Spatial and environmental conditions of academic resilience of students with visual impairments in an inclusive school: A narrative review

Context and relevance. In the context of the transition to inclusive education, the spatial and environmental organization of schools is becoming particularly important. The low level of research on navigation accessibility, tactile richness, and light and color organization necessitates studying these factors, which affect the resilience of children's learning activity. Objective. To consider the architecture of an inclusive school space in the context of the academic resilience of students with different educational needs. Methods and materials. The research is of a narrative-analytical nature. The review of sources included works on the inclusive educational environment, the relationship between the physical environment and mental functioning, the architecture of school buildings, and design solutions for accessible educational spaces aimed at visually impaired children. Results. The results showed that the neuro-friendly environment is structured: each sensory feature has a function and helps the child to predict the action. Conclusions. It is shown that understanding an inclusive school for students with visual impairments not only as barrier-free but also as a neuro-friendly educational space plays an important role in creating an inclusive educational environment. Further research is recommended, related to the tools for assessing the neuro-friendliness of the school, checking the links between architectural parameters and academic results

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