The significance of environmental and valeological education for the socialization of schoolchildren with special educational needs

Abstract

The article is devoted to the need to optimize the process of creating
ecological and valeological culture and social rehabilitation of children with
special educational needs, analyzing the essence and importance of
ecological and valeological education of younger schoolchildren with
special educational needs. The concepts of child-centeredness, inclusive
education and education have been clarified. The essence of the
cognitive, emotional, personal and behavioral components of ecological
and valeological culture, which influence the development of intelligence,
spirituality and socialization of special younger schoolchildren, is
determined, the development of potential opportunities of such children is
determined: the ability to emotionally, morally and ethically perceive the
process of communication with nature; the ability to evaluate one's own
actions on the basis of acquired knowledge and personal acceptance of
ecological ideas, norms and socially significant nature-loving motives of
behavior; the ability to foresee the ecological consequences of one's
actions in the natural environment ("ecological reflection"); the ability to
perform social roles and ecologically competent actions, which
significantly reduces their "social fallout", as a result of their acquisition of
social and domestic competence and psychological readiness for life in a
socio-cultural environment. Inclusive education - services guaranteed by
the power of light, in which the principles of non-discrimination, the
protection of the richness of people, the effective inclusion in the light
space of all children is reinforced.