Personalized Support for Participants of the Educational Space in the Resource Model of Supporting Family of an Early Age Child

Introduction.The aim of the work was the theoretical and methodological substantiation, development and implementation of the resource model of early support to the family of a child with disorders in the education system. Methodology. The article presents the results of a long-term empirical study of families raising early aged children with disorders, describes the author’s resource approach to their psychological and pedagogical support. The importance of a personalized approach in the interaction of all participants in the educational space (support specialists, children and their parents) in the triad is emphasized. Results. The resource field of the family, including internal and external resources, is designated. A resource model of early assistance to a child with disabilities and his family is presented. Variable strategies of such a model have been developed and tested depending on the request and resource capabilities of parents: patronage, accompanying, advisory. The events and areas of activity that were part of the personalized support process are listed. Conclusions. The importance of training and advanced training of personnel for the implementation of early support associated with professional theoretical and practical deficiencies is emphasized.