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The article presents scientific approaches to the phenomenon of psychological safety of an inclusive educational environment. As one of the basic conditions for the psychological safety of an inclusive educational environment, the psychological readiness of parents of children with disabilities is considered: its structural components (cognitive, emotional, conative) and their content, due to the specifics of joint education of children with typical and atypical development. The relationship between the level of psychological readiness of parents and the level of psychological safety of an inclusive educational environment has been theoretically substantiated and empirically confirmed. Among the indicators of the psychological readiness of parents of children with disabilities, contributing to ensuring the psychological safety of an inclusive educational environment, the following is considered: active participation of parents in building the educational route of a child with disabilities, knowledge about the special educational needs of their own child, special conditions corresponding to these needs, emotionally positive attitude and satisfaction with interaction with subjects of an inclusive educational environment, protection from psychological violence of parents and children with disabilities as a central feature of a comfortable inclusive educational environment.

Parents' psychological readiness as a condition for psychological safety of an inclusive educational environment