children with disabilities

Introduction. Currently, the inclusion of children with any developmental disabilities in society is a priority direction of state policy in relation to these children. In the article, the child-adult community is considered as a resource for educating schoolchildren with special problems (deviant behavior, limited health opportunities). The purpose of the article is to reveal the educational potential of the child-adult community, its possibilities for the upbringing and development of children with special diffi culties. Theoretical analysis.

Introduction. This article presents the results of the content analysis of dissertation research by Russian and foreign scientists devoted to the socio-pedagogical support of families raising a child with disabilities. The problems of raising children with disabilities are considered; the actual problems of interaction between a child, parents and an educational institution are described. Theoretical analysis. The article describes the methodology of the problem of accompanying the family of a child with disabilities.

In the modern Russian education system, there are a number of discrepancies, when at the legislative level the rights of a child with disabilities to study in the environment of normatively developing peers are recognized, but at the educational level the educational process remains unchanged, and therefore the professional activity of teachers requires deep rethinking. At the center of this discrepancy is the family of a child with disabilities, which is disoriented in the social situation, moral categories and personal values.

The article is devoted to the analysis and importance of the first educational practice of special education students as a resource to expand the access to social-communicative environment. Attention is focused on the fact that for the realization of the rights and successful socialization of children with developmental disabilities not only technological accessibility of the environment is important but social as well. Expanding the availability of social and communicative environment is a two-way process.

The purpose of this article is to consider the foreign experience of studying the conditions for the formation of social attitudes. The article covers the problem of studying conditions for the formation of teaches' attitude to inclusive education. The offered data show the importance of the research as teachers are social and psychological phenomena reflecting a unified motivational system of professional activity and affecting its efficiency. There is a lack of works on studying the attitude of teachers to inclusive education in Russia's science.