Psychological particular qualitiesof partnership interaction between teachers and parents of a child with special educational needs in the context of inclusive education

Abstract

The article examines the problem of normalizing the interaction
between a teacher and parents of children with special educational needs on
the basis of partnership pedagogy. Attention is focused on the specificity of
the psychological state of a family raising a child with special educational
needs as a prerequisite for complicating the cooperation of all members of
the team of psychological and pedagogical support. An attempt is made
to highlight the psychological aspects for harmonizing the partnership
between parents and teachers in an inclusive educational environment.