This study is aimed at theoretical substantiation, experimental verification and confirmation of the possibilities to adapt and rehabilitate such families with the help of a parent support program based on the parent club of the Center for Psychological, Medical and Social Assistance. The methodological basis of the study was the systematic and active support to families in inclusive education. The research was carried out by analyzing scientific literature and using psychological techniques. The results of the study deepened the scientific understanding of the principles, mechanisms, methods of measuring the effectiveness and improving the process of accompanying a family raising a child with disabilities in inclusive practice. The article defines the essence and content of the adaptive and rehabilitation potential of a family raising children with disabilities, identifies the structural components; and provides diagnostic tools. The results of the experimental study prove that the actual problem of improving adaptive and rehabilitative potential of a family raising children with disabilities can be successfully solved with the help of a parental support program in a parent club.
The research urgency is caused by necessity of the accumulation of human capital as the main factor of economic growth. The purpose of this article is to identify methods of psychological and pedagogical support of formation of professional outlook of the university students. Methodological basis of the research was the principle of acmeology, which allowed to consider professional outlook as a set of special knowledge, value orientations, ways of activity, influencing the formation of professional competencies, readiness for lifelong learning, and competitiveness on the labour market. The main results of the study are to identify informational, motivational, activity-methods of psychology-pedagogical support. The significance of the results is that informational methods (lectures, discussions, lecture-discussions) is aimed at assimilation of special knowledge, which became a belief and contributes professional views of the future specialist. Motivational techniques (exhibition of achievements of the students, the construction of individual educational trajectories) promote awareness of belonging to a professional community, the formation of relatively autonomous and sustainable system of internal determinants of professional activities (interest, social, group, personal values). Activity methods (research work of students, internships) provide a co-creative artistic search teacher and student the solution of existential problems of professional activity and the formation of an integrated system of beliefs, attitudes, values and skills. Performance criteria methods of psychological and pedagogical support reflect a relationship of professional ideals, values related to the chosen profession, readiness for
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