Abstract:
An important factor determining the success of inclusion is the parent's attitude, who must be an active part of this process. Although the parent is the first and primary partner of the specialist in inclusive education, they currently face a series of problems that they cannot overcome on their own. This article provides a theoretical analysis of the definition of parental attitudes, as well as their main characteristics; it examines the psychological aspects of identifying parameters for evaluating parental attitudes; it presents preliminary results of the study of the specifics of parental attitudes in the context of inclusive education. The research is conducted within the Research and Innovation Subprogram ”Strengthening Educational and Social Services to Ensure Inclusive Education for Children with Special Educational Needs”.
