Main aspects of accessibility development of the educational space of the institution of vocational education (according to the results of the pedagogical experiment)

The article presents the results of scientific research, which was carried out in accordance with the order of the Ministry of Education and Science of Ukraine dated May 25, 2016 No 565 «On conducting an experiment of the all-Ukrainian level on the basis of Odessa Center for Vocational Education and Training» and in accordance with the thematic research plan of the Department of Vocational and Higher Education of the Central Institute of Postgraduate Education SIHE "University of Education Management" NAPS of Ukraine on the topic: "Transformation of professional development of teachers and research teachers in an open university of postgraduate education" (state registration number К RK 0120U104637). The analysis and description of the achieved results of experimental work on the development of a barrier-free educational environment and approbation of the content and forms of educational and methodological support, taking into account the needs of students with hearing impairments of certain professions, namely: «Installer of sanitary systems and equipment» and «Coater-tiler». Based on the draft Concept of the State target social program for the development of vocational (technical) education for 2022–2027, the author analyzes the causes of the problem, among which, the leading place belongs to the lack of inclusion in the educational process in vocational (technical) education. According to the results of a pedagogical experiment on the basis of SIVTE "Odessa Center for Vocational Education" it was found that the introduction of an inclusive model of vocational education and training, taking into account its various interdisciplinary and social aspects requires appropriate changes not only in education but also in many other areas. such as social policy, policy in the field of health, employment, migration and even in the field of urban planning and landscaping, etc. The research results are presented, the conclusions are commented. The author's position underlines the need to ensure the architectural barrier-free educational environment, the introduction of special pedagogical technologies, adaptive technical teaching aids, taking into account the nosologies of students with hearing impairments, creation of favorable conditions for their adaptation and implementation of high-quality socio-psychological and medical-physical rehabilitation