Parents’ perceptions of preschoolers with disabilities about their subsequent schooling

Parental perceptions and their qualitative characteristics can both promote the socialization of a child with disabilities and hinder it. The readiness of a preschooler with disabilities for school education is largely determined by the pretensions and requirements of parents, their perceptions of the child's development, and a correct assessment of his or her abilities and limitations. The article presents data characterizing the perceptions of parents raising preschoolers with severe speech disorders and mental retardation about the school future of their children. The interrelation of ideas of parents with their educational and professional status, understanding of the real possibilities of the child is established. The results of the study can be used in consulting work with families who have children with disabilities of preschool age.