DOI: 
http://dx.doi.org/10.15293/1813-4718.2204.13
UDC: 
37.0+376+159.9
Gudkova Tatyana Viktorovna
Кандидат психологических наук, Candidate of Psychological Sciences, the Associate Professor Department of General Psychology and History of Psychology of the Psychological Department, Novosibirsk state pedagogical university, gudkovatv@mail.ru, Novosibirsk

Organization of partnership between an educational institution and a tutor with parents of children with disabilities

Abstract: 
The article is devoted to the analysis of the problem of partnership interaction of educational institution specialists with parents of children with disabilities, which is its purpose. The introduction focuses on the modern positions of parents who act as important partners in the system of accompanying their child with disabilities. Methodology and methods. The study was conducted on the basis of studying the modern educational environment in the tutor support system and was built using methods of analysis, generalization of psychological and pedagogical literature and normative documents in education, observation. Research results, discussion. The paper says that their own observations and research in this regard indicate that families raising children with disabilities have significant independent resources, which are very important for the development and education of their child. The important conditions for the effectiveness of the work of specialists with parents are described, its systemic nature is emphasized. Along with this, the article pays special attention to the tutor support system. The essential grounds for the formation of partnership relationships are given and disclosed. In conclusion, the paper indicates that the tutor in the support system occupies a very important position, helping in the organization of the educational process at different stages. On the basis of the research, the unity of views is stated and it is concluded that specialists working with children with disabilities and their families should establish and maintain productive partnerships with parents. This type of interaction makes it possible to increase the potential of the correctional and developmental process.
Keywords: 
family tutoring, partnership interaction, parents, children with disabilities, individual educational route, tutor support
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References: 

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