Keyword: «parental expectations»

Inclusive educational environment presupposes the formation of a new system of social interaction between subjects of educational relations. It forms qualitatively different relations between subjects than in other educational environments. The specificity of these relations is largely determined by the transformation of their usual functions, due to the need for an increasingly significant inclusion in the solution of the problem of individualizing an inclusive educational environment. The purpose of the article is to substantiate scientifically and objectify empirically the ways for the necessary transformations of the system of psychological and pedagogical support in the aspect of interaction with parents of students with disabilities on the basis of stimulating their subjective activity. To achieve this goal, we studied the expectations of parents of this category of students in relation to their inclusive education. The results of this study are presented in the article. The leading theoretical approach for our research is the subjective approach. In addition, as a methodological approach to the study of this problem, we focused on identifying the grounds for the subjective activity of parents of students with disabilities. The conducted empirical research using the method of unstructured interviews made it possible to define appropriately and consistently the types of parental expectations. It showed that the expectations of the parents of students with disabilities reflect their parental positions and needs, and also reveals the problematic field of contradictions that need to be overcome in the process of psychological and pedagogical support. The theoretical significance of the research results lies in the enrichment of scientific ideas about the characteristics and stimuli of subjective parental activity in an inclusive educational environment, about the specifics and effective mechanisms of its individualization under conditions of inclusion based on the typology of parental expectations. The practical significance of the obtained research results is determined by the development of recommendations for increasing the subjective activity of parents in this environment, taking into account the identified typology of their expectations.