Профессиональная позиция педагога-психолога в проектировании инклюзивной образовательной среды

Abstract

<p style="text-align: justify;"><span lang="EN-US">The article discusses the problem of professional involvement of a teacher-psychologist in the inclusive educational process of a school and his role in creating an inclusive educational environment (IEE). The results of federal monitoring of the state of the inclusive educational environment in schools of the Russian Federation and indicators related to psychological and pedagogical support for students with special educational needs in educational organizations (EO) are considered, namely: 85% of OOs provide socio-psychological support to children who find themselves in difficult life situations situations, consultations with a teacher-psychologist account for 84%, and 78% of educational institutions conduct individual correctional classes, which indicates a high level of support. 76% of public organizations have Regulations on psychological services, 85.2% of public organizations have Regulations on psychological and pedagogical council; Offices of educational psychologists are provided in 71% of schools. Based on a discussion of the data, conclusions are drawn about the need for professional development of educational psychologists and the formation of their inclusive competencies and role in building an inclusive educational environment.</span></p>