THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR PARENTS WHO HAVE A CHILD WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article highlights the essence and peculiarities of psychological and pedagogical support for parents who have a child with special educational needs. Іt is determined that the state plays a decisive role in the regulation of the educational process and the functioning of inclusive education. The article partially analyzes the regulatory legal acts that cover aspects of interaction between teachers and specialists. The analysis of the literary sources of domestic scholars made it possible to clarify the essence of the key definition of «psychological and pedagogical support» and the directions of psychological and pedagogical support. The key aspects of providing psychological and pedagogical support in educational institutions, which should be familiarized with parents raising children with special educational needs, are revealed. The problems of psychological and pedagogical support are outlined. There are substantiated pedagogical conditions cooperation of all actors in accordance with the principles of partnership pedagogy. The methods of obtaining information by pedagogical workers about families with children with psychophysical developmental disorders are presented. The classification of forms of cooperation (individual, group, collective) and their advantages are revealed. We support the idea that inclusive education should provide psychological and pedagogical assistance to parents of children with disabilities and ensure an integrated approach that combines the efforts of various specialists. Based on the analysis materials, relevant conclusions are drawn. Effective psychological and pedagogical support for parents involves the implementation of the following conditions: cooperation with specialists; co-creation; participation in public associations; availability of psychological assistance. Prospects for further research include the study of the psychological and pedagogical impact of each individual form of cooperation between teachers and parents raising children with psychophysical developmental disorders. A bibliographic list is provided.