Phenomenology of the inclusive potential of the family as a factor in socialization of children with disabilities

Abstract

Introduction. The lack of tools for studying the potential resources and capabilities of the family, as well as the search for optimal strategies and mechanisms for the real inclusion of people with disabilities in all spheres of public life is on the current national and international agenda. Aspects of rehabilitation potential of the individual and the environment, educational potential, functionality and effectiveness of the family, competence, including inclusive competence, are considered for a comprehensive analysis of inclusive potential of families raising children with disabilities. The emphasis is shifted to understanding the potential of the family as a factor in socialization of children with disabilities. The article aims to systematize and scientifically analyze ideas about the potential opportunities and resources for the socialization of children with disabilities and their families, followed by justification of the criteria base and mechanism for assessing the inclusive potential of families. Materials and methods. Within the framework of interdisciplinary scientific discourse, a model of a criteria base and of mechanism for analyzing and assessing the inclusive potential of a family raising a child with disabilities is proposed. The basis for constructing such model is decomposition of groups of competencies through indicators of parental effectiveness based on formalization. Results and discussion. Based on the analysis of the terminological field related to assessing and developing family potential in matters of development and socialization of a child with disabilities, the author’s positions on ‘inclusive family potential’ are presented. Some socio-psychological phenomena are considered that reflect the capabilities and resources of both the children themselves and their social environment. Particular attention is paid to indicating the functional effectiveness of parents of children with disabilities. Conclusion. The discussed model for assessing the inclusive potential of families raising children with disabilities has a universal design, formed as a result of initial testing and expert assessment. This approach allows for a comparative analysis of individual indicators and assessment of the influence certain factors exert on the effectiveness of accompanying children of different categories of disabilities. Systematically analyzing individual groups of parents’ inclusive competencies allows optimizing their inclusion in comprehensive support of children with disabilities.