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June 2020, № 3 (226), pages 28-33

doi: 10.25198/1814-6457-226-28

Nikitina А.А., Kargapoltseva N.A. CONSTRUCTIVE MODEL OF INTERACTION OF TEACHERS AND PARENTS IN THE INCLUSIVE EDUCATION SYSTEMSince 2019, the National Education Project has been implemented on the territory of the Russian Federation. An integral part of the implementation of this project is the support of families with children. So within the framework of this issue, the federal project “Support for families with children” is being implemented. The main goal of the project is to create conditions for increasing the competence of students’ parents in teaching and raising children. Within the framework of the regional project, since 2019 in the Orenburg region on the basis of the state budgetary institution “Central psychological, medical and pedagogical commission of the Orenburg region”, the Consulting center “We are together” was created. At present, the already developed models are not effective enough (since the results of testing these models have not been provided), or these models cannot be implemented within educational organizations. When solving the problems of the lack of support specialists in educational organizations of the Orenburg region, we have developed a modern model of interaction between teachers and parents in the system of inclusive education. The proposed model is theoretically and scientifically grounded and promotes conscious and practical interaction between parents and teachers in the system of inclusive education. The model will be tested within the framework of a pilot project on the basis of the state budgetary institution “Central psychological, medical and pedagogical commission of the Orenburg region” by specialists of the Consulting center “We are together”. The model is also practically effective, since it can be used in the absence of support specialists in the educational organization. When specialists of the consulting center “We are together” implement it, the possibility of reaching the parental community will increase and, accordingly, the number of psychological and pedagogical services provided will increase.Key words: interaction, interaction model, parents (legal representatives), teaching staff, inclusive education, student with disabilities.

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About this article

Authors: Nikitina A.A., Kargapoltseva N.A.

Year: 2020

doi: 10.25198/1814-6457-226-28

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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