Interaction of Teachers with Parents in the Field of Digital Socialization of Students with Intellectual Disabilities: A Comparative Analysis

The article describes the peculiarities of interaction between teachers and parents of students with intellectual disabilities on the issues of digital socialization of children. The presence of mental retardation in a student requires the active mediation of parents and teachers in the process of his digital socialization and joining the efforts of adults to solve the problems of digital education of a child. The interaction of teachers and parents is considered from the perspective of a three-component structure, including axiological (value-semantic), substantive and organizational aspects. Three groups of respondents were involved in the study: teachers (n=101) and parents (n=137) of students with intellectual disabilities, and parents of students with normative development (n=77). An analysis of the characteristics of interaction between teachers and parents of children with intellectual disabilities has shown that there are minor discrepancies in their expectations and goals of interaction (axiological component); parents of children with intellectual disabilities trust teachers more in the field of digital socialization of the child and have expressed needs for assistance in the digital upbringing of the child in comparison with the parents of the control group (a meaningful component of interaction); teachers of students with intellectual disabilities use a significant variety of styles of interaction with parents, but above all constructive and mentoring using elements of edification and demonstrativeness. Parents of children with intellectual disabilities generally show the greatest satisfaction with interaction with teachers in comparison with other groups of respondents (organizational component of interaction). The results obtained demonstrate the complexity and ambiguity of the characteristics of interaction between teachers and parents in the field of digital socialization of children with intellectual disabilities.