The state of the investigated problem in the pedagogical and methodological literature is analyzed in the article. The content of the definitions “developmental environment” and “correctional-developmental environment” has been clarified. The formation features of the correctional-developmental environment for children of preschool and primary school age with special educational needs are considered. The structural components of the correctional-developmental environment are determined.The spatial-subject component of the correctional and developmental environment for children with special educational needs requires compliance with the principles of safety, rationality, dynamism, activity, comfort and emotional load in the educational institution.The social structural component of the correctional-developmental environment provides the interaction nature of subjects of educational activities.The obligatory condition for the formation of a correctional-developmental environment in educational institutions should rely on a personality-oriented model of interaction between participants of the educational process – educators, speech therapists, defectologists, methodologists, teachers, music directors, and parents.The psycho-didactic component of the correctional and developmental environment determines the content and teaching methods, stipulated by the purpose and objectives of the correctional and educational process.In the conditions of inclusive education, the correction methodology should include the use of traditional and special teaching methods, due to the specifics of children’s development. Today, in correctional education, associative and kinesthetic methods are recognized as priorities. Designing of a correctional-developmental environment requires the introduction of a system of innovative pedagogical tools suitable for the comprehensive development of children of different nosologies.The article analyzes pedagogical conditions of the correctional-developmental environment formation. The effective conditions for the design of a correctional-developmental environment for preschool children and primary school children in the context of inclusion have been identified and characterized.

У статті проаналізовано стан досліджуваної проблеми у педагогічній та методичній літературі. Уточнено зміст дефініцій «розвивальне середовище» та «корекційно-розвивальне середовище». Розглядаються особливості формування корекційно-розвивального середовища для дітей дошкільного та молодшого шкільного віку з особливими освітніми потребами. Визначені структурні компоненти корекційно-розвивального середовища у закладах освіти.Аналізуються педагогічні умови формування корекційно-розвивального середовища. Визначені та охарактеризовані ефективні умови проєктування корекційно-розвивального середовища для дошкільників та дітей молодшого шкільного віку в умовах інклюзивного навчання.