The educational environment of the university as a resource for the formation of the readiness of future teachers for inclusion

The significance of the educational environment is generally determined by the problem of the environmental approach to education, which was developed by many researchers (V.P. Delia, S.D. Deryabo, Yu.S. Manuylov, V.D. Semenov, V.A. Yasvin, etc.). The environmental approach is associated with the process of personality formation and development, depending on environmental conditions that affect the life of a person who is in interaction with her. A.I. Artyukhina points to the methodological function of the environmental approach, which consists in the study and use for pedagogical purposes of such factors of personality development that go beyond the scope of their intentional design and management and are given as objective objects and circumstances whose influence is mediated by the pedagogical “management through the environment” and selectivity of the most emerging personality. As a rule, researchers consider the educational environment of the university as part of the social environment, which is understood by researchers as the social, material and spiritual conditions of a person's development, existence, formation and activity, as a concrete manifestation of public relations in which a specific personality, social community develops.