Uliya Afonkina

The problem of support for parents raising a child with autism spectrum disorders is relevant due to their determining role in establishing contacts with the world around the child and, at the same time, significant difficulties that hinder the successful realization of parents' educational functions. Among such difficulties there are negative psychological experiences of parents (fear, anxiety, stress), lack of necessary information regarding the specifics of educational tasks, negative educational experience, as well as social rejection of the child and his/her family. Due to the above, the fulfillment of the educational function by parents becomes much more complicated, and parenting is qualified in the psychological and pedagogical sense as "special". The purpose of the research presented in the article is to substantiate, develop and test the author's original means of fostering informed parenting in mothers raising children with autism spectrum disorders – pedagogical game "Understand me", which provides understanding of the child's specific difficulties; acceptance of the role of a parent of a child with ASD; development of an effective program of actions in various educational situations. The leading methods of researching the problem were a survey of mothers bringing up children with autism spectrum disorders 4-13 years old using the developed questionnaire, and the formative experiment involving game meetings. As a result of the study, the effectiveness of the developed pedagogical game has been demonstrated in terms of mothers' emotional and informational support, acquisition of effective child-rearing techniques and positive contacts with the social environment. Positive effects of trial testing of the pedagogical game, along with satisfaction with the proposed activity and the desire to continue it, also confirms the establishment of new productive contacts by mothers, reflection of their educational experience, the opportunity to take a new look at educational problems, increasing the objectivity of ideas about their child and themselves; manifestation of optimism; finding answers to important questions. Theoretical significance of the study lies in the fact that its results enrich scientific ideas about the potential of pedagogical game as a means of fostering informed parenting in families raising children with autism spectrum disorders. In practical terms, the developed pedagogical game can be used for psychological and pedagogical support of these children parents.

Inclusive processes in professional education are considered in the context of building an inclusive vertical line at the present stage of society development. They are also understood as a condition for people with disabilities to achieve an independent life, their professional self-realization. The purpose of the research presented in the article is, firstly, to analyze modern scientific ideas and approaches to the problem of inclusive education, secondly, to highlight the factors and specific understanding of this problem by students, and thirdly, to identify the representation features of inclusive education significant aspects in the minds of students with disabilities studying at the University, using the method of semi-formalized interview. Based on the results of empirical research, it is shown that the leading aspects of inclusive education for students with disabilities are humanistic and relational aspects, at the same time, they are characterized by a certain underestimation of the professional component of training. Risks, as well as ways to overcome them, are objectified by them in the sphere of relationships that ensure public recognition, and in the field of self-perception, reflecting the level of educational achievements and the degree of their social demand, which emphasizes the priority importance of the socio-psychological climate in a particular student group to achieve true inclusion. The theoretical significance of the article is determined by the fact that modern approaches to inclusive education are systematized, in the context of which aspects, significant for development of inclusive processes in professional education, are interpreted, and the category of relations is problematized as crucial for understanding the prospects and trends of inclusive professional education. The practical significance of the article is that the presented research results can form a scientific basis for designing an inclusive educational environment at the University and determining the directions of psychological and pedagogical support for students with disabilities for their social and professional adaptation.

The changes in socio-economic environment are associated to a large extent in modern Russian reality with the development of inclusive education for people with disabilities of various nosology groups. Inclusive education is considered as a way of integration into the society, and in a broader sense as a way to create new legal, social, economic relations characterized by overcoming the isolation of people with health limitations from socio-economic processes, increasing their social status and personal satisfaction. Accordingly, the search for ways to overcome all kinds of barriers arising in the actual practice of integrating people with health limitations in the university community confirms the relevance of the research. The main goal is to identify and give classification of the difficulties, which the students with health limitations face in adapting to studying at the university, and also in integration to the university community. The process of teaching students with health limitations and analyzing their problems of social and psychological-pedagogical nature determined the need to solve the problem of creating special conditions at the university aimed at solving problems of social, personal and professional self-determination of students with health limitations, preserving and building up their psychophysical health, development of social activity. Institutional, environment, resource and inclusive-integrative approaches served as the methodological basis of the research, as well as general scientific methods and principles of scientific knowledge: methods of analysis and synthesis, comparison and generalization. Thus, on the basis of the study of inclusive processes in professional education of people with health limitations, the authors defined the prospects and developed a model of an inclusive university community. The results of the research are of scientific and practical importance, they may be used in further psychological, pedagogical, philosophical, sociological, economic researches of inclusive professional education phenomenon, and can be used for practical development of methods to manage inclusive processes in professional education by executive bodies, regional target programs of innovative development.