Parental involvement in the education of children with special needs in inclusive learning settings

Abstract

The article discusses the participation of parents of children with special educational
needs in organizing inclusive education. It also characterizes the features of cooperation
between educators and parents of a child with special educational needs in the context
of inclusive education. The author examines the contradiction between the rights
belonging to parents and the level of their involvement in changing educational practices
and conditions for children with special needs. The necessity of psychological and
pedagogical support for parents in choosing an educational path for a child with
developmental disabilities is emphasized, as well as the importance of parents'
informational readiness for such a choice. The necessity of psychological and
pedagogical support for parents in choosing an educational path for a child with
developmental disabilities is highlighted, as well as the importance of parents'
informational preparedness for such a choice. The need for both psychological and
pedagogical assistance, as well as organizational technologies, in engaging parents in
the educational process, is justified.
It is noted that the active participation of parents of children with special needs in school
life plays a significant role in improving their education, upbringing, correction, and
development. Creating psychological and pedagogical recommendations for parents
raising children with special educational needs will allow increasing parental
competence in matters of the inclusive process in education, making a thoughtful and
responsible choice of educational trajectory for a child with special educational needs,
and reducing the intensity of emotional experiences by redirecting them from the subject
of concern to activities aimed at overcoming this issue.
Based on the analysis of scientific and methodological works by domestic and foreign
experts, it has been found that the issue of parental involvement in the organization of
inclusive education for children with special educational needs has not been fully
researched by scholars. Therefore, it remains relevant today and requires further
scientific exploration.