Introduction. The article substantiates the relevance and relevance of inclusive volunteering as a form of interaction and provision of pedagogical assistance to families raising children with disabilities. Given the current social and social conditions, many of the parents insist on teaching their “special” children in ordinary educational institutions, choosing them as a priority. But there are a number of difficulties in solving educational problems, which generally affect the alignment of the educational process and the psychological and pedagogical support of such children. These are the difficulties of obtaining a full-fledged education and comprehensive correctional and pedagogical assistance in a general education school, issues of socialization and problems of acceptance and attitudes of peers towards persons with disabilities. The foregoing allowed us to formulate the problem of our study, which is the choice of technologies for preparing future teachers for the implementation of volunteer support for families raising children with disabilities studying in inclusive schools. Based on theoretical approaches to volunteer practice and practical experience, the authors have identified technologies that can be used to prepare students for inclusive volunteering in families raising children with disabilities.

Materials and Methods. The main method of our research is the analysis of scientific literature and regulatory support for the implementation of educational services for students with disabilities. The state of the problem of organizing inclusive volunteering has been studied. Among the practical research methods, the following were used: studying the history of the development of children with disabilities, their personal files and medical records, observation, conversation, ascertaining, control, teaching experiments, analysis and generalization of the results obtained. The study used diagnostic methods aimed at studying the features of the interaction of participants in the educational process in an inclusive school and the possibilities of adaptation of students with disabilities.

Results. On the basis of the study, the organizational, content aspects of practice-oriented technologies for preparing future teachers for the implementation of inclusive volunteering accompanied by families raising "special" children are discussed. In the course of the experimental work, recommendations were offered to parents of children with disabilities, psychologists, primary school teachers, speech therapists of an educational organization on organizing interaction with volunteers, consultations were held on the inclusion of volunteers in various moments of the educational process in the classroom, remedial classes and extracurricular activities. This contributed to the solution of issues of adaptation and socialization of students with disabilities among peers, the inclusion of "special" children in the educational process.

Discussion. On the basis of the study, the organizational, content aspects of practice-oriented technologies for preparing future teachers for the implementation of inclusive volunteering accompanied by families raising "special" children are discussed. In the course of the experimental work, recommendations were offered to parents of children with disabilities, psychologists, primary school teachers, speech therapists of an educational organization on organizing interaction with volunteers, consultations were held on the inclusion of volunteers in various moments of the educational process in the classroom, remedial classes and in extracurricular activities. This contributed to the solution of issues of adaptation and socialization of students with disabilities among peers, the inclusion of "special" children in the educational process.

Conclusion.It is concluded that volunteers, who are students of the Faculty of Defectology, within the framework of their professional competence, help parents who are directly studying with disabilities to adapt in the educational space. They study individual characteristics and help “special” children organize interaction with peers in the classroom, help teachers to include these children in educational and extracurricular activities, suggest what kind of help it is possible to provide their child to parents with homework, attend classes in order to directly accompany the child with disabilities at various stages of work in the classroom. The complex work of all participants in the educational process in the framework of the psychological and pedagogical support of students with disabilities with the involvement of volunteers contributes to their successful social adaptation and favorably affects the development of each "special" child. Such students develop confidence in their own abilities, develop a desire to learn and build communication with their peers, and develop a positive attitude towards learning.

Approaches to the implementation of inclusive volunteering of families raising children with disabilities who study in an inclusive school are described;

Selected and described practice-oriented technologies that can be used by volunteers accompanied by families raising children with special needs;

Conclusions are presented on the possibility of volunteers' participation in the implementation of psychological and pedagogical support for students with disabilities in the conditions of a general educational organization.

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