Training as Optimal Form of Work with Parents of Primary School Pupils when Forming Inclusive Educational Space

Abstract

The research urgency is caused by necessity to resolve the contradictions between the active introduction in educational institutions of practices of inclusive education and a lack of willingness of parents to collaborative learning and integrating the interaction of all children. The article focuses on the search for optimal forms of work with parents of pupils - normal typical children and children with disabilities - at the first stage of general secondary education (primary school). Attention is paid to the role of training as a method of forming the competence of parents in inclusive education and their readiness to the training of the child in terms of educational inclusion. The results of experimental activities (2015-2017) are presented, the aim of which was to identify the effectiveness of training in working with parents of students of primary school in the formation of inclusive educational space. It is shown that using training in working with parents is congruent with their socio-andragogical characteristics and effective from the point of view of the formation of their competence in the field of inclusive education, acceptance of its conditions, characterized by heterogeneity and polysubjectiveness.