Specific features of implementing co-teaching in an inclusive educational environment

Васильєва, Галина Іванівна and Мартинчук, Олена Валеріївна and Фень, Марія Василівна (2025) Specific features of implementing co-teaching in an inclusive educational environment Наукові записки. Серія: Педагогічні науки (15). pp. 73-80. ISSN 2786-6912, 2786-6904

Text (Особливості застосування технології спільного викладання в інклюзивному освітньому середовищі) H_Vasylieva_O_Martynchuk_M_Fen_NZ_15_FPSRSO.pdf Download (1MB)

Abstract

The article examines the theoretical foundations and practical implementation of co-teaching in the education of students with special educational needs (SEN). Based on the analysis of international practical experience with this technology, six of the most common co-teaching models have been identified and characterized, and the features of implementing co-teaching in educational institutions in Poland and Finland have also been highlighted. The author found that co-teaching aligns with current educational trends, as it promotes the principles of inclusivity, partnership, and interdisciplinary collaboration. Unlike international practice, where co-teaching typically involves a partnership between a teacher and a special educator, in Ukrainian educational institutions it is mostly implemented through the collaboration of a teacher and a teacher assistant. The teacher assistant’s main role is to support the teacher, facilitate individualized learning, adapt materials to students’ needs, and ensure a comfortable inclusive environment, while monitoring progress and providing additional support to enhance educational effectiveness. The results of an empirical study on teachers’ awareness of and attitudes toward co-teaching are presented; the application of co-teaching models in Ukrainian educational institutions, as well as existing organizational and pedagogical challenges requiring systematic solutions, are analyzed. The study indicates that while most teachers and specialists value co-teaching for enhancing collaboration, they face challenges such as limited planning time, low involvement of assistants or special educators, and uncertainty in using effective teaching strategies. Methodological recommendations developed during the study are proposed to enhance the effectiveness of co-teaching implementation, optimize collaboration between teachers and assistants, and create a supportive inclusive environment for students with special educational needs.

Item Type:	Article
Uncontrolled Keywords:	Inclusion; co-teaching; co-teaching model; students with special educational needs (SEN); teacher assistant; special educator; methodological recommendations; effectiveness of the educational process
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет психології, соціальної роботи та спеціальної освіти > Кафедра спеціальної та інклюзивної освіти
Depositing User:	Галина Іванівна Васильєва
Date Deposited:	04 Dec 2025 14:43
Last Modified:	04 Dec 2025 14:43
URI:	https://elibrary.kubg.edu.ua/id/eprint/54421

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