Raising a child with disabilities is accompanied by chronic stress in parents, which leaves an imprint on their emotional state and features of social interaction. Parents are faced with the task of constantly solving various problems related to the characteristics of the child's development (behavioral and communication problems, correction of mental retardation, difficulties with self-control, etc.). Society does not always correctly understand the problems of such families, and only a small percentage of them feel the support of others. According to statistics, from 28% to 49% of families raising children with disabilities have a burnout syndrome. Burnout is essentially a response to chronic emotional stress, a consequence of mental overwork (Goryacheva & Solntseva, 2007;Guslova & Sture, 2007). In this regard, parents do not take children with disabilities to the theater, cinema, etc., thereby dooming them from birth to complete isolation from society. Recently, parents with similar problems are establishing contacts with each other. That is why work with families (parents) of children with disabilities is one of the important areas in the activities of educational institutions (Mikhailenko, Bachieva, Balkizova, 2017). The paper presents the experience of implementing a program of psychological and pedagogical support for families raising children with disabilities. The program provides support to families raising children with disabilities, by conducting parallel classes with parents (group psychological trainings and pedagogical master classes) and developing classes with their children. The objectives of the program are: assistance in creating a favorable psycho-emotional climate in the families of children with disabilities (by assisting parents in solving their personal and interpersonal problems); arming parents with knowledge on effective interaction with children; development of an active parental position in the process of rehabilitation of the child.To determine the effectiveness of this program, we studied the syndrome of emotional burnout in parents of children with disabilities before and after the corrective program "I'll help" using the method for diagnosing the level of emotional burnout by V.V. Boyko. The total sample for the pilot study was 50 women raising children with disabilities.Parents of children with disabilities who participated in the program "I'll help" experienced a significant decrease in feelings of anxiety, guilt, shame, a complex of negative experiences associated with the birth of a child with disabilities; the level of satisfaction with the family condition has increased, the level of neuropsychic stress has decreased, the family type has become more optimal in terms of interaction; parental attitude and type of upbringing have changed in the direction of emotional acceptance of the child, which confirms the effectiveness of the corrective impact of the program. This experience is interesting for specialists in the field of psychology and pedagogy in the context of the problems of organizing inclusive education that are currently being solved.

The technique of V.V. Boyko gives a detailed picture of the syndrome of "emotional burnout". In each phase of the formation of stress, the dominant symptoms are related and in which phase there are the greatest number of them. The next step in interpreting the results of the survey is understanding the indicators of the phases of stress development - "tension", "resistance" and "exhaustion". In each of them, the assessment is possible in the range from 0 to 120 points. However, the comparison of the scores obtained for the phases is not valid, because it does not indicate their relative role or contribution to the syndrome. The fact is that the phenomena measured in them are significantly different - the reaction to external and internal factors, methods of psychological protection, the state of the nervous system. By quantitative indicators, it is legitimate to judge only how much each phase has formed, which phase has formed to a greater or lesser extent: 36 points or less - the phase has not formed; 37-60 points – phase in the formation stage; 61 or more points - the formed phase. Using the semantic content and quantitative indicators, we managed to give a fairly voluminous description of the personality, outline individual methods of prevention and correction. As part of the study, we highlighted the following research questions: what symptoms dominate, what symptoms accompany exhaustion, what symptom aggravates the emotional state of the individual most of all, in what directions it is necessary to influence the family environment in order to reduce nervous tension, what signs and aspects of the behavior of the personality itself are subject to correction, so that emotional burnout does not harm her and her partners. Each answer option is preliminarily assessed by competent judges with one or another number of points and is indicated in the "key" next to the number of the judgment in brackets. The maximum score - 10 points was given by the judges to the sign that is most indicative of the symptom. The competent judges were the members of family (relatives or husband).

The results of the analysis made it possible to highlight the problems faced by parents raising children with disabilities: • A prolonged state of despair and anxiety caused by thoughts about the child's future, as well as frequent traumatic situations related to the child's health. • Refusal to satisfy one's own needs, their frustration. • Financial difficulties caused, on the one hand, by the lengthening of the period when one of the parents remains out of work and, on the other hand, by the need to provide the child himself with the means of rehabilitation (specialists, medication). • Refusal of one of the parents from self-actualization (getting an education, career advancement). • Isolation from acquaintances, friends and society in general. A number of mental aspects and features of the emotional state of parents raising children with disabilities push them to isolation. By and large, not only children, but also the whole "special" family are beginning to need inclusion. The results of the repeated diagnostics carried out after the corrective work confirm the positive changes in the respondents. The indicators of the stress phase in the stage of formation and formation decreased from 16 to 7%, resistance - from 24 to 15% and from 20 to 10.2%, respectively. The indicator of the depletion phase in the formation stage increased slightly from 22 to 23%, and the formation stage decreased from 8 to 7%. Significant changes did not occur here, since this phase is associated with somatic changes in the human body. Correction of the symptoms of the exhaustion phase requires long-term psychological and psychotherapeutic measures. The expediency of corrective measures carried out within the framework of the social project "I'll help" was empirically proven by the implementation of a corrective program of psychological and pedagogical support for parents with children with disabilities.

Goryacheva T.G., Solntseva I.A. (2007). Personal characteristics of the mother of a child with developmental disabilities and their impact on child-parent relationships. In Psychology of the family and a disabled child. I.V. Dobryakov, O.V. Zashchirinskaya (Eds.). St. Petersburg: Retch, pp. 223-233. Guslova M.N., Sture T.K. (2007).Psychological study of mothers raising disabled children // Psychology of the family and a sick child. In Psychology of the family and a disabled child. I.V. Dobryakov, O.V. Zashchirinskaya (Eds.). St. Petersburg: Retch, pp.75-82. Mikhailenko O.I., Bachieva J.D., Balkizova F.B. (2017). Information and communication technologies in the implementation of inclusive education in Kabardino-Balkar Republic. III International Research-to-Practice Conference "Information Technologies and Innovations in Education and Social Sciences - 2017" (ITES - 2017) Proceedings.