Specific features of psychological and pedagogical advisory support for parents of the children with special educational needs in inclusive educational space

The article describes significant trends of school and family cooperation in inclusive education. Its success depends on qualitative psychological and pedagogical advisory support services for parents of the children with developmental disorders. It has been found that in the families, who bring up children with developmental disorders, there are specific mutual relations. It highlights the specific features of parents’ perceiving of their urgent inner family situation that touches every family relation structures: emotional, cognitive and behavioral. The mental tension and emotional discomfort are identified to appear clearly in the sphere of emotional reaction of parents of the children with developmental disorders. The cognitive sphere is for perceiving of their family situation as a troubled. Behavioral sphere is characterized by active search for inner and outside psychological and pedagogical advisory support. The types of incorrect family upbringing caused by parents’ deprecation of the fact they have children with developmental disorders (deprecation; hyper care; anxious and distrustful upbringing; non-interference) and its consequences are distinguished. We established that while providing psychological and pedagogical advisory support for parents of the children with developmental disorders it is impossible to be limited by urgent needs and enquiries. It is proved by the fact that every set consulting task is to be comprehended in advance and work on the changes of the present and future. Taking into account the efforts of the scholars to describe the issue, we may distinguish the proof of optimal conditions to provide qualitative psychological and pedagogical advisory support services for parents of the children with special educational needs in inclusive educational space may be perceived as a perspective of the further scientific search.