The article presents the main ergonomic factors that contribute to the formation of archi- tecture. The use of ergonomic requirements in the field of architectural design is due to the prob- lems of architectural ergonomics, which are associated with the formation of an environment that allows the child to use his abilities and respond to his individual requests. Based on the studies, 4 main ergonomic factors are identified and their detailed characteristics are given. One of the most important subsystems of the social sphere of any state is nurturing, treat- ment and education of children with various types of disabilities and limitations, which determines the potential of social, economic and cultural development. In our country we are actively searching for the solutions that allow flexible use of the building, taking into account emerging changes in the forms and methods of rehabilitation and training. The solution of this problem is to create open internal, transformed space for children’s rehabilitation centers. In fact the features and specifics of the rehabilitation is a research institution in which there is a research part and it carries out the work in each individual situation, and in the activity of the specialist as a whole, and without focusing on this aspect, this work becomes a simple formality. The application of ergonomic requirements in the field of environmental architectural de- sign highlights the problems of architectural ergonomics, associated with the formation of our im- mediate surrounding, in accordance with individual requests of the person, taking into account the facilitation of the fulfillment of human life functions. Against this background, it is necessary to be very responsive to creating of the architectural environment for children with disabilities. Ergo- nomic factors are the most important forming factors for particular architecture that will affect the treatment and rehabilitation of such children. Thus, the ergonomic factors, that affect the formation of rehabilitation centers for the chil- dren with disabilities, can be divided into 4 groups: • spatial and anthropometric requirements (dimension and size of the equipment and furniture, geometric parameters of space, spatial human behavior, human anthropomet- ric characteristics); • determination of number of storeys; • barrier-free architecture; • psycho-physiological environment. Correcting the architectural environment would reduce the problem of children with disa- bilities. It should be noted that equipping the environment with stationary supporting devices does not solve the problem of physical defect compensation. The environment ―obstacles‖ for such children are: long way, difficult route, irrational movement, interaction with furniture, etc. According to the research, the children and the teachers are forced to walk up to a 40-floor height every day. Of course, this has a negative effect on children’s health. It is established that as a result of 5-floor rising, the pulse rate and blood pressure indicators change significantly, and the recovery occurs only in 10-20 minutes. Most of the existing centers are located in four-, five-storey buildings. Although the hy- gienists in special children’s rehabilitation centers have not performed similar studies, it is correct to assume that the negative impact of these factors on them will increase taking into account the peculiarities of physical growth and development of children with disabilities. The issue of identi- fying the optimum number of stories in a building is closely connected with the organization of connection between the classrooms and the school site. When organizing the environment during the design it is necessary to foresee and ensure: the shortest accessibility to the rooms, actively used by the children; reduction of movement routes, exclusion of difficult routes; obstacle clearing on the path; the use of specially designed furniture, effective trauma protection of the children. It should be noted that the use of such elements as paintings, reproductions, photos, music, color, can significantly improve the mental health of patients and affect the working efficiency of the staff. However, when choosing colors for walls, doors, furniture, for the purpose of special marking, it is necessary to take into account the difficulties in their discrimination for many peo- ple, in particular, for elderly patients, patients with mental disorders and those who have color dis- crimination [6, p. 14]. Medical equipment, that is easy to transform and takes into account the different levels of users’ mobility, will help to create comfortable, safe conditions and lighten the work of the staff. For example, a height-adjustable specialist seating is accessible for the children with muscle- skeleton disorder and, at the same time, reduces staff efforts. Creating barrier-free architecture is one of the topical problems in building an accessible architectural environment for children with disabilities. This factor should take into account the needs of those children who require specific conditions, who have trouble in self-care and mobility. The first and most important requirement for creating a barrier-free environment is the concept of ―universal design‖. The second most important requirement is acting according to a continuity principle of the barrier-free architectural environment. No barriers, the elements, that make impossible or signifi-cantly complicated movement and self-care, should be encountered in all the spheres of human activity, and first of all in the path of movement. It is especially important to follow the continuity principle in the areas where the child is most often. State building codes and design guides help the architects and designers make space for the children with disabilities as accessible, comfortable, and understandable as possible. Nowadays, universal design in our country is at the level of development, but this is the first steps towards improving the architectural environment for children with disabilities.
Training of mentors in social rehabilitation centers to work with families who are raising children with disabilities