INTERACTION BETWEEN PRESCHOOL EDUCATION INSTITUTIONS AND FAMILIES OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

The article highlights the relevance of the issue of interaction between preschool education institutions and families of children with special educational needs in the context of developing inclusive education. It is clarified that the success of inclusive learning largely depends on close partnerships between the institution’s specialists and the child’s family. The main areas of interaction between educators and parents aimed at ensuring the harmonious development of a child with special educational needs are identified. The psychological characteristics of families raising a child with special needs are characterized. The need of parents for psycho-emotional support, informational guidance, and consultation from teachers and support team specialists is examined. Effective forms of cooperation are defined, including individual consultations, group meetings, joint educational planning, parental involvement in classes, and parent training. It is emphasized that effective interaction between preschool education institutions and parents of children with special educational needs requires a systematic approach that includes emotional support, the development of parental awareness, and the strengthening of partnership relations. The importance of emotional openness, trust, and kindness in communication with parents is revealed as a prerequisite for productive interaction. The main difficulties of such cooperation are outlined, and practical recommendations for building effective partnerships between preschool education professionals and families of children with special needs in inclusive education settings are proposed. The significance of the family environment for the comprehensive development of a child in an inclusive setting is emphasized. Further scientific research is outlined, which will focus on analyzing the specific needs of families depending on the type of child’s disorder, family’s social status, level of education, and cultural context.