PECULIARITIES O F CO-OPERATION O F EDUCATIONAL INSTITUTIONS ANDFAMILIES IN EDUCATION O F A CHILD WITH SPECIAL NEEDS

Introduction. Family is the highest value on the Earth, which makes each person's life happy,full, fruitful. It has been revealed that the majority o f families with problem children are characterized by different types of disharmonious education and low level of communication. Today there is a situation where the rights of children with special needs for education, social integration, etc. are only declared in the absence of mechanisms for their implementation and insufficient knowledge of other effective training practices. An important issue is the cooperation of educational institutions and families on the education of children with special needs, since parents, as a rule, do not have the appropriate training, knowledge, skills and are often not psychologically ready to solve such vital issues. Purpose. To reveal the features of cooperation between educational institutions and families in the upbringing of a child with special needs. Results. Educational and training activities of parents contribute to the restructuring of their psyche to the perception of a child with special educational needs as it is, to a calm assessment of merits and demerits. The role of the teacher, psychologist in this work is extremely important. There is no doubt that any person, regardless of his/her functional ability, deserves a respectful, worthy attitude. However, the problem existing in today's society is the inability to perceive such a child as worthy of attention, caring, respectful attitude to her. Parental involvement in the education and upbringing of children with special educational needs certainly facilitates the achievement of the goals set for the institution (practical stimulus), it makes an important contribution to the single process of child education in the family and preschool, school environment (pedagogical stimulus), and parental involvement is a form of democratization and cultural interaction (social stimulus). Thus, the complicated educational and training situation through the involvement of a child with special educational needs activates the creative resources of children, teachers and parents and their personal potentials. Therefore, meaningful and coordinated cooperation of all participants in the educational process will contribute to their mutual enrichment and personal development. Conclusion. We consider it necessary to strengthen the training of teachers to work with children with special needs to work with parents of such children.