Инклюзивный потенциал семей, воспитывающих детей с расстройствами аутистического спектра

Introduction. Working with the family of a disabled child in the context of its support combines special education, education, family psychology, and sociology. This paper is based on the analysis of measurable parameters of parental effectiveness in families raising children with autism spectrum disorders as a result of testing the mechanisms for assessing and studying inclusive potential. Methods. The study included 160 families raising children with autism spectrum disorders. The parameters of family functionality were groups of competencies, and the indication was measuring the degree of parental inclusiveness expertise. The study used the Self-Assessment of Parental Inclusiveness and the Expert Assessment of Inclusive Potential questionnaires developed by the authors. The results of the analysis were indicators of expert accordance and non-accordance in the form of overestimation or underestimation of subjective assessments. Results. Structured data on subjective expert assessments of family functionality were obtained in the context of five basic groups of competencies, including information-related, communicative, value- and meaning-related, personal, and educational competencies. Subjective attitudes towards information and communication support received from various services and departments were revealed. The problem of a unified family approach to the issue of encouraging and stimulating children was addressed. Data on the level of psychological and emotional comfort, attitudes towards the prospects for development and the specificity of attitudes towards the child and his defect were presented. The shortcomings and problems in the development of inclusive family competence are a lack of parental awareness of the special educational needs of children and the necessary special conditions, a lack of conflict-free communication skills, a lack of family education resources and parents’ personal resources. Analyzing adaptability, educational resources, personal maturity, ecological compatibility in relationships, availability and quality of channels for receiving assistance help determine priority areas and the nature of targeted psychological and educational support for families raising children with autism spectrum disorders. Discussion. The proposed framework for the quantitative and qualitative analysis and evaluation of parental competency enables us to reconsider the nature of interaction with families raising children with autism spectrum disorders and to change the system of their psychological and educational support.