Social interaction of teachers with parent’s students with disabilities as a prerequisite for professional self-determination of adolescents

Abstract

The article is devoted to current issues of inclusive education: professional self-determination of adolescents with disabilities in inclusive educational institutions. The authors note that one of the necessary conditions for professional self-determination of adolescents with disabilities is the interaction of teachers and parents, which contributes to the integration of subjects of interaction, their mutual enrichment and development, as well as the further implementation of a single approach to the formation of professional self-determination of adolescents with disabilities.