Research on information awareness of teachers working with children with severe and multiple developmental disabilities in Armenia

Introduction. As in many countries, in Armenia the problem of providing psychological and pedagogical assistance to families and teachers of children with severe and multiple developmental disabilities is still insufficiently developed. Based on the research results and practical evidence, recommendations for teachers on adjustment of disabled children to school environment are presented. Materials and Methods. The research methodology is based on previous international studies on the role of teachers' attitudes to children with severe and multiple developmental disorders, as well as difficulties in their socialization /Chulkov, V. N.; Golovchits, L. A.; Basilova, T. A., etc./. The model of remedial educational, psychological, technical and social interventions has been developed. Results. The results indicate that the institute of rehabilitation care for children with severe and multiple developmental disabilities is not fully established in Armenia, especially within inclusive education. Moreover, there is no uniformed approach to this problem. Revealing difficulties of teachers working with children with severe and multiple developmental disabilities in Armenia will allow to conduct primary educational diagnostics, adjust the content and methods of working with these children to their special educational needs, and design supportive educational environment. Conclusions. The findings indicate the need for systematic assistance to teachers working with children with severe and multiple developmental disabilities to identify difficulties within the educational process, close cooperation with multidisciplinary teams or professionals from resource centers, which, in its turn, contributes to the creation of a unified system of assistance to teachers working with children with severe and multiple developmental disabilities in Armenia.