Open AccessVALUE-SEMANTIC ORIENTATIONS OF PARENTS RAISING CHILDREN WITH DISABILITIES WHEN CHOOSING AN INCLUSIVE FORM OF EDUCATION
Author(s) -
Elena L. Indenbaum,
Y. Lifanteva,
Anna A. Gostar
Publication year - 2021
Publication title -
evrazijskij soûz učenyh/evrazijskij soûz učënyh
Language(s) - English
Resource type - Journals
eISSN - 2413-9335
pISSN - 2411-6467
DOI - 10.31618/esu.2413-9335.2021.1.86.1373
Subject(s) - raising (metalworking) , psychology , harmony (color) , value (mathematics) , social value orientations , special education , socioeconomic status , position (finance) , developmental psychology , social psychology , pedagogy , medicine , computer science , art , population , geometry , mathematics , finance , machine learning , economics , visual arts , environmental health , microeconomics
The article is dedicated to the assessment of the personal position of parents raising children with disabilities. Studying them becomes especially important if the family chooses inclusive education for their children. The article presents a comparative analysis of the personal positions of parents whose schoolchildren have mild or severe forms of developmental disorders. To obtain reliable data, a social portrait of the families participating in the study was compiled (the education of the parents, their occupation, the socioeconomic status of the family, etc.) was assessed. The value-semantic orientation of the parents, being one of the components of the personal position, was characterized. Their assessment was carried out according to such criteria as adequacy and balance (harmony). The following value-semantic orientation of the parents was revealed: adequate balanced, insufficiently adequate, unbalanced, inadequate. Depending on the identified orientation, recommendations were made for accompanying families raising children with disabilities in general educational organizations.