Abstract

This article is devoted to the problem of introduction and implementation of inclusive education. This work contains psychological aspects and conditions of forming parents’ personal position and attitudes who bring up children with limited abilities in relation to inclusive education. Main principles and approaches of their psychological support have been determined for the purpose of ensuring successful integration of children with limited abilities into the inclusive educational environment. The model of psychological and pedagogical support for the family under the conditions of inclusive education was presented. It has been grounded that psychological and pedagogical support at the stage of a child’s entry into the inclusive educational environment must be directed towards the search for the parents’ internal resources who bring up (foster) children with special needs for the purpose of harmonizing and improving their psychical state, raising the level of their resilience, an ability to overcome difficulties by means of building up personal resources. It has been proved that modern psychological support for parents under conditions of inclusive education will help to neutralize and reduce the extent of emotional stress expressiveness which will consequently lead to the child’s defect acceptance and hence, it will provide his further integration into society. The formation and raising social competence in the course of the parents’ interaction with their and other children contributes to the acceptance of stable tolerant attitudes and development of their readiness to cooperate with
the participants of the educational process which is the factor of successful building the inclusive educational environment. The article can be of use to psychologists-practitioners, pedagogues, pedagogues-psychologists as well as staff members of educational institutions.