CO-TEACHING TECHNOLOGY IN SUPPORTING A CHILD WITH SPECIAL EDUCATIONAL NEEDS
DOI:
https://doi.org/10.54662/veresen.4.2025.07Keywords:
сo-teaching, inclusive education, an individual educational trajectory, special educational needs, a teacher assistant, team collaboration, child with special educational needsAbstract
The scientific article reveals the essence of the technology of co-teaching as an effective tool for organizing inclusive education and psychological and pedagogical support for children with special educational needs (SEN). An analysis of scientific approaches to determining the essence of co-teaching, its structural components and principles of implementation in a modern school is carried out. Particular attention is paid to the description of the main models of co-teaching - team, parallel, station, alternative and the model "one teaches - the other helps" - with the definition of their advantages, conditions of effectiveness and possible difficulties of application.The importance of partnership between specialists, consistency of pedagogical actions and a unified approach to planning the educational process is emphasized. It is noted that the technology of joint teaching contributes to academic achievements, socialization, development of communication skills and positive attitude of students to learning. The article offers practical recommendations for organizing teamwork of teachers: joint planning, distribution of roles, use of differentiated methods, provision of feedback, creation of a friendly microclimate in an inclusive classroom.Emphasis is placed on the need to train teachers to implement co-teaching technology, form a culture of partnership, increase the level of methodological competence and professional reflection. It is concluded that co-teaching is a promising model of inclusive practice that provides high-quality education, equal opportunities and socio-emotional support for children with special educational needs.
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