The article presents theoretical approaches and an empirical study of the problem of psychological and pedagogical competence of parents of children included in joint education as conditions for the effective implementation of inclusive educational practice. Theoretical approaches to the definition of «psychological and pedagogical competence of parents», its structural components and their content, due to the specifics of joint education of children with different psychophysiological status, are considered. The results of an empirical study of the psychological and pedagogical competence of parents of two groups are presented: parents of children of primary school age with normal psychophysical development and parents of children with disabilities included in joint (inclusive) education. The reliability of the research results is due to the use of a complex of methods of theoretical and empirical research, the representativeness of the sample: 354 parents raising children included in joint education.

The article presents theoretical and empirical approaches to the study of the process of psychological and pedagogical support of the educational process of students with disabilities in the context of professional education. The article considers theoretical approaches to the definition of "psychological and pedagogical support", its content aspects, due to the specifics of the construction of the educational process with students with disabilities. It is shown that changes in the educational process of students with disabilities often relate not so much to technological and organizational and methodological aspects as social and psychological ones. A program for accompanying students with disabilities in the context of professional pedagogical education is presented on the example of the Stavropol State Pedagogical Institute.