The partnership interaction of an educational institution with parents of children with special educational needs: barriers and ways to overcome them

Abstract

The author of the article has raised the topical issue of partnership between an educational institution and parents of children with special educational needs (SEN).   The key principles and features of building effective partnerships based on trust, mutual understanding and shared responsibility have been analyzed. The purpose of the article is to theoretically substantiate the essence of partnership between an educational institution and parents of children with SEN as a necessary component of successful inclusion, to identify key principles and factors for establishing partnerships. Methods: analysis and synthesis, comparison and generalization, survey methods, pedagogical observation. Results of the research. Based on a thorough analysis and synthesis of scientific positions, the essence of the concept of “partnership interaction of an educational institution with parents of children with SEN” has been clarified. The researcher has conducted a survey and identified barriers that affect the readiness of parents of children with SEN to fully cooperate with an educational institution: emotional and psychological, information and communication, time and resource, and the barrier of distrust in the education system. It has been established that educational institutions also face a number of internal and external barriers to successful partnerships: human and resource, professional and competence, organizational and emotional barriers. It has been established that one of the reasons for the lack of cooperation between the educational institution and parents is the lack of communication and organizational competencies of the support team specialists. It has been found that the basis of partnership is a partnership model based on dialogue, joint decision-making, planning of the child's individual educational trajectory and joint responsibility for the results of the child's education, upbringing and development. Conclusions. It has been summarized that in order to establish and develop partnerships in education, it is necessary to improve teacher training programs and increase staffing for inclusive education; provide systematic professional development of managers and teachers with a focus on improving their professional, communicative and organizational competencies; develop and implement effective digital platforms for joint systematic communication between IRC staff, specialists of the psychological and pedagogical support team and parents of children with SEN; to develop programs of psychological and pedagogical education for parents, as well as psychological support for all participants in the educational process in the context of war.