Тhe paper deals with the problem of parental disruptiveness at an inclusive school. Parental disruptiveness is the most extreme form of realisation of parental functions. Parental aggressiveness is a consequence of social and psychological factors. The paper describes causes of parental disruptiveness in educational relations, namely hyperprotection, own inadequacy, the “complex of the excellent school student”, the need to occupy a certain social niche, unachieved social and cultural claims, the rejection of their own child, fear for the future of their child, the transition to a system of individual educational services, the development of inclusive education. The most common cases of parental disruptiveness can be divided into the following types: intervention in the educational process, illegal actions, pressure on teachers or school administration. Parental disruptiveness does not have distinctive features as to the gender. Interaction with parents of a disabled child can prevent cases of parental disruptiveness. It can also make activities of parents more benefi cial for the school, increase the likelihood of concurrence of expectations of the school and the family, allow parents to understand the objectives of school education better.
parental disruptiveness, types of parental disruptiveness, inclusive school, interaction with parents
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