AN EMPIRICAL STUDY OF THE TYPES OF VIRTUAL LEARNING ENVIRONMENT FOR CHILDREN WITH DISABILITIES

The ideas of the presented empirical research are a response to the high social significance of studying existing forms of work and discussing existing practices of inclusive interaction. The format of distance learning is considered as an alternative version for solving the problems of integrating children with special educational needs into the general education system. The strategy of applying a vector approach to the examination and modeling of the distance environment interaction with children with disabilities and designing ways to improve it in the organization of the learning process is substantiated. Based on the generalization of work experience and the analysis of the results of the survey of teachers, parents and students, the features are characterized and the dominant type of relations that currently develops when teaching pupils with disabilities in a distance learning school is revealed. Using the methodology of psychological and pedagogical diagnostics of the school environment, an expert assessment is given and the typification of the most characteristic stimuli that a child receives in an organized information and educational environment is made. The key phenomenon and potential capabilities of each of the diagnosed environmental types are described in terms of essential limitations and available resources for stimulating activity, developing students’ independence, and forming their personal features. Assuming the identified priorities of creative and career-oriented orientation, conclusions are made about the currently established approaches to educational influences and stimulating the personal development of a child with special educational needs in the studied interaction format. The article contributes to the understanding of the modern features of the organization of distance learning for schoolchildren with disabilities and the potential possibilities of its use in the implementation of the tasks of inclusive educational practice.

educational environment, inclusive approach, special educational needs, a child with disabilities, virtual learning environment, distance learning, vector approach, type of environment, modality, subjects of educational relations

Belyaeva O. A., Zhukova N. M. An empirical study of the types of virtual learning environment for children with disabilities. Business. Education. Law, 2021, no. 4, pp. 369—374. (In Russ.) DOI: 10.25683/VOLBI.2021.57.431.