Parenting Styles in Families of Children with Disabilities

Introduction. The relevance of the study lies in the consideration of a relatively new direction, significant for pedagogical and psychological support of children with disabilities - parenting styles. Non-harmonious types of parenting of children with disabilities can lead to behavioral disorders and difficulties in social adaptation. The article considers the characteristics of children with different types of disabilities and the problems of their adaptation in society. Objective. To establish the types of upbringing in families bringing up children with disabilities and to identify non-harmonious types of upbringing. Materials and methods. To identify non-harmonious types of upbringing we used the standardized method of family relationship analysis by E. G. Eidemiller and V. Joustickis. V., which allows us to consider various components, including parenting styles. The groups under study (150 people in total) were represented by parents raising children with disabilities (75 people) and parents raising children with normotypic development (75 people). Children with disabilities had auditory, visual, motor development disorders, autism spectrum disorders, mental retardation, mental retardation. Results. The results revealed that the types of family upbringing differ between families raising children with disabilities and families raising children with normal development. It was found that families raising children with disabilities have predominantly non-harmonious types of upbringing, such as condoning hyperprotection, dominating hyperprotection, emotional rejection, hypoprotection, and in some cases - abuse. The obtained differences in parenting styles reflect the need for personalized programs of psychological and pedagogical support for families raising children with disabilities. Discussion. Based on the empirical data we developed a model of socio-pedagogical support for families raising children with disabilities and having a non-harmonious type of upbringing. This model formed the basis for the development of a support program for families raising children with disabilities. This section presents the model itself, as well as the goal, tasks, stages and terms of implementation of this program