Cooperation of teachers and parents of a child with special educational needs in the conditions of inclusive education

Abstract

The article deals with the peculiarities of the cooperation of the teacher with the parents of the child with special educational needs in the conditions of inclusive
learning. On the basis of scientific and methodological literature the experience of cooperation of family and school of foreign countries is analyzed, where the key
feature of organizing effective cooperation of parents with the school is the use of various forms of participation of the parent community in school management
- councils, commissions, committees. Such school boards provide equal rights and responsibilities for children, teachers and parents. The influence of the family on the physical, spiritual, intellectual and social development of a child of a certain category is discussed. Forms of work and tasks of the modern educator on establishing relationships and effective cooperation with the family of a child with disabilities are defined, namely: parental meetings, conversations (collective, individual, group), consultations, seminars, trainings, organization of business games, visiting families, days open doors, open lessons for parents, decorating corners for parents, publishing themed newspapers, and more. It is noted that in order to form a positive, tolerant attitude towards children with special
educational needs, it is necessary to prepare not only the pedagogical staff of the school in advance, but also to carry out educational work with parents and students of the class. The teacher’s recommendations are offered for conducting educational work with all parents and students of the class in order to form a positive, tolerant attitude towards children with special educational needs.