Abstract:

This paper analyzes the readiness of the Bulgarian educational system to respond adequately to the transformations in the family institution. Determines necessity of professional reflection of the teaching staff and relevant specific competences (for inclusion, support and prevention), beneficial interaction with children and parents from incomplete families. The paper suggests a technical model that unfies sertain regulatory procedures, pedagogical reflection and adequacy levels of pedagogical interaction with incomplete families.

Keywords: pedagogical interaction, incomplete family, inclusive education, pedagogical reflection