Cognitive component of psychological readiness of parents of children with disabilities to support a child effectively in inclusive education

The effectiveness of the implementation of inclusive practice depends on the quality of interaction of participants in educational relations, including parents of children with disabilities with the teaching staff of the organization and legal representatives of other children. The relevance of the study is due to the need for active involvement of parents in the educational process. The formed cognitive component of their psychological readiness for inclusive learning makes it possible to approach adequately the choice of an educational route for a child with disabilities, promptly solve difficulties arising in the way of its implementation, provide effective psychological support and thus actualize his personal potential to achieve the maximum possible result of socialization. Taking into account the specifics of the cognitive component of the psychological readiness of parents of children with disabilities to support a child effectively by specialists in inclusive education will improve the quality of the advisory assistance provided.