Interaction between a special education teacher and the parents of a child with special educational needs in the process of psychological and pedagogical support in an inclusive setting

Authors

DOI:

https://doi.org/10.15587/2519-4984.2025.348432

Keywords:

special education teacher, parents, children with special educational needs, psychological and pedagogical support, inclusive education, emotional safety, cooperation, interaction, partnership

Abstract

This article addresses the question of how to build effective interaction between special education teachers and the parents of a child with special educational needs, a necessary condition for psychological and pedagogical support in an inclusive educational setting. The relevance of this study lies in the reform of the education system in Ukraine, the standards of inclusive education, and the need to create effective forms of interaction among participants in the educational process. The psychological conditions that guarantee ideal cooperation between teachers and parents were analyzed. The main communication problems and ways to overcome them were identified. Particular attention is paid to the parents' psycho-emotional security as a prerequisite for their obligingness to communicate with teachers. Important features of the competency-based approach to organizing psychological and pedagogical support are revealed. This approach determines not only the support for the child but also the systematic support for the family to accept the characteristics of their child's development and formulate rational educational strategies. Several models of psychological and pedagogical support in the inclusive education system are presented, and the role of parents is discussed. It is scientifically proven that developing parental resilience is important as an adaptive resource that allows parents to interact effectively with teachers and support the child's progression. The organizational and methodological principles of support, which consider the needs of the child and their family, are clarified. The need for professional development for future teachers working with parents of children with special needs is emphasized, as is the development of their professional and specific competencies. Based on the results of the analysis, key principles were identified for building alliances between teachers and families, contributing to the optimization of the educational process and ensuring the integrity of support for the child in the various environments of their life

Author Biographies

Liudmyla Sipko, Bohdan Khmelnytsky National University of Cherkasy

PhD, Associate Professor

Department of Pedagogy and Psychology

Viktoriia Zavhorodnia, Bohdan Khmelnytsky National University of Cherkasy

PhD, Lecturer

Department of Anatomy, Physiology and Physical Rehabilitation

Olena Svietlova, Bohdan Khmelnytsky National University of Cherkasy

PhD, Associate Professor

Department of Anatomy, Physiology and Physical Rehabilitation

References

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Published

2025-12-30

How to Cite

Sipko, L., Zavhorodnia, V., & Svietlova, O. (2025). Interaction between a special education teacher and the parents of a child with special educational needs in the process of psychological and pedagogical support in an inclusive setting. ScienceRise: Pedagogical Education, (4 (65), 27–32. https://doi.org/10.15587/2519-4984.2025.348432

Issue

No. 4 (65) (2025)

Section

Pedagogical Education

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Copyright (c) 2025 Liudmyla Sipko, Viktoriia Zavhorodnia, Olena Svietlova

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