Аннотации:
© 2016 Akhmetzyanova and Saitgaleeva.Timeliness of the problem stated in the following article is determined by the fact that the parents who give their disabled children inclusive education should not only be highly-competent for supporting, but they should be ready to change their way of thinking concerning active interaction with teachers and immediate help to the child with some problems occurring in the process of education. Aim of the article is to form certain training models for parents bringing up a disabled child; these models are meant to prepare parents for participation in the process of inclusive education for child with disability. Main research method for this problem was modeling, which let us see the problem as an aim-targeted and well-organized process of knowledge and parental skills enhancement, that are necessary for effective supporting of the disabled child with his/her life and education. Structure of the presented life and education support training model for parents with disabled children includes purposeful, methodological, informative and effective components. The model is targeted at giving parents new knowledge about inclusive education for children with disability and at improving life and educational support skills. Teaching parents in accordance with this program is the main condition for improving the quality of educational and social inclusion of disabled children. The information given in the article might be of practical use for specialists and teachers from educational organizations, who implement educational inclusion by means of parents and family’s potential in disabled education for disabled children; for specialists from inclusion education resource centers as a part of educational support trainings for parents with disabled children.
