Family as a Factor Determining the Individual Educational Route of a Child with Disabilities

Abstract

The article presents some data on the growing role of a family as a customer of educational services as well as it shows the existence of a priority legal right for parents to choose an educational programme and organisation for their children. A comprehensive study that determines the individual educational route of a child with disabilities was carried out on the basis of the developed technologies of a special pedagogical questionnaire. The authors obtained new data on the opinions of parents on the issue of teaching the hearing impaired, the visually impaired and children with musculoskeletal disorders. In accordance with the selected criteria, the educational requests of parents of children with disabilities at the stage of completion of preschool and school education have been analysed. A detailed analysis of experimental data has made it possible to identify problem areas in planning and implementing of an individual educational route, to clarify features and patterns in the construction of an individual educational trajectory by a family of a child with disabilities. The dynamics of educational requests and expectations of parents raising preschoolers and senior school students with sensory and motor impairments has been traced. Conclusions have been made about the need to expand cooperation between the educational organisation, the psychological, medical and pedagogical commission and the family in the design and implementation of an individual educational route for a child with disabilities.

Future teachers facing the use of technology for inclusion: A view from the digital competence

“…Just as students and schools can overcome barriers and improve the presence, participation, and learning of all children thanks to ICTs, parents have highlighted the need to extend the cooperation between educational organisations, guidance or health service professionals, and the family to design and implement personalised educational approaches for each child with a disability (Olkhina et al, 2021 ).…”