Dmitriieva O. - The problem of teachers’ attitude to interaction with parents of pupils with special educational problems

Contact: Dmitriieva Oksana, PhD, Associate Professor at the Department of special pedagogy and inclusive education of Kamianets-Podilskyi Ivan Ohienko National University, Kamianets-Podilsky, Ukraine. Academic interests are: legal education of pupils with hearing impairment, psychological and pedagogical maintenance of children with hearing impairment in terms of special and inclusive schools, the usage of sign language in the process of education and development of children with hearing impairment.

The article analyzes the research results of the problem of teachers' attitude to interaction with parents of pupils with special educational needs. It has been found that the current problem of modern education, solution of which will contribute to the effective and efficient activity of general secondary education institutions with special and inclusive education, education and rehabilitation institutions is the
interaction of teachers and parents of pupils with special educational needs. In the course of the research, the content of the activity of the education and rehabilitation center in relation to the interaction with the pupils’ parents was analyzed. We conducted surveys and discussions with the teachers of the education and rehabilitation center in order to identify achievements and difficulties in cooperation with families raising children with hearing and intellectual disabilities, to identify parents’ interest in children's achievements, parents' readiness to follow teacher's advice. Effective forms of interaction between teachers and parents were identified.
The majority of teachers (85%) indicated that there is a category of parents of children with hearing and intellectual disabilities who are reluctant to cooperate with the specialists of the education and rehabilitation center. Only a small proportion of parents (15%) actively cooperate with the institution, are interested in the achievements of their children.
The results of the research show that teachers are not always aware of the importance and necessity of cooperation with family. Many young professionals believe that they are ready to provide the necessary services to a child with special educational needs, while underestimating the role of parents. Parents, considering that they know their child much better, understand and educate themselves, give the employees of the educational institution first of all the function of caring for the child.
Thus, a large number of respondents have a desire for autonomy in the education and upbringing of children with special educational needs, which does not contribute to the achievement of positive results.

Key words: interaction, children with special educational needs, teachers, parents, education and rehabilitation center, effectiveness, activity.