Readiness of Teachers and Parents of Children with Disabilities to Interact in an Inclusive Education Environment: a Psychological Aspect
Author(s)
Sidorenko Oksana Aleksandrovna
Candidate of Sciences (Pedagogy), Associate Professor, Head of the Department of General and Special Pedagogy and Psychology, ORCID:https://orcid.org/0000-00023576-6386, Krasnoyarsk Regional Institute of Advanced Training and Professional Retraining of Educators
19 Matrosov St, Krasnoyarsk, 660079, tel.: +7(3912)2364296, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Khabarova Irina Viktorovna
Candidate of Sciencse (Biology), Associate Professor of Department of General and Special Pedagogy and Psychology, ORCID:https://orcid.org/0000-0002-9745-2374, Krasnoyarsk Regional Institute of Advanced Training and Professional Retraining of Educators
19 Matrosov St, Krasnoyarsk, 660079, tel.: +7(3912)2364296, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Chiganova Elena Anatolyevna
Candidate of Sciences (Pedagogy), Rector, Associate Professor of Department of General and Special Pedagogy and Psychology, ORCID:https://orcid.org/0000-00021479-728X, Krasnoyarsk Regional Institute of Advanced Training and Professional Retraining of Educators
19 Matrosov St, Krasnoyarsk, 660079, tel.: +7(3912)2364296, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract. Introduction. Relevance. The inclusive education requires the interaction between teachers and parents of children with disabilities, and their cooperation aimed at developing and ensuring the learning path of a child. The paper aims to identify the problems and difficulties in the behavior and actions of parents (which hinder the constructive relationships between parents and teachers and experts from educational institutions) and to describe the problems related to the readiness of teachers and specialists of educational institutions to interact with parents of these children. Materials and methods. Based on the generalization of ideas about the specific features of work with parents of children with disabilities, a questionnaire on the key areas and scope of such work was developed and a study was conducted. The presented findings of the study illustrate individual parameters of the teacher’s readiness for interaction with parents of children with disabilities and main professional difficulties of the teachers. The study focuses on the problems in the behavior and actions of parents that hinder the progress in education of the child with disabilities and constructive relationships with teachers from educational institutions. The study has shown that both sides of the interaction (parents and teachers) are not yet sufficiently prepared to implement the cooperation strategy.
Keywords: inclusive education, interaction between teachers and parents of children with disabilities, professional difficulties of teachers.
For citation: Sidorenko O. A., Khabarova I. V., Chiganova E. A. Readiness of Teachers and Parents of Children with Disabilities to Interact in an Inclusive Education Environment: a Psychological Aspect // Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2019; 13(2):274-285. DOI: 10.32343/2409-5052-2019-13-2-274-285.
UDС: 376+159.9
DOI: 10.32343/2409-5052-2019-13-2-274-285