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The Role of Parents Who Have Children with Disabilities in the Development of Inclusive Education
Alekhina Svetlana Vladimirovna

PhD in Psychology

prorector for inclusive education at Institute of Inclusive Education Problems of the Moscow State University of Psychology and Education

127051, Russia, Moscow, str. Sretenka, 29

alehinasv@mgppu.ru

Abstract.

In her article Alyokhina brings forth the problem of participation and involvement of parents who raise children with disabilities into the development of the inclusive education process. The author of the article analyzes contradictions between rights that are assigned to parents and the degree of their participation in changing the educational practice and conditions for children with special needs. The author of the article emphasizes the need to provide psychological and pedagogical support of parents when the latest choose the educational route for children with disabilities as well as the importance of information availability for parents who are making such a choice. The article presents the results of the empirical research that has defined factors affecting the choice of the educational route under the conditions of the variability of programs and forms of education for children with disabilities. The main psychological test methods included poorly formalised methods such as observation, questionnaire and survey and formalised methods such as The Parent's Psychological Type Inventory (offered by V. Tkacheva), Parenting Style Inventory (by A. Varga and V. Stolin) and PARI Inventory (by E. Shefer and Z. Bell) adapted by T. Nescheret. The author of the article defines the need to provide psychological and pedagogical support of parents when the latter choose an educational route for their children with disabilities and importance of information availability for such parents. The author of the article also emphasizes the need not only in psychological and pedagogical assistance but also organisational technologies aimed at involvement of parents into the educational process. 

Keywords: psychological and pedagogcal support, parents, special educational needs, disabilities, inclusive process, inclusion, inclusive education, educational environment, parents support, parents psychological type

DOI:

10.7256/2454-0676.2017.4.24965

Article was received:

11-12-2017


Review date:

11-12-2017


Publish date:

21-12-2017


This article written in Russian. You can find full text of article in Russian here .

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