WAYS TO ESTABLISH EFFECTIVE COOPERATION BETWEEN TEACHER AND TEACHER ASSISTANT IN AN INCLUSIVE EDUCATIONAL SPACE

Abstract

Purpose. To reveal the theoretical and methodological foundations and identify practical ways to establish effective partnership interaction between a teacher and a teacher's assistant in an inclusive educational environment. The article aims to substantiate the importance of such collaboration as a key condition for the successful learning and socialization of students with special educational needs (SEN). The research also seeks to prove that the joint work of two educators is the basis for individualizing the learning process and creating a supportive environment that contributes to the comprehensive development of a student's personality. Methodology. The study employs a comprehensive approach that combines theoretical and empirical research methods. The analysis of scientific and methodological literature on inclusive education, pedagogical partnership, and team interaction was conducted. The methods of generalization and systematization were used to identify key principles of effective collaboration. Based on the empirical experience of inclusive educational institutions and personal observations, practical recommendations and models for establishing interaction were developed. The methods of modeling were applied to substantiate promising directions for the development of partnership, particularly in co-teaching. A number of potential barriers to effective interaction were identified and analyzed. Scientific Novelty. The study substantiates and systematizes the key principles for establishing a partnership between a teacher and a teacher's assistant. It identifies and describes specific ways to improve their cooperation, going beyond the traditional division of roles, including enhancing professional training, improving communication, and advocating for systemic changes. The article proposes an original approach to using co-teaching models in the Ukrainian context, adapted to the needs of general secondary education institutions. It reveals the role of a teacher's assistant as a fullfledged pedagogical partner who contributes not only to the student's adaptation but also to their active socialization. Conclusions. Effective collaboration between a teacher and a teacher's assistant is an integral part of a successful inclusive classroom. Its establishment requires adherence to the principles of mutual respect, clear communication, and joint planning. The use of various co-teaching models makes it possible to provide individual support to each student, contributing to high educational outcomes. The development of this partnership requires specialized training for both specialists, their readiness for teamwork, and continuous professional growth. The identified ways are the basis for the further improvement of the inclusive education system in Ukraine.