APPLICATION OF THE MODEL OF INTERACTION BETWEEN PARENTS AND CHILDREN WITH DEVELOPMENTAL DISORDERS IN THE CONDITIONS OF THE INCLUSIVE RESOURCE CENTER

Abstract

The article examines the issue of interaction between parents of children with mental retardationand specialists of the inclusive resource center. Success and progress in children's development depends onthe close, coordinated work of inclusive resource center specialists and parents of children with disabilities, as well as the active inclusion of parents in the process of correction of disabilities as equal members of the teamof psychological and pedagogical support, which was the goal of the experiment. The study was conductedon the category of children with learning difficulties, as mental retardation is now interpreted as the mostnumerous category of children with disorders of primary school age. Visiting an inclusive resource center bychildren of this category allows them to exercise their right to a correct diagnosis and to receive high-qualitycorrective work.Research methods. The level of parents' satisfaction with the work of the center's specialists was determined,the level of assistance to a child with severe speech disorders was assessed, as well as the interaction betweenparents of children with disorders and the center's specialists according to the methods «Study of parents'satisfaction with the work of specialists of the inclusive resource center», as well as «Study of parents'assessment of the role of an inclusive resource center in raising children with severe speech disabilities»(developed by associate professor A.A. Andreev).Research results. It was noted that the level of parents' satisfaction with the work of inclusive resourcecenter specialists increased under the condition of close, long-term cooperation with IRC specialists,and the assessment of the help received by children with learning difficulties also increased. This made itpossible to obtain positive changes in the provision of assistance to children of this category and to obtainpositive results of corrective and educational influence.All specialists of the inclusive resource center were aware of the need for constant, close interaction withthe parents of children with developmental disabilities in order to obtain a positive result of the correctiveand developmental work provided to children in the conditions of the inclusive resource center. The inclusiveresource center provides complex psychological and pedagogical support to a child with mental retardation,at the same time educating its parents, including them in active work with their child, as well as motivatinginclusive resource center specialists to provide more effective corrective and developmental influence.Conclusions. The results of the study allow us to draw a conclusion: the interaction between parentsof children with severe speech disorders and specialists of the inclusive resource center should representa special form of mutual cooperation, which involves the active participation of parents in the correctiveand developmental process, close communication with the specialists of the center in order to compensate forspeech disorders children of this category.