Keyword: «individualization of the educational environment»

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.