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.

Key words: inclusive education; inclusion; children with special educational needs; parents.