Effective collaboration in an inclusive classroom: pedagogical experience and ways of improvement

Abstract

The article provides a comprehensive analysis of the role of teamwork among participants in the educational process in the context of inclusive education in general secondary education institutions. The relevance of the issue is determined by the current transformations in Ukrainian education aimed at implementing the principles of equal access, partnership pedagogy, and ensuring the full inclusion of children with special educational needs in the school environment. In inclusive practice, multidisciplinary cooperation between teachers, IRC specialists, social educators, psychologists, administrators, and parents is considered a key condition for ensuring the quality of the educational process and the socialization of the child.
The article highlights the results of an empirical study conducted at a Kyiv lyceum, which revealed the interdependence between teamwork and the adaptation of students with SEN to school life. It is argued that systematic, consistent, and open communication within the psychological and pedagogical team creates a favorable educational environment, increases the child’s motivation to learn, and contributes to the formation of positive social experience. The main barriers that hinder effective interaction are identified: teacher overload, lack of specialized knowledge and skills in inclusive work, lack of time, limited resources, and insufficient awareness among parents about the developmental characteristics and support needs of children with SEN.
The publication proposes a number of constructive solutions, including: organizing regular interdisciplinary meetings, introducing individual educational trajectories, creating algorithms for interaction within the support team, improving the professional competence of those involved in the process, and establishing partnerships with families. Particular attention is paid to describing examples of successful experiences in implementing an inclusive model of cooperation. The article contains analytical conclusions on the feasibility of implementing comprehensive strategies for interprofessional interaction and their adaptation to the specifics of each educational institution.
Prospects for further research are outlined in terms of developing models of sustainable partnership in inclusive education, as well as improving institutional support for the team approach.