Support for parents in inclusive education. Inclusive Education: Problems and Solutions

16.07.202327.05.2017

Family-School Interaction in Teaching Children with Disabilities in the Process of Inclusive Education

In recent years, issues of inclusive education have become increasingly important in the education system of Russia. The spread of the process of inclusive education not only reflects the trends of modern times, but also contributes to the realization of the rights of children with disabilities (hereinafter - HIA) to education. Regardless of social status, physical and mental abilities, properly organized education in an inclusive environment gives each child the opportunity to satisfy the need for education that is adequate to the level of his development.

Inclusion is becoming a reality of the educational process in Russia. The emphasis is placed on the availability of quality education in the draft Federal State Educational Standard for General Education. It notes the need to build an educational process, taking into account the individual age and psychophysiological characteristics of students, on the creation of special conditions for the education and upbringing of children with disabilities and people with disabilities.

children with hearing impairment (deaf and hard of hearing);

visually impaired children (blind, visually impaired and low vision);

children with speech impairment;

children with disorders of the musculoskeletal system;

children with mental retardation (ZPR);

children with mental retardation;

children with disorders of the emotional-volitional sphere and behavior (including children with autism spectrum disorders of the ASD);

children with a complex structure of the disorder.

Which children are children with disabilities?

Children with disabilities, according to the Disability Discrimination Act, are "children with physical or mental impairments that have a long-term negative impact on the child's day-to-day life." In accordance with the law, a person with a disability is a person with a violation of physical or mental health. Under the law, there must be a material breach of at least one of the following:

The ability to move

· physical coordination;

Dexterity, mobility of hands;

ability to control oneself (restraint);

the ability to lift, carry or move objects in everyday life;

· speech;

· hearing;

· vision;

memory and ability to learn, concentrate or understand;

· the ability to identify risk and physical hazards.

The problems and prospects associated with inclusive education are actively discussed by both psychologists and educators. This is confirmed by numerous scientific publications in Russian science (S.V. Alekhina, T.V. Volosovets, E.N. Kutepova, N.N. Malofeev, I.I. Loshakova, E.R. Yarskaya-Smirnova, I. V. Zadorin, V. I. Mikhalyuk, E. Yu. Kolesnikova, E. M. Novikova, A. S. Fedorov) and foreign (Ferguson D. L., Meyer G., Jeanchild L., Juniper L.) . Studies by domestic and foreign scientists indicate that the first step in organizing a "barrier-free environment" is early recognition of developmental disorders and organized comprehensive care for young children, including psychological, pedagogical, medical and social measures to prevent the occurrence of secondary deviations and increase the chances of special children for full inclusion in the educational environment and social life.

The modern concept of social rehabilitation of a person with disabilities rightly believes that “not only a person with disabilities should change, but also society, which should remove negative attitudes, steps and narrow doors, as well as routine rules, help people fight illnesses, and not with specialists, and to provide everyone with equal opportunities for full participation in various spheres of life and types of social activity.

The essence of inclusive education lies in the fact that not children are created for the school, but the school is created for children, i.e. the school should take into account the needs of children, and not children should fit into one or another framework that the school has established.

Inclusive education is based on eight principles:

1. The value of a person does not depend on his abilities and achievements.

2. Every person is capable of feeling and thinking.

3. Everyone has the right to communicate and to be heard.

4. All people need each other.

5. Genuine education can only take place in the context of real relationships.

6. All people need peer support and friendship.

7. For all learners, progress may be more about what they can do than what they cannot do.

8. Diversity enhances all aspects of human life.

A fundamental principle of inclusive education is that all people should be able to learn together, regardless of any difficulties along the way or differences in learning ability they may have.

Conditions for organizing successful training and education
children with disabilities

1. Creation of an adaptive environment that allows for full inclusion and personal self-realization in an educational institution.

2. Creation in an educational institution of a general type of appropriate material and technical conditions that provide an opportunity for unimpeded access of children to the building and premises of the educational institution and the organization of their stay and education in this institution (ramps, elevators, specially equipped training places, specialized, rehabilitation, medical equipment etc.).

3. Training and correction of the development of children with disabilities should be carried out according to educational programs developed on the basis of basic general education programs, taking into account the psychophysical characteristics and capabilities of such students.

4. It is necessary to provide comprehensive psychological and pedagogical support for a child with disabilities throughout the entire period of his education in a general type educational institution.

5. Special training is required for the teaching staff of general educational institutions in accordance with the specifics of educational and correctional work.

6. In order to ensure the development of educational programs by children with disabilities, it is advisable to introduce into the staff list of educational institutions of a general type additional rates of pedagogical (defectologists, speech therapists, psychologists, social pedagogues, educators, etc.) and medical workers.

7. To ensure the effective inclusion of children with disabilities in educational institutions of a general type, it is important to carry out information and educational, explanatory work on issues related to the peculiarities of the educational process for this category of children, with all participants in the educational process - students, their parents, pedagogical workers.

Thus, inclusion, being the leading trend in the development of the education system, should not replace the system of special education as a whole. Joint learning is not opposed to special education, but acts as one of its forms. Inclusive education brings together educational systems - general and special, making the boundary between them permeable. A special child should be able to exercise their right to education in any type of educational institution and receive the necessary specialized assistance and support.

Inclusive education requires the support of a team of professionals. Ideally, such a command consists of:

ü teacher

ü psychologist

ü speech therapist

ü defectologist

ü tutor

ü social worker

a pediatrician

ü occupational health and safety specialists

ü teacher assistant (accompanying)

Existing barriers:

v children with special educational needs are often recognized as unteachable;

v the majority of teachers and directors of mass schools do not know enough about the problems of disability and are not ready to include children with disabilities in the learning process in the classroom;

v parents of children with disabilities do not know how to defend their children's rights to education and are afraid of the education and social support system;

v architectural inaccessibility of schools, institutions.

The organization of inclusive education consists not only in the creation of technical conditions for the unhindered access of children with disabilities to general educational institutions, but also in the understanding by normally developing children and their parents of the importance of the participation of children with disabilities in the general education educational process. The success of the implementation of inclusive practice largely depends on the culture of the attitude of the subjects of the educational process towards children with disabilities, on the readiness of teachers and parents for joint interaction. For an effective educational process at school, it is necessary to organize high-quality psychological and pedagogical support for families raising children with disabilities, as well as create a special moral and psychological climate in teaching and student teams. In an inclusive school, it is very important that both children, parents, and school specialists are, first of all, partners. The need to work with parents in this case is undeniable.

Joint educational activities of the school and the family are created by purposeful, systematic work of school specialists that meets modern requirements for an educational institution: scientific validity, responsibility and interest in the results of family education, purposefulness and systematic formation of the pedagogical culture of parents.

In the work of the teacher to establish contacts with the family, the following points should be considered:

The joint activities of the school with the family should be based on actions and activities aimed at strengthening and enhancing the role of parents;

Trust in the educational capabilities of parents, raising the level of their pedagogical culture and activity in education;

Pedagogical tact, inadmissibility of gross interference in family life;

Reliance on the positive qualities of the child, on the strengths of family education.

Positive results largely depend on the active participation of parents in the educational process, which should be based on organized cooperation between a specialist and parents.

Often, the inclusion of children with disabilities in society is one of the most important tasks for their parents. When teaching children in an inclusive environment, parents see the need for education at school not so much for children to gain new knowledge, but for socialization in society and peer groups.

However, within the framework of inclusive education, the tasks of the school are much broader:

‒ create a unified psychologically comfortable educational environment for children with different learning opportunities;

‒ carry out diagnosing the effectiveness of the educational process and the socialization of children with disabilities at the time of schooling;

‒ to implement the effectiveness of psychological and pedagogical support for the process of inclusive practice through the interaction of such areas of activity as diagnostic and advisory, correctional and developmental and social and labor;

‒ to help overcome possible violations of the emotional and personal sphere by including children with disabilities in successful activities;

‒ gradually increase the child's motivation on the basis of his personal interest and through a conscious attitude to positive activities;

‒ protect and strengthen the physical and mental health of children;

‒ ensure social and labor adaptation of schoolchildren with disabilities;

‒ promote a change in public consciousness in relation to children with disabilities.

The implementation of the latter task in the process of organizing inclusive education is quite relevant, since many parents of normally developing peers do not want to educate their children along with children with developmental disabilities. Parents believe that a child with disabilities can harm the health of their child; that with joint learning, the entire educational process will be negative and healthy children will be given much less time. However, parents of healthy children do not refute the possibility of creating special remedial classes in ordinary schools, integration activities through joint holidays and walks, joint communication after classes in circles and sections. .

Therefore, education of parents occupies an important place in the work of the school. It is carried out through the participation of parents in parent-teacher meetings, individual and group consultations, and the design of stands. These forms of pedagogical education help to form a tolerant attitude towards children with disabilities, to properly organize communication with them. At the same time, the education of parents of students with disabilities also takes place through individual and group counseling, parent meetings, etc. The only difference is that all work with parents raising children with disabilities is aimed at overcoming their social helplessness. The goals of this work can be realized by increasing pedagogical competence, teaching the skills of interaction and communication with your child, joint tasks, as well as by communicating with other parents as part of group work. Thanks to this, parents take on and more confidently bear responsibility for the upbringing and development of their child.

Accordingly, when organizing the work of the school with the family, it is necessary to involve parents in the educational process as active participants through their training in methods of interaction with children, organizing joint activities; to help change the parental attitude and equip parents with positive ways of communication; to promote the formation of educational competence in parents by enriching their pedagogical and defectological knowledge; create conditions for parents to interact with each other in order to expand the social space of families.

Undoubtedly, an inclusive educational environment is formed by qualified school specialists - a team, but an important role belongs to parents participating in cooperation. The implementation of the process of inclusion takes place in the context of the implementation of individual correctional and developmental programs for children with disabilities. Parents can also be given the opportunity to participate in the development, coordination, approval of an individual program for their child, discussion of the child's problems within the framework of a psychological, medical and pedagogical council.

This work allows us to draw certain conclusions:

1) in inclusive education, the passage of the stages of correctional and developmental activities, accompanied by specialists, increases the activity and competence of parents in interaction with the child;

2) parents need to form an awareness that their active actions, responsibility and involvement in support are an important condition for the development of the child;

3) as a result of the work, there is a positive trend in the ideas of parents about the potential of the child, there is an increase in the competence of parents in providing appropriate assistance to their child;

4) the results obtained allow us to carry out further work in the right direction to form and increase the level of competence of parents in their productive interaction both with their child and with the school staff as a whole.

However, with all the positive that inclusive education brings with it, there are a number of problems in its organization. In addition to unresolved regulatory and financial issues of organizing inclusive practice, a shortage of qualified personnel, there are still no technologies for involving parents in the process of inclusion, taking into account the specifics of raising children in families raising children with disabilities and their peers with a normative pace of development.

Thus, families raising children with disabilities require targeted professional assistance. In the conditions of inclusive education, it is necessary to work on the formation of an active life position in parents in overcoming the difficulties of the child's development and communicating with him; to improve the legal, pedagogical competence of parents; organize joint activities of the school and parents to improve the health of children; contribute to the optimization of relations between the family raising a child with disabilities and society. Only productive interaction between the school and the family will contribute to the restoration of the psychophysical and social status of a child with disabilities, the achievement of material independence and social adaptation.

It is very important to understand:

when creating inclusive schools, schools of a new type, children get used to the fact that the world is diverse, that the people in it are different, that every person has the right to life, upbringing, education, development.

There is no more monstrous punishment for a person than to be left in society to himself and remain completely unnoticed.

W. James

Bibliography:

1. Ekzhanova, E.A. From integration to inclusion / E.A. Ekzhanova; interviewed by O. Reshetnikova // School psychologist. 2010. No. 16.

2. Alekhina S.V. Principles of inclusion in the context of changes in educational practice // Psychological science and education. 2014. No. 1. P. 5-14.

3. Inclusive education: key concepts / comp. N.V. Borisova, S. A. Prushinsky. M. - Vladimir: Transit - X, 2009. - 48 p.

4. Akimova O.I. Inclusion as a modern model of education for people with disabilities: a regional aspect. Collection: The study of various areas of modern science. Materials of the VIII international scientific-practical conference. 2016. S. 73-79.

5. Study of the attitude of teachers and parents to inclusion in a preschool educational organization Eronko Zh.V. Glushak E.V. Inclusive education: results, experience and prospects: collection of materials of the III International Scientific and Practical Conference / ed. S.V. Alekhina. – M.: MGPPU, 2015. – 528 p.

6. Azletskaya E. N. Monitoring the readiness of educational organizations to implement inclusive education as a factor in its development // Scientific and methodological electronic journal "Concept". - 2015. - T. 37. - S. 81–85. – URL:http://e-koncept.ru/2015/95639.htm .

7. Zykova N. V. Interaction of family and school in teaching children with disabilities in the process of inclusive education // Scientific and methodological electronic journal "Concept". - 2016. - T. 20. - S. 35–38. – URL: http://e-koncept.ru/2016/56322.htm.

In modern Russian education, more and more attention is paid to the issues of teaching children with special educational needs.

In recent decades, the attitude of society towards a person with disabilities has begun to change dramatically, recognizing him as an equal and worthy member of society, but still having his own additional problems.

As a rule, with the advent of a child with disabilities in the family, material, financial, and housing problems increase. The analysis showed that among families with children with disabilities, the largest percentage is single-parent families. 15% of parents divorced due to the birth of a disabled child, the mother has no prospect of remarriage. Therefore, the problems of an incomplete family are added to the problems of the family of a child with disabilities.

The psychological climate in the family depends on interpersonal relationships, the moral and psychological resources of parents and relatives, as well as on the material and housing conditions of the family, which determines the conditions for education, training and medical and social rehabilitation.

There are 3 types of families according to the reaction of parents to the appearance of a disabled child: with a passive reaction associated with a misunderstanding of the existing problem; with a hyperactive reaction, when parents treat intensively, find "light doctors", expensive medicines, leading clinics, etc.; with an average rational position: consistent implementation of all instructions, advice from doctors, psychologists.

In his work, the social worker must rely on the positions of the 3rd type of family.

The appearance of a child with OV in the family is always a severe psychological stress for all family members. Often family relations weaken, constant anxiety for a sick child, a feeling of confusion, depression are the cause of the breakup of the family, and only in a small percentage of cases the family unites.

Having a disabled child negatively affects other children in the family. Less attention is paid to them, opportunities for cultural leisure are reduced, they study worse, get sick more often due to oversight of their parents.

Often such a family experiences a negative attitude from others, especially neighbors, who are annoyed by uncomfortable living conditions nearby (violation of peace, silence, especially if a disabled child with mental retardation or his behavior negatively affects the health of the children's environment). People around often shy away from communication, and children with disabilities practically do not have the opportunity for full-fledged social contacts, a sufficient circle of communication, especially with healthy peers. Society does not always correctly understand the problems of such families, and only a small percentage of them feel the support of others. In this regard, parents do not take children with disabilities to the theater, cinema, entertainment events, etc., thereby dooming them from birth to complete isolation from society. Recently, parents with similar problems are establishing contacts with each other.

Parents try to educate their child, avoiding his neuroticism, egocentrism, social and mental infantilism, giving him appropriate training, career guidance for subsequent work. It depends on the availability of pedagogical, psychological, medical knowledge of the parents, since in order to identify and evaluate the inclinations of the child, his attitude to his defect, the reaction to the attitude of others, to help him adapt socially, to fulfill himself as much as possible, special knowledge is needed.

Medical and social assistance in our country has deteriorated sharply due to changes in the socio-economic situation. Medical and social rehabilitation of children with disabilities should be early, staged, long-term, comprehensive, include medical, psychological, pedagogical, professional, social, legal and other programs, taking into account an individual approach to each child. The main thing is to teach the child motor and social skills so that later he can get an education and work independently.

There is no reliable special registration of children with disabilities either in state social security agencies or in the society of disabled people. There is no coordination in the activities of various organizations related to the medical and social security of such families. Insufficient information work to promote the goals, objectives, benefits, legislation relating to medical and social rehabilitation. All social work is focused on the child and does not take into account the characteristics of families, and the participation of the family in medical social work is decisive along with specialized treatment.

The state measures of demographic policy and assistance to families with children, including those with children with disabilities, carried out in Russia, are fragmented, ineffective and do not take into account families as a whole.

A family with disabled children is a special object of attention. Having received information about such a family, drawing up a plan for helping her, recommendations are developed for parents on how to care for such a child. A rehabilitation plan is drawn up jointly with a pediatrician for each disabled child. Most often, a social pedagogue, a psychologist, a neuropathologist, a psychoneurologist, a speech therapist, a massage therapist, a defectologist and an instructor in physiotherapy exercises work with a child.

An important aspect of working with families raising children with disabilities is the creation of public associations of parents of children with disabilities The very existence of such associations, firstly, instills in parents the conviction that they are not alone, and secondly, gives rise to hope for help, understanding, mutual enrichment of knowledge, experience, useful information; expands the circle of communication with his own kind "colleagues in misfortune." On the other hand, after some time this communication in the circle of “colleagues in misfortune” gives impetus to the division of the social world into “ours” and “not ours”, which, in turn, leads them to separate from the rest of society.

One of the most effective ways to help a family raising a child with disabilities is the "parents' club". The Parents' Club as an association of parents raising a child with special needs sets itself the following tasks.

the formation of an adequate perception by parents of their child: it is important to move away from the concept of “illness” and move on to the concept of “special laws of development”;
the formation of a favorable microclimate in the family for the maximum disclosure of the child's personal, creative and social resources;
the formation of partnerships between parents and institutions that implement the relationship and complementarity of knowledge, enrichment with experience;
personal and social development of parents, the formation of skills of social activity and constructive behavior.
The parent club uses a variety of forms of work. Among them, traditional and non-traditional:
individual consultations on the development of the child;
organization of offsite events: visits to theaters, museums, exhibitions, trips out of town, etc.;
educational seminars;
psychological trainings; public actions;
press clubs and thematic round tables; publishing the experience of raising a child in a family; meetings with government officials;
classes in the system "child - parent - specialist"; participation in the examination of the dynamics of the development of the child.

The duty of parents is to calm the child, ease his feelings, create an atmosphere of optimism in the family. Only a social worker can help in this family.

The development of a disabled child to a large extent depends on family well-being, the participation of parents in his physical and spiritual development, and a variety of educational influences. Under normal conditions, a child is a source of a large number of stimuli, due to his mobility, amusingness, etc. A disabled child is also an inexhaustible source of stimuli for his educator, only their quality is completely different than in the first case. A disabled child requires more mechanical work, monotonous care and supervision, and the response from the child, joyful satisfaction is much less, this leads to one-sided fatigue, even exhaustion. We must try to share the responsibilities in the family, and society must contribute.

Families choose inclusive schools so that their children can expand their interactions with typically developing peers, as well as the opportunity to connect with other parents and teachers. The high positive assessment by school teachers of the efforts of the family in raising a child with disabilities serves to develop mechanisms for effective cooperation between the family and the school. For this, first of all, emotional contact, trust, respect and acceptance, support of parents and consideration of their opinion are necessary.

Consultative, preventive and educational work with the family is based on the idea of cooperation, increasing its educational opportunities, establishing harmonious parent-child relationships. The objectives of this work are to change the psychological attitudes of parents to the role of the family in the educational process; changing the style of relationships with the child; wider use of the pedagogical possibilities of the family. In addition, social work involves familiarizing students and parents with their rights and obligations, legislative documents, as well as informing about public and state organizations related to people with disabilities, both in Russia and abroad.

Teachers provide specific practical assistance to families raising children with disabilities in the registration of disability and the acquisition of special means for teaching children (tiflo and deaf equipment). In other words, the teacher serves as a link between children and adults, provides an atmosphere of social and psychological well-being in an educational institution, attracts parents and the public to the organization and conduct of socially significant events.

The main goal of working with the family is to create favorable conditions for the personal development of all family members (physical, social, spiritual, moral, intellectual), to provide comprehensive socio-psychological assistance, as well as to protect the child and his environment from the negative impact of various factors on personal development.

The process of organized cooperation with the family includes:

study and description of requests for help;
examination of the conditions where the family lives;
clarification of the general problems of the family and its features, differences from others;
clarification of the goals and expectations of the family;
observation of the forms of responses (they are silent, talk, quarrel, behave aggressively, do not trust, etc.);
study of those who have already helped this family and are helping at the present time;
the impact of withdrawals from the family of its members;
studying the past of the family;
study of the personality traits of family members.

Steps in the family work process:

First stage. Identification of dysfunctional families.

To identify dysfunctional families, a social educator uses various methods of studying the family:

supervision of children;
survey, questioning of parents and children.

Family diagnostics is a permanent component on which the family assistance and support system is based. Carrying out diagnostic procedures requires compliance with a number of principles: complexity, objectivity, sufficiency, consistency, etc. You should not expand the diagnosis if there are no necessary indications for this. A new study can only be undertaken on the basis of a review of previous diagnostic information. It should begin with the primary diagnosis of parents' complaints, and then, having studied the validity of these complaints, identify the causes of these violations.

Second phase. Definition of types of family education.

At this stage, the social educator uses methods aimed at studying parent-child relationships; determination of the leading patterns of behavior of each family member; study of the nature of communication in the family.

Third stage. Differentiation of forms and methods of work with the family.

The teacher develops a plan of work with the family, aimed at adjusting the attitude towards the child in the family, taking into account the prevailing type of family education.

Fourth stage. Organization of joint work.

To provide assistance to the family (information, mediation, leisure, social and pedagogical), it is necessary to cooperate with various specialists (teaching staff, ODN inspector, guardianship and guardianship department, social protection, etc.).

The main functions in working with the family:

Security and protective function. It is aimed at ensuring the safety of children's lives, their safety from external threats, the legal protection of the legitimate rights and interests of the child, and the provision of emergency assistance to him.
preventive function. In cooperation with other institutions and organizations, teachers work to identify dysfunctional families early, provide timely assistance in resolving intra-family conflicts, give recommendations on improving the conditions of family education, and provide qualified legal and psychological support.
recovery function. By implementing measures to improve the living conditions of children in the family, teachers help restore the child's social status, strengthen his ties with the main institutions of socialization, support the efforts of families that are ready to overcome their functional failure.
Correction-developing function. On the basis of complex diagnostics, a system of measures of medical, social, psychological and pedagogical work with children and their families is determined.
Wellness function includes support and recommendations to improve the health of the child.
compensatory function. It consists in finding ways to replace the biological family, if it is impossible to overcome the child's alienation from it.

The activities of specialists with the family proceed through three directions: educational, psychological and mediation.

Educational direction. Includes assistance to parents in education and upbringing. Assistance in learning is aimed at the formation of the pedagogical culture of parents and their education. Assistance in education is carried out by creating special educational situations in order to strengthen the educational potential of the family. This direction is based on the use of a pedagogical model of family assistance.

Psychological direction. Includes socio-psychological support and correction. Such support from the position of a teacher is aimed at creating a favorable psychological atmosphere in the family. Providing support in alliance with a psychologist becomes most effective.

Intermediary referral. This direction contains the following components: assistance in organization, coordination and information. Assistance in the organization consists in organizing family leisure (inclusion of family members in the organization and holding of holidays, fairs, exhibitions, etc.). Assistance in coordination is aimed at establishing and updating family ties with various departments, social services, social assistance and support centers. Assistance in information is aimed at informing the family about social protection issues.

Family work methods:

persuasion method- helps to convince parents of the consequences of their antisocial behavior. With the help of this method, it is possible to achieve that parents themselves begin to look for a way out of this situation.

Observation method- helps to collect more material for the organization of educational work in the family. The social pedagogue observes the child's communication, his behavior in the family, at school, in the classroom, with peers, his leisure activities.

Conversation method- one of the most common methods when working with parents, allowing in a confidential atmosphere to find out the causes of problems in the family and outline ways to solve them.

In addition, the goal of educators is not only to collaborate productively with individual families, but to find innovative ways for all families to interact. In inclusive schools, teachers develop effective school-family partnerships that link families and schools and ultimately help all children learn and succeed. Unlike many partnership programs that cater to the needs of middle- and high-income families, inclusive school staff take into account all families and use methods of work that allow families of all incomes to participate in the life of the school.

Among these methods are:

support for the institution of the family in the school system;
mediation between families and various social institutions;
providing families with information to make informed choices;
the use of vocabulary that is free from professional jargon and understandable to parents;
assistance with the travel of family members to the venue of school events;
holding events and gatherings near the school and where families live;
alternative options for working with a child;
organization of events in which children are not separated from their parents during their implementation;
carrying out activities focused on the interests and needs of parents;
meeting with parents at a convenient time for them, for example, in the evening, on weekends or in the morning;
providing an interpreter if the family needs it.

F forms interaction with a family raising a child with disabilities in an inclusive education:

1. Direct work with a specific family:

the teacher pays attention to the appearance and surroundings of the house, entrance, apartment in the case of a home visit;
when meeting with the family, he tries to see not only his mother, but also his father, other children and adult family members;
learns from parents about needs, problems and resources;
asks about the child's extracurricular activities (if he has reached school age);
answers questions from parents
observes how the family treats the child, teaches and develops him;
demonstrates the strategy of behavior, learning, problem solving.

As part of the same tactic, parents pay a visit to the teacher (or teachers) and in the course of it:

parents observe how the specialist treats the child (for example, they are present in the classroom or at the reception, during testing);
the teacher answers the questions of parents, explains;
the teacher observes how the parents treat the child;
the teacher organizes a consultation with representatives of other services, if it is necessary for him to better understand and solve problems, or if this can directly help the family;
invites parents to fill out maps, charts, questionnaires on the development of the child, then compares their results with their own answers;
parents attend school councils and commissions;
Parents are provided with a written report of test or assessment results.

2. Indirect work with a specific family:

information and the exchange of comments are carried out through a specially organized diary, where parents and social. the teacher makes notes, for example, every week or two;
the home diary of observations is analyzed at the meeting;
the results of the rehabilitation work carried out are presented in reports (once every six months);
the teacher, involving other specialists, organizes written notices, information for parents;
phone contacts;
parents take books and teaching aids from the library to take home on the recommendation of a teacher;
parents fill out cards, questionnaires, schemes for the development of the child's abilities;
weekend classes are recommended, information on recreational opportunities is provided;
Parents are given the opportunity to familiarize themselves with the contents of the folder of materials for their child.

3. Direct work with a group of parents:

meetings with parents, exchange of information, report on the progress of the work done and the success of the child, discussion of plans for the future;
speeches at the meeting of parents and answers to their questions;
organization of seminars for parents, speeches, conversations, role-playing games;
organization of a special course for parents on a particular topic;
involvement of parents in the preparation and holding of cultural events;
interviewing parents about their attitude, further expectations of assistance.

4. Indirect work with a group of parents:

providing parents with information on how, under what conditions and in what cases to contact specific specialists (psychologist, teacher, deputy director for educational work, director);
organization of an exhibition of books, methodological literature in the office or "corner" for parents;
preparation of a booklet explaining the testing procedure, evaluating how the results are interpreted;
issuance of books to parents at home;
preparation of written proposals for homework or upcoming events, recreation opportunities;
transmission of questionnaires to ascertain the needs and opinions of parents;
organization of a stand or notice board where parents expect children.

5. Development of contacts between families:

the teacher can contribute to the development of a network of "nannies" among a group of parents;
organize visits by experienced parents to families where a child in need of help has appeared;
help organize an association or self-help group for parents;
invite fathers to help in the work of repairing or adjusting something;
ensure that parents are represented on school committees or councils;
help parents organize clubs of interest and activities for children;
to ensure that parents protect their rights, get involved in the work of public organizations that influence the development of legislation and order, the provision of services.

Disabled people are part of our society. Attitude towards them determines the level of culture and social development. Indifference and cruelty towards the disabled lead to the spiritual degradation of the whole society.

Harmoniously organized work of teachers of educational institutions with families with children with disabilities is a guarantee of the success of the educational and upbringing process, the adaptation of children with disabilities in the children's team.

The discussion of the ideas of inclusive education in the conditions of the modern Russian school usually comes down to a discussion about giving parents of children with developmental problems the opportunity to choose one of two ways of social rehabilitation support:

within the framework of a specially organized correctional space of a specialized school;

in the conditions of an ordinary public school with all the socio-psychological risks for an atypical child.

The first route provides for the activation of the child's preserved functions and the development of his zone of proximal development with the participation of correctional teachers and special psychologists.

The second route activates the socio-psychological mechanisms of interaction between a problem child and the environment, and only then - correction. This path can be much more effective if there is a well-organized psychological and pedagogical support not only for the child himself, but for his entire family.

The law gives parents the right to choose the form of education, educational institution, protect the legal rights and interests of the child. However, trying to realize their constitutional right to education, parents and children face great difficulties that prevent them from entering the educational environment.

Until recently, and even now, one often hears about violations of the rights of children with disabilities. On the one hand, parents are denied admission to schools, on the other hand, recently there has been a forced formal integration of disabled children into the environment of healthy children without creating special educational conditions, when boarding schools are disbanded in order to save money, children are transferred to ordinary educational institutions, but the conditions for them there forget to create. Not all participants in the educational process today are ready to accept a child with disabilities into their community. This unpreparedness has a psychological, moral and ethical, and also a material and technical basis. At the same time, the parents of disabled children themselves prefer home-based education to inclusive education, which, of course, does not contribute to the child receiving a quality education, and most importantly, leads to difficulties in his social adaptation and integration into society.

A significant majority of parents of disabled children prefer homeschooling and the classroom system, they are fully or partially satisfied with these forms of education, as well as the quality of their children's knowledge. At the same time, they have a positive attitude towards joint learning, and difficulties do not frighten them.

From this follows one of the primary tasks - the formation in society of a tolerant attitude towards children (to people) with disabilities in physical and (or) mental development, which allows not only to coexist, but also to live a full life for everyone, regardless of their state of health.

In modern psychological and pedagogical literature, the term "accompanying inclusive education", considered by experts, has already taken root:

firstly, as one of the types of social patronage as a holistic and integrated system of social support and psychological assistance, carried out within the framework of the activities of socio-psychological services;

secondly, as an integrative technology, the core of which is the creation of conditions for the restoration of the development potential and self-development of the family and personality and, as a result, the effective performance by an individual or family of their basic functions;

thirdly, as a process of a special kind of existential relations between the accompanying person and those who need help.

It is quite important in the transition to inclusive education, in our opinion, to organize work not only with teachers, children, the administration of the educational institution, but also with parents. An analysis of modern research, as well as our own work experience, allows us to assert that parents of children of both categories need to be accompanied - both healthy children and children with special educational needs.

We found it possible to single out the following basic principles of psychological and pedagogical support for parents:

the priority of the interests of the accompanied "on the side of the child";

continuity of support;

multidisciplinarity (integrated approach) of support: coordinated work of a “team” of specialists who preach common values, are included in a single organizational model and own a single system of methods.

The most priority areas of work with parents are currently considered to be round tables, seminars, preparation and distribution of booklets, design of poster material.

We consider it expedient to single out three main components in the work:

support for parents of children with special educational needs in the transition to inclusive education;

preparatory work with parents of healthy children;

joint lessons.

Accompanying parents of children with special educational needs in the transition to inclusive education should be based on the following aspects.

An analysis of the psychological and pedagogical literature allows us to conclude that parents of children raising a special child, despite the diversity and variability of deviations from the norm, have much in common. They all live with their own problem, and in most cases this problem is only theirs.

A family and a child with disabilities (subject to the latter's intact intellect) are characterized by a distortion of the subjective image of the world - ideas about their attitude towards themselves and the world around them as a whole. As a psychological defense, alienation appears and a person's adaptation to life is disrupted.

The most common deformations of the image of the world and violations of adaptation include the “victim complex”, expressed in apathy, denial of responsibility for oneself and others, helplessness, reduced self-esteem, and the “rejection complex”, which is characterized by social indifference, isolation, the habit of counting only to myself.

In both cases, people are full of catastrophic expectations and forebodings, they are afraid of the negative impact of any events on their lives. This is combined with an external locus of control - externality, that is, a tendency to explain the main part of life's failures by external circumstances (not “I do”, but “it happens to me”, “circumstances just happened”, “you can’t escape fate”). Such emotional well-being has a negative impact on the mental well-being of both parents and their children, on their relationships with others and increases socio-psychological and personal conflicts.

In the implementation of the first direction of work, we consider the discussion of specific examples to be quite effective - stories about children with disabilities and their parents who have successfully adapted and study in public schools. Similar experience has already been accumulated in Russia and is presented in the brochure “Our Children on the Path to an Active Life: Parental Experience” (Moscow, 2009).

One of the results of psychological support for parents and, as a result, children with special educational needs themselves should be a new quality of life for parents - adaptability, that is, the ability to independently achieve a relative balance in relations with oneself and others both in favorable and in extreme life situations. Adaptability implies the acceptance of life (and oneself as part of it) in all manifestations, relative autonomy, readiness and ability to change in time and change the conditions of one's life - to be its author and creator.

Parents of healthy children often express concern that their child's development may be retarded by the presence of those who require significant support. When working with this category of parents, we consider it important to convey the experience that has already been accumulated, proving that the academic performance of healthy children does not get worse, and often their indicators turn out to be higher in integration conditions than in a simple class of a mass school.

The basis of work with parents of healthy children should be a cycle of classes aimed at developing tolerance. In working with parents of healthy children, we adhere to an approach that defines tolerance as a conscious assumption by the subject of something that he does not approve of; as a voluntary refraining from obstructing the condemned “other”, provided that the subject has the opportunity to resist him, there is the power to interfere with the free self-expression of the “other”; as respect and recognition of equality, rejection of dominance and violence, recognition of the multidimensionality and diversity of human culture, norms of behavior, rejection of reducing this diversity to uniformity or the predominance of any one point of view.

The main goal of the classes is the formation of attitudes for understanding and accepting other people's opinions, the ability to show empathy, and to establish contacts in an elementary way. The training exercises that fill this block are aimed at solving the following tasks: awareness of one's own uniqueness and the uniqueness of others; development of the ability to understand the feelings, emotions, actions, attitudes of other people; mastering the ability to empathize through establishing emotional contact and regular communication.

The main goal of joint classes is to give parents an answer to the question “what is inclusive education”. We consider it expedient to organize joint work with parents of both categories of children according to the following algorithm.

1. Educational block

a) the information block is designed to give parents an answer to the question “what is inclusive education”, its main principles, what are the characteristics of children with disabilities; benefits of inclusion of children with disabilities, possible difficulties and problems; b) the legislative block allows parents to receive information about the rights of children in general and the rights of disabled people in particular, about Russian and international legislation that ensures the right to equal access of children to education; what legal framework is needed in order to build a system of inclusive education, what role is assigned to parents, and what role is assigned to the children themselves, what authorities a child needs to go through in order to get into a general education institution, how the child’s lesson schedule is built and what conditions are created was comfortable at school.

2. The so-called psychological block is designed to help parents and "sick" and "healthy" children to solve the problems and difficulties of a psychological nature:

a) the destruction of barriers, stereotypes - involves consideration of existing stereotypes in relation to people with disabilities and approaches to understanding the problems of disability; development of the main directions for the destruction of barriers;

b) acquiring skills to help improve negotiation with representatives of educational authorities and school administrations;

3. Block of experience exchange

a) joint discussion of the experience of foreign countries in the implementation of inclusive education;

b) joint discussion of the problems and difficulties encountered in the transition to inclusive education;

c) joint discussion of specific examples - stories about children with disabilities who successfully study in public schools.

Joint classes allow you to implement the basic principle of inclusion “Different does not mean bad!” and protect the rights of children with disabilities to equal access to education and peer interaction. Work structured in this way helps parents to better understand the problems of children, and parents of children with disabilities to get rid of excessive custody of them, as children become more independent and self-confident.

The problem of the inclusion of a child with developmental disorders in the educational space with healthy children, the search for ways to solve it is one of the most urgent and pressing problems of modern education. We believe that the problem of inclusion could be solved more successfully and harmoniously if the parental, family potential is used to solve it. From our point of view, the implementation of inclusion is possible only by integrating not only the child with disabilities into the educational space, but also by including his family in the educational space of the school society.

The family is a microsociety in which the child not only lives, but in which his moral qualities, relationships with people, ideas and interest in the world around him are formed. It is in the family that conditions are created that largely determine the further development of the child and his cognitive and social capabilities. It should be remembered the position of L.S. Vygotsky that the social situation of a child's development is determined and organized by adults. The most important dominants of this process are, on the one hand, teachers, and on the other hand, parents.

The family of a child with developmental disabilities who is integrating into a mass educational institution needs to actively participate in this process for the following reasons.

First, getting into a new social environment, a child may experience a feeling of fear, discomfort, and in this situation, of course, the support of a loved one, a parent is simply necessary.

Second: the parent should be familiar with the program and the requirements that apply to students in the learning process in order to help the child with homework.

Thirdly, it is important to help the child establish new contacts, make new friends, organize interaction, it is necessary to overcome the barrier associated with the attitude of healthy children to the characteristics of a child with developmental disabilities.

It is also important that a child with developmental disabilities learn to understand his abilities, take into account his shortcomings and at the same time feel self-sufficient. The child can hope that the same sparing, "hothouse" conditions will be created at school, to which he is accustomed at home or which existed in a special institution before entering a mass school.

The disappointments that have arisen about unfulfilled expectations will certainly hinder its adequate integration into society. A parent whose child with developmental disabilities is included in an inclusive process may experience a variety of sensations. The first feeling of joy and satisfaction in the parent will arise due to the fact that his child will study in ordinary school with healthy children, not in a special school. But very soon this feeling can be replaced by deep disappointment, in some cases, confusion or even aggression of parents directed at the school, teachers and healthy children who do not accept his child.

When solving all these problems, parents need, first of all, the help of a defectologist and a psychologist and other specialists. The process of including a child with developmental disabilities in the educational space should be provided with special training for teachers of mass institutions who will carry out this process, primarily speech pathologists, class teachers, educators, tutors. Work should be carried out both with the child himself and with his parents.

The defectologist should have an idea about the features of the mental and personal development of this category of children. Its functions include: diagnosis and correction of the mental development of children with developmental disorders, preparation of recommendations for teachers aimed at correcting their psychophysical development, counseling parents.

A defectologist, advising parents, establishes a trusting relationship with them, relieves stress, informs parents in a tactful manner about the features of the child's assimilation of the curriculum, gives recommendations on overcoming the child's behavioral problems at home and at school, as well as advice on establishing friendly relations with classmates and their parents (parent committee).

The teacher, educator, tutor should know the features of the development of the child. Their activities are aimed at ensuring the assimilation of the educational program by the child and the harmonious development of his personality, establishing and expanding the child's contacts with peers.

The purpose of working with parents is to acquaint them with the individual and age characteristics of the child's development, the causes of underdevelopment, the impact of the wrong parental position in relations with children on the child's impaired health. The result of pedagogical assistance should be: knowledge and understanding of the child by parents, acceptance of him as he is.

Pedagogical work with the family includes three blocks: educational and educational, advisory, and corrective work proper.

UNESCO has given the most universal definition of inclusive education as a holistic phenomenon that implies equal access to quality education for all children without exception. It is based, in our opinion, on humanism, the development of intelligence and creative abilities, the balance of intellectual, ethnic, emotional and physiological components of the personality.

In the work of the teacher to establish contacts with the family, the following points should be considered:

The joint activities of the school with the family should be based on actions and activities aimed at strengthening and enhancing the role of parents;

Trust in the educational abilities of parents, raising the level of their

pedagogical culture and activity in education;

Pedagogical tact, inadmissibility of gross interference in family life;

Reliance on the positive qualities of the child, on the strengths of family education.

Positive results largely depend on the active participation of parents in the educational process, which should be based on organized cooperation between a specialist and parents.

However, within the framework of inclusive education, the tasks of the school are much broader:

- create a unified psychologically comfortable educational environment for children with different learning opportunities;

- to diagnose the effectiveness of the educational process and the socialization of children with disabilities at the time of schooling;

- to realize the effectiveness of psychological and pedagogical support for the process of inclusive practice through the interaction of such areas of activity as diagnostic and consultative, correctional and developmental and social and labor;

- to help overcome possible violations of the emotional and personal sphere by including children with disabilities in successful activities;

- gradually increase the child's motivation on the basis of his personal interest and through a conscious attitude to positive activities;

- to protect and strengthen the physical and mental health of children;

- ensure social and labor adaptation of schoolchildren with disabilities;

- to promote a change in public consciousness in relation to children with disabilities.

Undoubtedly, an inclusive educational environment is formed by qualified specialists of the school - a team, but an important role belongs to parents participating in cooperation. The implementation of the process of inclusion takes place in the context of the implementation of individual correctional and developmental programs for children with disabilities. Parents can also be given the opportunity to participate in the development, coordination, approval of an individual program for their child, discussion of the child's problems within the framework of a psychological, medical and pedagogical council.

To identify the dynamics of development, determine the compliance of the selected forms, teaching methods with the level of development of a student with disabilities in an inclusive process, school specialists systematically conduct a correlative analysis of the formation of the latest knowledge, skills and psychophysical development. This work allows us to draw certain conclusions: 1) in inclusive education, the passage of the stages of correctional and developmental activities, accompanied by specialists, increases the activity and competence of parents in interaction with the child; 2) parents need to form an awareness that their active actions, responsibility and involvement in support are an important condition for the development of the child; 3) as a result of the work, there is a positive trend in the ideas of parents about the potential of the child, there is an increase in the competence of parents in providing appropriate assistance to their child; 4) the results obtained allow us to carry out further work in the right direction to form and increase the level of competence of parents in their productive interaction both with their child and with the school staff as a whole.

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