DIRECTIONS OF EDUCATIONAL WORK WITH PARENTS OF CHILDREN WITH SPECIAL NEEDS AT THE STAGE OF INCLUSION INTO AN INCLUSIVE EDUCATIONAL SPACE

Abstract

The purpose of the article is to determine the main directions of educational work with parents of children with special educational needs in the process of inclusion in an inclusive educational space. An analysis of modern research devoted to the process of modernization of education of children with special needs taking into account the realities of modern life has been carried out. Current trends in improving the inclusive education system have been described. It was found that the need for psychological work with the parents of children with ASD is due to a number of problems, in particular: conflicting feelings towards the child, detachment from it, transfer of responsibility for the child to state educational institutions, etc. The directions of educational work with parents of children with special needs have been determined as conditions for their involvement in a single team in the process of the child's entry into the inclusive educational space: familiarizing parents with the results of the child's psycho diagnostic examination in order to establish his level of mental development, individual psychological characteristics, and readiness for learning in inclusion; discussing the objective potential of the child's development (according to the data of the psychological, medical, and pedagogical consultation), in particular, the possibility of mastering the educational standard within the prescribed time frame, provided that parents have the opportunity to participate in this process; providing parents with a system of recommendations on organizing the educational environment and appropriate conditions for teaching a child with special needs when performing homework; informing parents of the results of monitoring the dynamics of the educational and socio-psychological adaptation of a child with special needs in an inclusive class, the course of his mental and social development; informing parents about determining the ways of self-development and self-education of a child with special needs; revealing the role of the influence of different family upbringing styles on the formation of a child's personality. It is substantiated that educational work with parents of children with special needs should be specific in content and methods, based on the updating and modification of psychological and pedagogical knowledge, with the determination of ways of their implementation in modern conditions of learning, socialization, and life activities of the child.