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

Introduction. Lack of tools for studying the potential resources and capabilities of the family, as well as search for optimal strategies and mechanisms for the real inclusion of people with disabilities in all spheres of public life is on the current agenda of national and international initiatives. For a comprehensive analysis of inclusive potential of families raising children with disabilities, aspects of the rehabilitation potential of the individual and the environment, of educational potential, functionality and effectiveness of the family, and of competence, including inclusive competence, are considered. The emphasis is shifted to understanding the potential of the family as a factor in the 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, and to justify 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 the criteria base and mechanism for analyzing and assessing the inclusive potential of a family raising a child with disabilities is proposed. The basis for constructing the model is the 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 the assessment and development of family potential in matters of socialization and development 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 of the professional community. This approach allows analyzing individual indicators and assessing influence of certain factors on the effectiveness of accompanying children of different categories of disabilities. A systematic analysis of individual groups of parents’ inclusive competencies allows optimizing their inclusion in the comprehensive support of children with disabilities.