Parent`s readiness to educate children with learning disabilities in inclusive educational institutions
Strategy of inclusive education. Improvement of education system of children with special needs. Analysis of parents readiness to educate children with learning disabilities in inclusive educational preschool institutions and general secondary schools.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 15.03.2023 |
| Размер файла | 42,4 K |
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Involving parents in the educational process facilitates the constant exchange of information between parents and pedagogical staff working with the child. When developing an individual educational plan or program for a child, it is important that parents receive information, why their child needs an individual educational plan or program; who will provide educational and additional services; duration of services; assessment methods and frequency; periodically reviewing the individual educational program and providing information on its progress.
Parental psychological support should be considered as a system of measures aimed at resolving conflicts that arise between the subjects of an educational process; decrease in parents' emotional discomfort due to the peculiarities of the child's development; enhancement of parents' psychological and pedagogical culture; maintaining parents confidence in their child's capabilities; assistance in establishing parental associations and assistance in organizing activities; formation of parents adequate attitude to the problems of a child; support for adequate interpersonal relationships in the family and styles of family upbringing.
The process of implementation of psychological support for parents is long and requires a comprehensive approach that involves not only the psychologist but also all other professionals who accompany the child.
According to I. Lutsenko, among the measures providing psychological support, it is quite effective to create resource centers for parents of children with special educational needs, where they can get advice and support from a psychologist, pedagogical staff, speech therapist, pediatrician, rehabilitation instructor, etc. There in centers, “parent to parent clubs” can operate, which facilitate not only the exchange of information between parents, but also training strategies for defending the rights and protection of children's interests, developing positive self-esteem, creative abilities, holding actions to attract public attention to addressing public concerns.
It is effective to use such group forms of work with parents as training sessions, seminars, debates, meetings of the parent club. The main purpose of such forms of work is to increase the knowledge of parents about the psychological characteristics of children, tactics of family education, and crisis periods of children's development. During such meetings, not only the parents' awareness of the child increases, but also changes in the attitude of parents to problems of the child and to problems of upbringing appear. (Kompanets et al., 2018).
Conclusions
Establishing partnerships with parents, taking into account cultural traditions and interests of families make it possible to overcome stereotypes in working with families of children with special educational needs. Only if parents, teachers, assistants, and other professionals work together it is possible to hope for success in a complex work. The task of the psychologist is to help parents through the development of reflection of the peculiarities of education and training of the child in the process of communication with him/her. Parents must also have the opportunity to be involved in decisions about their children's special education. Positive acceptance of a child, a corporation in solving problems is important.
Psychological support for parents should be provided not only in the form of group communication, but also during individual conversations about the features of the child's development, certain life situations.
An important role in the effectiveness of psychological support for parents of a child with special needs is played by the creation of various forms of group interaction of parents and other family members. It is necessary for the process itself to be continuous, complex and creative.
Keep in mind that family is an element of stability in a child's life, whereas teachers, educators, and other professionals can change every year. Parents are more likely to talk about themselves and their children to professionals they trust. The moral values, desires and priorities of the parents are significantly different, so there can be no single universal model of work with the family. The main thing is to help parents believe in their own strengths and capabilities (Sofiy, 2015). The more parents are involved in inclusion, the more likely they are to achieve the desired results in children (Kogan, 2019).
Bibliography
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2. КОНЦЕПЦІЯ сімейного виховання в системі освіти України «Щаслива родина» на 2012-2021 роки. URL: file:///C:/Users/userone/Downloads/%D0%9A%D0%BE%D0%BD%D1%86%D0%B5%D0%BF%D1%86%D1%96%D1 %8F%20%D0%A9%D0%B0%D1%81%D0%BB%D0%B8%D0%B2%D0%B0%20%D1%80%D0%BE%D0%B4%D0%B 8%D0%BD%D0%B0%20%D0%B4%D0%BE%202021%20%D1%80%D0%BE%D0%BA%D1%83.pdf.
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References
1. Deppeler J. (1998) Professional development workshops: Supporting people with disabilities. Melbourne: Impact printing [in English].
2. KONTSEPTSIIA simeinoho vykhovannia v systemi osvity Ukrainy “Shchaslyva rodyna” na 2012-2021 roky [CONCEPT OF FAMILY EDUCATION IN THE EDUCATION SYSTEM OF UKRAINE “Happy Family” for 2012-2021]. URL: file:///C:/Users/userone/Downloads/%D0%9A%D0%BE%D0%BD%D1%86%D0%B5%D0%BF%D1%86%D1%96%D1%8F%20%D0%A9%D0%B0%D1%81%D0%BB%D0%B8%D0%B2%D0%B0%20%D1%80%D0%BE%D0 %B4%D0%B8%D0%BD%D0%B0%20%D0%B4%D0%BE%202021%20%D1%80%D0%BE%D0%BA%D1%83.pdf [in Ukrainian].
3. Kolupayeva A. A. (2019) Navchannia ditei z osoblyvymy osvitnimy potrebamy v inkliuzyvnomu seredovyshchi: navchalno-metodychnyi posibnyk [Teaching children with special educational needs in an inclusive environment: a textbook] / A. A. Kolupayeva, O. M. Taranchenko. Kharkiv: Ranok, 304 p. [in Ukrainian].
4. Kolupayeva A. A. (2012) Osnovy inkliuzyvnoi osvity. Navchalno-metodychnyi posibnyk [Fundamentals of inclusive education. Tutorial] / za zah. red. A. A. Kolupaievoi. Kyiv: A. S. K., 308 p. [in Ukrainian]
5. Kompanets N. M., Lutsenko I. V., Koval L. V. (2018) Navchalno-metodychnyi posibnyk “Orhanizatsiino-metodychnyi suprovid dytyny z osoblyvymy osvitnimy potrebamy v umovakh DNZ” [Educational and methodical guide “Organizational and methodical support of a child with special educational needs in the conditions of the Preschool Institutions”] / N. M. Kompanets, I.V. Lutsenko, L.V. Koval. Kyiv: Atopol, 100 p. [in Ukrainian].
6. Kohan O. V. (2019) Orhanizatsiini zasady diialnosti asystenta vchytelia v inkliuzyvnomu klasi: metod. posib. [Organizational principles of teacher assistant activity in an inclusive classroom: a method. tool] / uklad. O. V. Kohan ta in. Kharkiv: Drukarnia Madryd, 110 p. [in Ukrainian].
7. Eydemyller E. H. (2008) Psykholohyia y psykhoterapyia semyi [Psychology and psychotherapy of the family] / E. Eydemyller, V. Yustytskys. SPb.: Pyter, 672p. [in Russian].
8. Loreman T. (2010) Sim stovpiv pidtrymky inkliuzyvnoi osvity. [Seven pillars of support for inclusive education. Moving from “Why?” to “How?] Defektolohiia. Osoblyvadytyna: navchannia tavykhovannia. № 3. PP 3-11 [in Ukrainian].
9. Sofii N. (2015) Pidtrymai sebe - pidtrymai dytynu: putivnyk dlia batkiv ditei z osoblyvymy potrebamy: metodychni materialy / Avtorskyi kolektyv proektu “Inkliuzyvna osvita: krok za krokom” [Support yourself - support your child: a guide for parents of children with special needs: Methodical materials / The authors of the project “Inclusive Education: Step by Step”] / compiled by N. Z. Sofii. Kyiv: Pleiady, 34 p. [in Ukrainian].
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