ACADEMIC TEXTS REPOSITORY

Summary

The scientific article reveals the essence of the technology of co-teaching as an effective tool for organising inclusive education and psychological and pedagogical support for children with special educational needs (SEN). The 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. The 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 emphasised. It is noted that the technology of joint teaching contributes to academic achievements, socialisation, and development of communication skills and positive attitude of students toward learning. The article offers practical recommendations for organising teamwork of teachers: joint planning, distribution of roles, use of differentiated methods, provision of feedback, and creation of a friendly microclimate in an inclusive classroom. The emphasis is placed on the need to train teachers to implement co-teaching technology, form a culture of partnership, and 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.