УСЛОВИЯ СОЗДАНИЯ ПРОФЕССИОНАЛЬНО ВОСПИТЫВАЮЩЕЙ СРЕДЫ ДЛЯ СТУДЕНТОВ С ОСОБЫМИ ОБРАЗОВАТЕЛЬНЫМИ ПОТРЕБНОСТЯМИ

Abstract

Problem and purpose. The urgency of the problem of successful adaptation of students with special educational needs to study at a technical University is determined by the requirement of the formation of professional competencies of students laid down in the regulations (Federal Education Act, order of the Ministry of Education). That includes the competitiveness of such students in the world job market and the ability to perform innovative management. The purpose of the present study is to substantiate the proposed pedagogical conditions that contribute to the formation of professional culture of students with special educational needs, including the ability to strengthen their health, which contributes to their successful professional adaptation, in general, and increase educational productivity, in particular. The analysis of pedagogical literature shows the lack of study of professional adaptation of students with special educational needs at technical university. The methodology of the study is based on anthropological approach in education (K.D. Ushinsky, O.S. Grebenyuk, N.M. Borytko et al.); as well as the idea of health-saving, competence, comprehensive and systematic approaches to the implementation of psychological and pedagogical research. The results. The article presents a model of the process of formation of professional culture of students with special educational needs and defines the conditions for creating a professional educational environment for them using pedagogical technologies of contextual learning, teaching through learning and multi-level learning. Experimental test of proposed educational conditions has confirmed the effectiveness of the interaction between the subjects of the educational process. Conclusion. The proposed pedagogical conditions really contribute to the formation of professional culture of students with special educational needs, including certain behaviors that allow them to cope with adaptation difficulties, improve their health and learning skills. Up to one third of students with special educational needs of 228 respondents who participated in the study, report improving their health. The study convinced us that it is necessary to create a professional educational environment for such students.