An Ecological Approach To Understanding Health Preservation In Inclusive Educational Relations

Abstract

Inclusiveness as an idea is a deeply ecological form of building educational and other social relations. One of the leading focuses in this case is the problem of health saving of the subjects of the inclusive process. An ecological approach to understanding health saving in inclusive educational relations means that health is recognized as the central criterion and goal for the success of inclusive educational relations: teaching and educating a person as a fully functioning integrity suggests that his life is the life of a spiritually, psychophysiologically and socially healthy being, self-actualizing and self-realizing, harmonious and transparent. In other cases, a person one way or other slides into ill health, illness, including various kinds of addictions, drug addictions, etc.An ecological approach to understanding health saving in inclusive educational relationships means that the goal of the teacher and students is to build such relationships, implement such processes and forms of interaction in which “everyone and everyone” of the participants wins, consensus is reached as the point at which they find their best satisfaction of all individual aspirations and needs of people. This requires a clear understanding of what is and what is not education and society, what is and what is not a person and society, what is and what is not development and harmony, what is and what is not transparency and health, especially when the world changes and sometimes changes in a direction that contributes to destruction, disease, existence defects, obstacles and blockades of development. The purpose of the study is to analyze the ecological approach to understanding health saving in inclusive educational relations. The research method is a phenomenological theoretical analysis of the ecological approach to understanding health saving in inclusive educational relations. Individualization of the educational environment of an educational institution is possible and productive, provided that it will be transformed in accordance with the subtle and precise differentiation of the educational and other needs and abilities of the child, his / herhealth. Therefore, building an inclusive environment should start at the earliest possible stage of life or education.