CONFLICT-FREE “APPROACHING”: DIGITAL TECHNOLOGIESIN SOCIOCULTURAL PROJECTS FOR SCHOOLCHILDREN

Preserving the mental health of schoolchildren, including the level of their sensory well-being, as well as the goal of cultural institutions seeking to involve visitors in their practices, require evidence-based solutions. We have identifi ed and tested some steps to develop digital products adapted to the needs of urban schoolchildren of different categories already at the pre-project stage. Purpose of the study. Based on the parameters of sensory well-being during contact with interfaces, to clarify the algorithm for the adaptive design of digital products addressed to schoolchildren of different categories, who are included in sociocultural processes (game practices, immersive practices in the museum, involvement, joint creativity). Research methods. At the fi rst stage, J. Brook’s SUS method helps to identify interfaces of existing digital sociocultural products that are diffi cult to perceive. Further, the survey (the author’s methodology) shows ways to adjust these elements taking into account the reactions of the target audience, recommendations from specialists in sensory well-being, as well as their adaptation to digital and paper versions of the products. Post-project analysis helps test the resulting options to ensure they can be scaled up. Sample.  children of different ages with mild degrees of mental disorders and ASD and  normotypical children from schools in Yekaterinburg. Conclusion. The authors show the use of the results of survey to help determine the parameters of games and applications on sociocultural topics that take into account indicators of sensory well-being as much as possible. The article presents a number of original products made on the adaptive approach basis. Specifi c attention is paid to the development of several trajectories of such products, among which, there must be a “paper” version in addition to the digital ones. It is concluded that design algorithms for school-age children with disabilities and normotypical children are highly similar.