Interaction of teachers with children's families in rural inclusive school

Today, children with various types of health restrictions are increasingly appearing in rural schools, who until recently studied in special boarding schools. The parents of these children choose to study in inclusive education at school in their place of residence. The Federal State educational standard of primary general education for students with disabilities assigns a large role to parents and family in its implementation, which makes the discussion of this problem relevant. Since the federal state educational standard of primary general education for students with disabilities is a tripartite social contract, there is a need to coordinate the positions of parents and educational organizations on its implementation The main purpose of the agreements is to create favorable conditions for the complete social formation, upbringing and education of children with disabilities for the self-realization of their personality among normotypically developing peers. The authors of the article reveal the substantive aspects of the interaction of an educational organization and parents of children with disabilities on the example of the implementation of a family cooperation program in one of the rural schools of the Yaroslavl region, aimed at actively involving parents of students with disabilities in the design and implementation of an inclusive educational process. The article actualizes such forms of interaction between an educational organization and parents as: parent club, training, sports and social projects, child-parent project, consultation. As an effective form of interaction, a child-parent sports project is considered, which allows solving the tasks of different categories of interaction participants — teachers, parents and students.