Ekaterina A. Sen

In the context of active digitalization of education, the interaction between teachers and parents of students with disabilities in terms of digital socialization is of particular importance. Domestic and foreign scholars emphasize the importance of digital socialization for children and adolescents, highlighting its characteristics, components, and pedagogical aspects of its implementation in practice. The aim of this article is to identify the teacher's readiness for this interaction based on the aspects identified during the theoretical study of the problem through the analysis of domestic and foreign sources. The study employs a systematic approach, which allows for the examination of pedagogical practices as systems consisting of various components that are interconnected. The research methods include analysis, generalization, and systematization of the results of theoretical studies, as well as a survey aimed at identifying various aspects of teachers' readiness to interact with parents of students with disabilities in the field of digital socialization. The survey method was chosen as the most effective way to obtain representative data on the actual practices of teaching students with disabilities in various educational institutions in the Russian Federation. Based on the analysis of the survey results, the article presents relevant issues related to the interaction between teachers and parents of students with disabilities. These issues include both organizational and methodological aspects, as well as insightful questions. The results of the study showed that insufficient teacher competence in digital socialization and a lack of systematic efforts to inform parents about digital education and training are important factors hindering the successful digital socialization of students with disabilities. The theoretical significance of the article is revealed in the lines of summarizing the current aspects of the interaction between teachers and parents on the issues of digital socialization, and clarifying the significant aspects of this interaction at the present time. The practical significance of the research results presented in the article lies in determining the vectors for building the interaction between teachers and parents in order to organize effective digital socialization for students with disabilities. The data will be useful for teachers working with children with disabilities, developers of advanced training courses, and scholars conducting research in the field of teacher professional development.