FEATURES OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF PARENTS WHO EDUCATE PRESCHOOLERS WITH SPECIAL EDUCATIONAL NEEDS IN THE INCLUSIVE RESOURCE CENTER

Abstract

The article highlights the analysis of the peculiarities of psychological and pedagogical support of parents of preschoolers with special educational needs in the inclusive resource center. It was found that the majority of parents visit the inclusive resource center for the purpose of socialization, development, education and upbringing of the child. They realize the importance of cooperation with specialists-consultants of the inclusive resource center and therefore follow their recommendations. It was proved that in order to improve the cooperation of parents with specialists-consultants in the inclusive resource center necessary to organize more various interactive events. It was noted that the desire of parents to receive more information about the peculiarities of their child’s psychophysical development and consultative help to stabilize the emotional state in war conditions is gradually growing. It was revealed that the majority of parents positively estimate the cooperation with the specialists of the inclusive resource center. It was highlighted the importance of consultant specialists cooperation with parents, as it is the core possibility to provide the correctional and developmental services to children with special educational needs. The consulting specialists emphasize that the desire of the majority of parents to cooperate with them becomes more frequent. A significant part of consultant specialists noted the following difficulties and obstacles in cooperation with parents of preschoolers with special educational needs: parents’ rejection of the child’s developmental characteristics, insufficient psychological and pedagogical competence of parents, excessive control of specialists by parents. It was determined the optimization ways of the psychological and pedagogical support of parents in the inclusive resource center: to motivate parents to cooperate with specialists; to improve the psychological and pedagogical competence of parents in matters of development, education and upbringing of a child with special educational needs; to organize events for parents more often and involve them in corrective and developmental classes. According to the research, it was established that in general specialists of the inclusive resource center positively estimate the cooperation with parents of preschoolers with special educational needs. The authors sum up that most parents are positively motivated to interact with specialists-consultants of the inclusive resource center and are aware of its importance.