Formation of psychological and pedagogical competences of parents in the upbringing of children with intellectual disorders of moderate degree

В статті висвітлюються актуальні питання у формуванні психолого-педагогічної компетентності батьків, які виховують дітей з інтелектуальними порушеннями помірного ступеня, та досвіду роботи психолого-медико-педагогічних консультацій з означеного питання, що є актуальним у зв'язку із впровадженню сучасних форм соціальної інтеграції дітей з особливими освітніми потребами. Виокремлена психокорекційна та освітня робота з батьками, їх форми і зміст. Наголошено на необхідності поглиблення і системності психокореційної роботи з батьками, зокрема, через відповідну підготовку фахівців Інклюзивно-ресурсних центрів.The article deals with the issue of formation of psychological and pedagogical readiness of parents of children with intellectual disordersof moderate degree to participate in educational and rehabilitation work with them. This is relevant in connection with the introduction of modern forms of social integration of children with special educational needs.The purpose of this article is to present the actual issues in the development of the competence of parents educating children with intellectual disordersof moderate degree, and the experience of psychological, medical and pedagogical consultations on this issue.In the process of research, the analysis of the status of families educating children with intellectual disorders of moderate degree, the development of scientific and methodological foundations for the formation of the competence of parents of this category and the experience of introducing various forms of work with them was carried out.The key task that is solved in working with parents is to train them to realistically perceive the child's condition. On this depends the success of increasing the parental psychological and pedagogical competence and their partnership with experts in adapting the child to life in society, as well as the normalization of social functioning of the parents themselves.The most tried and tested is the educational work with parents in the activities of specialists in psychology, medical and pedagogical consultation. Practical experience is learned by parents during the demonstration sessions, during consultations with specialists.The following formsof work, such as psychological and pedagogical study of microscience and educational potential of the family, the design of the socio-pedagogical process in the family, the selection of specific means and methods of rehabilitation, the teaching of parentsto independently analyze the child's potential, prepare them for the perception of successes and failures, are tested and implemented.Further expansion of cooperation with parents and their rehabilitation involves deepening psycho-corrective work with them, which can be achieved through the training of specialists capable of carrying out the advisory and psychotherapeutic work that is necessary in the activity of newly created inclusive-resource centers