Svetlana O. Avchinnikova

The relevance of this article stems from the need to fully integrate homeschoolers into the inclusive education system in order to enhance the effectiveness of their education and socialization processes. The aim of study was to determine the specifics of psychological and pedagogical support for home-schooling subjects and to develop recommendations aimed at increasing the rehabilitation potential of the family. The methodological basis for the study was the concept of the socializing function of hospital-based pedagogy and home education for children; models of specialized services to support an inclusive school in the domestic and foreign educational concept, a resource-potential approach to considering the family as a key participant in social rehabilitation relations. The research materials include the results of a survey of children and their parents (18 families) practicing homeschooling. The approaches to organizing and supporting homeschooling for children with disabilities and special needs were analyzed, typical limitations and problems of subjects of the educational process at home (students, learners, family members) were described, and relevant ideas for the further development of inclusive practices were highlighted in the best practices of interaction with families of children studying at home. It was found that the psychological and pedagogical support for home-based education provided by educational organizations did not fully comply with the framework of inclusive education. The organization of school-family cooperation focuses primarily on education, with insufficient attention paid to the process of socialization and the resources of collective interaction. Online presence and psychological and pedagogical assistance for parents are not fully utilized, which affects the development of socio-personal competences and overall student success. It is revealed that the membership of individual students in the classroom has a formal character, since there are no friendly and companionable interpersonal relationships, and involvement in extracurricular activities is episodic. It was suggested that support should be comprehensive, including all aspects of home-based education. The support should take into account the unique circumstances of each family and should be provided by a team of dedicated professionals from an inclusive school. The theoretical significance of the study consists in expanding the range of issues related to inclusive education. The practical significance consists in the development of recommendations concerning the content and forms of psychological and pedagogical support for subjects of home-based education.

The article becomes relevant due to the need to build effective interaction with the families of students in accordance with the requirements of fundamental documents in the field of education and the real needs and resources of modern parents. The aim of the article was to identify the reserves of productive psychological and pedagogical interaction. The tenets of the personality-oriented and axiological approaches served as the methodological basis of the study. The empirical base of the study was 3 educational organizations of Smolensk, in which 85 teachers were questioned. The study analyzed Russian and foreign experience in the field of cooperation between an educational organization and parents. It was found that the subject-subject nature of the interaction implies a high degree of parental involvement in the child's education and cooperation with the school in various areas. The initiative and tone of interaction are determined by the context of communication and activity created by the class teacher as a mediator. The most productive forms of interaction in the best pedagogical practice as well as typical problems that reduce the quality of interaction were identified. A rather high level of professional interest of teachers in the problem of interaction between an educational organization and families of students was empirically confirmed. It is stated that the interaction is carried out in different directions with the prevalence of jointly solving problems of spiritual and moral education. The majority of respondents prefer traditional forms of interaction and at the same time actively use mobile communication tools. For the purpose of professional improvement, class teachers are recommended to master creative forms and techniques (based on joint creative activity), which will allow the teacher to go beyond the existing standard procedures and operations, and will help parents deepen their knowledge of themselves as the subject of socio-pedagogical interaction. The theoretical significance of the study is in expanding the vision of the possible application of the key ideas of creative pedagogy. The practical significance is in the improvement of the psychological and pedagogical tools for the interaction of class teachers with the students' families with methodological techniques of creative pedagogy.