the integration of knowledge and the operationalization of collegial skills to increase their competence in the field of building and implementing individual educational trajectories of students with disabilities in inclusive education. These aspects of the teacher's readiness for effective work in the context of inclusive education are considered as significant components of their professional activity in the context of the diversity of educational needs of students. The presented author's ideas make up the methodology for creating a new paradigm for professional development of educators, namely, the conceptual unity of the content of advanced training programs for teachers of different profiles; the expedient unity of theoretical knowledge as such and the ways of its practical use by teachers of different profiles; the unity and differentiation of the theoretical and operational components of professional development programs for teachers of different profiles, revealing the features of the individualization of education for a student with disabilities. The proposed model of professional teacher development on the problem of individualization in inclusive education concretizes these content ideas. The scientific novelty of the presented research is determined by the development of the author's paradigm for professional development of teachers from the standpoint of interdisciplinarity and team interaction in the process of creating an inclusive educational environment. The significance of the research results is characterized at the theoretical level in terms of expanding ideas about inclusive education and on the practical side – in terms of the development of an educational product in the form of a model for advanced training of school teachers of different profiles in relation to the individualization of the educational environment for students with disabilities.

Inclusive professional education of persons with disabilities is one of the priorities of modern society. It is considered as a factor of their inclusion in the socio-economic processes and living independent life. Today, despite the increased attention to this problem on the part of the scientific community and practitioners, there are many unresolved issues that require new approaches to human development of students with disabilities at the University. The purpose of the study, the results of which are reflected in the article, is to substantiate the opportunities of resource-environmental approach for the development of human potential of students with disabilities through positive transformations of the University educational environment using social and educational practices. The article analyzes and substantiates the possibility of integrating environmental and resource approaches to solve the problem of inclusive processes development in the University, creating an inclusive educational environment characterized by comfort and the necessary diversity of conditions for inclusion of students with disabilities in the University community. The authors of the article discuss from a scientific point of view both domestic and foreign approaches to the category of environment in relation to the category of resources in an interdisciplinary paradigm, which allows us to highlight the phenomenological characteristics of an inclusive educational environment on the example of a University. The authors, on the basis of practical application of resource-environmental approach, propose a model of University educational environment transformation in the direction of greater inclusion of students with disabilities due to introduction of social and educational practices, reflecting different aspects of the inclusion problem in the content aspect. Based on the results of the empirical study, the authors conclude about the effectiveness of this model for the solution the problem of human development of students with disabilities at the stage of professional training. The theoretical significance of the article is expressed in the fact that the authors show heuristic opportunities of environmental and resource approaches integration to create conditions for the development of the human potential of students with disabilities at the University. The practical significance of the article is determined by the fact that the proposed model of the educational environment transformation can be used in the design of both organizational and managerial, as well as psychological and pedagogical components of the support of inclusive processes at the University.