DOI: 10.36871/ek.up.p.r.2020.07.01.021
UDC 376.4
Authors
N. M. BURYKINA,
Candidate of Pedagogical Sciences, Associate Professor, Associate
Professor of the Department of Oligophrenopedagogy, Yaroslavl
State Pedagogical University named after K. D. Ushinsky,
Yaroslavl, Russia
Abstract
This article discusses the role of the family in the social development of children with special needs in an inclusive
educational environment, in connection with which the study addresses a new aspect of the interaction between
the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental
disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens.
The purpose of the study is to assess the role of the family in the adaptation of children with developmental
disabilities, studying in secondary schools or attending kindergartens.
To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical
foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing
early intervention programs in secondary schools; substantiate the main stages that any school must go
through, striving to create a more fruitful relationship between the school, family and community.
The author stated the following results as a scientific novelty: general recommendations have been developed
so that parents feel confident, competent and can work more productively together with teachers (educators) when
children visit kindergarten groups (classes).
As a result of the study, the author came to the conclusion that the process of teaching children with special
needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.
Keywords
family, children with special needs, school, society, teacher, early intervention.
