Pedagogical And Psychological Support For The Introduction Of The Home Education System For Students With Disabilities

Malika Ergasheva

doi:10.53697/iso.v4i2.2086

Authors

Malika Ergasheva Public Sciences and Foreign Languages, Chirchik branch of Tashkent Medical Academy, Uzbekistan

DOI:

https://doi.org/10.53697/iso.v4i2.2086

Keywords:

Home Education, Students With Disabilities, Pedagogical Support, Psychological Support, Individualized Education Plans (IEPS), Parental Involvement, Assistive Technology, Socialization, Emotional Support, Self-Efficacy

Abstract

This article explores the critical need for both pedagogical and psychological support when introducing home education for students with disabilities. It emphasizes the importance of individualized learning plans (IEPs) and adapted teaching methods to accommodate students' diverse needs. Additionally, the article highlights the role of emotional and social support, particularly through the involvement of educators, psychologists, and parents. It addresses the challenges of resource limitations, parental burnout, and social isolation, offering practical solutions to enhance the home education experience. The collaborative effort between educators and psychologists ensures that students receive both academic and emotional guidance, promoting a well-rounded and inclusive learning environment.

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