International experience of interdisciplinary cooperation among team members supporting pupils with special educational needs in an inclusive environment

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International experience of interdisciplinary cooperation among team members supporting pupils with special educational needs in an inclusive environment

Zahutina-Vizer Ya., Borys Grinchenko Kyiv University

Introduction

Inclusive education is a modern model of organizing education for all children, the main goal of which is to eliminate any educational barriers by providing quality and equal support for the educational needs of various categories of learners, creating an environment that is conducive to learning, development, socialization, and joint activities for all participants in the educational process on the basis of partnership [1; 2; 3].

The introduction of inclusive education in leading countries around the world is currently a long and quite successful process. Education in modern educational institutions is individually oriented and involves the necessary socio-pedagogical support for children with special educational needs (SEN) and support for their families. The role of specialists who are part of interdisciplinary teams in the process of supporting younger schoolchildren with SEN is crucial in paving an individual educational trajectory for them in an educational institution. Therefore, interaction between different specialists and the organization of their joint activities are important processes that should be improved by using the experience of various countries. international experience special educational

Since the implementation of interdisciplinary cooperation of professionals in supporting schoolchildren with SEN is based on the model of inclusive education, which has been recognized as effective and has been introduced in many developed countries for many years, we believe it is advisable to consider the features of interdisciplinary cooperation of professionals from the perspective of experience in organizing inclusive education in different countries.

Presenting main material

The inclusiveness of the educational environment forms the basis of interdisciplinary interaction among specialists in support teams for schoolchildren with special educational needs, providing professionals with the opportunity to gain a deeper understanding of the specifics of interaction in the formation of personal relationships within the team; to cooperate effectively with each other; to jointly seek solutions to pedagogical tasks that arise during practical activities; and ensures opportunities for professional development [4].

However, despite significant experience in creating an inclusive environment in foreign educational institutions, questions of the readiness of professionals to interact with each other, the search for ways to overcome obstacles in this process, the selection of effective forms and methods, and the involvement of all participants in joint interaction remain relevant. Researchers and practitioners emphasize that achieving effective interdisciplinary teamwork requires significant effort, time, and resources, which are often limited for various reasons [5].

Ukraine is one of the countries that started introducing inclusive education much later and was historically forced to do so in the post-Soviet space, where children with disabilities were avoided for a very long time, isolating them from society in special educational institutions [6]. Today, the strategy for the development of inclusive education in Ukraine is also one of the main strategic directions of state educational policy. However, questions regarding the practical mechanisms for involving children with special educational needs in the educational space of educational institutions remain acute and controversial, and the processes of forming interdisciplinary interaction among professionals in support teams require improvement and the search for effective solutions to problematic issues [7].

Therefore, for the effective interdisciplinary interaction of specialists in support teams for younger schoolchildren with special educational needs, it is extremely important to analyze foreign approaches to the organization and management of joint activities, the practical implementation of effective forms and methods of work in a modern safe inclusive educational environment.

Analyzing modern research by scientists on the foreign experience of implementing inclusive education, the organization of interdisciplinary interaction among specialists in an inclusive institution, some important aspects have been noted.

Firstly, in most countries, there are special organizations or centers that deal with supporting inclusive education and act as a link between inclusive and special educational institutions, the community, and the authorities [2].

Secondly, in many foreign practices, interdisciplinary interaction is reinforced by staffing for the competent implementation of psychological and pedagogical support for schoolchildren with special educational needs in an educational institution. Often, a special educator is part of the interdisciplinary team, coordinating joint activities and working in the educational institution on a regular basis. The search for and implementation of innovative approaches to providing a qualitatively new level of professional training is of great importance, aiming to develop inclusive competence in specialists and their readiness for interaction with each other during the support of schoolchildren with special educational needs in an inclusive educational institution [8].

It is worth noting that in most progressive countries, there is a well-developed legislative framework that enshrines clear mechanisms for regulating inclusive education and the interaction of specialists in an inclusive environment [2]. The approaches of diferent countries to the formation of an inclusive environment and the interaction of specialists in it around the needs of all participants in the educational process are interesting. The experience of various countries, their national, historical, and economic conditions play a key role here. The necessary consolidation of state efforts with the involvement of public associations, charitable organizations, and more is taking place [4].

In order to conduct a comprehensive analysis of international experience in the interdisciplinary interaction of specialists in support teams for schoolchildren with special educational needs in an inclusive environment, we have studied the research of both Ukrainian scientists who directly addressed these issues using examples from various countries and foreign researchers.

Ukrainian scientists who have investigated the experience of supporting children with special educational needs, the specifics of the interaction of various specialists in inclusive educational institutions, using examples from different countries, include N. Babych, O. Martynchuk, I. Sadova, T. Skrypnyk, N. Sofii,

L. Tyshchenko, Z. Udyh (coordination of support teams, the specifics of implementing interdisciplinary team support in the inclusive educational environment of Ukraine); H. Tymoshko, V. Hladush (development of communicative competence of educators in the conditions of inclusive educational environment); A. Semenyuk, O. Khnykina, A. Shkarovetska (implementation of the educational concept of teaching children with special needs); I. Zyazyun (foreign experience in preparing specialists for pedagogical activities); H. Skachkova (analysis of foreign and domestic experience in preparing future social workers to work with individuals with special educational needs); L. Martynets (professional development experience of teachers in Great Britain, Canada, and the USA), and others.

Among domestic scholars, the experience of supporting children with special educational needs, the specifics of the interaction of various specialists in an inclusive educational institution using examples from different countries were studied by I. Greba, M. Levrints, L. Lungu, H. Kaidalova, L. Yatsenyuk, R. Kozak, H. Gryshchenko, T. Lukina, V. Hrytsanyuk, O. Korolyuk (international experience of implementing inclusive trends in Ukraine based on European countries); I. Shulha, O. Ohiienko (experience from Denmark); O. Korkh, S. Stebliuk (experience from Sweden); N. Kravets, O. Palahnyuk (USA, Israel, and Poland); N. Linnik, L. Rusnak (legislative regulation of the right to education for children with special needs in Ukraine and the UK);

M. Utkina, K. Yanishevska, H. Davidenko (characterization and comparative analysis of legislation in the educational sphere in Ukraine and integrated education in the French Republic); V. Pryskar, R. Kozak, O. Kovalenko, Yu. Bondarenko, L. Dyachenko, O. Sulyma (experience from Germany); N. Avshenyuk (experience from the United Kingdom, Canada, and Cyprus); K. Kotun (Finland); M. Marusynets (Austria); N. Postryhach (experience from Turkey and France), among others.

Among foreign scholars who have researched issues related to the development of inclusive education in their respective countries and the interaction of specialists in addressing various pedagogical tasks within the educational space, notable authors include: B. Morgado, M.D. Cortes-Vega, R. Lopez-Gavira, E. Alvarez, A. Morina (Teaching Strategies: Moving Towards Inclusive Pedagogy in Higher Education, Spain); C. Nilholm (Research on Inclusive Education in 2020, Sweden); A. Schleicher (Creating a 21st Century Education System, Germany); G. Koutsouris, L. Stentiford, B. Norwich (A Critical Review of Inclusion Policies in Elite British Universities, United Kingdom); D. Sklenon, S. Radyeva, G. Makenna, K. Maguire (Together from Kindergarten: A Study of Quality to Inform Inclusion in Early Childhood in Bulgaria); L. Clerry, E. Wood, T. Long (Systematic Review of Evidence Supporting Expert Practice in Education and Care for Children and Young People with Special Educational Needs and Disabilities in the UK); D. Hutchinson, S. Timimi,

N. McKay (Trends in the Identification of SEN: Contexts, Causes, and Consequences, United Kingdom); L. Ugalde, M. Santiago-Garabieta, Puigvert (The Impact of an Interactive Learning Environment on Learning and Cognitive Development of Children with Special Educational Needs, Spain); D. Navarro-Mateu, T. Gomez-Dominguez, M. Padros Cuxart, E. Roca-Campos (A Dialogic Learning Environment Enhancing Instrumental Learning and Student Engagement in Secondary Education for Pupils with Special Needs, Spain); D. Michel James, S. Fisher, S. Vincent (Recommendations for Staff Teams in Special Educational Settings Working with Children with Intellectual Disabilities and Challenging Behaviors, United Kingdom); Miguel A. Gilomiya, H. Ignacio Artigas, Jorge L. Falco (Cognitive Accessibility and Support in Special Education, Spain).

Foreign researchers have different interpretations of the concept of inclusion [9]. For us, the important definition of inclusion is one that refers to an inclusive educational environment that involves all participants in the educational process in shared activities and provides opportunities for their comprehensive development, according to their abilities. Therefore, we are interested in theories and foreign practices that demonstrate how effective interdisciplinary interaction among support teams of professionals can be achieved in an inclusive educational institution.

Contemporary pedagogical thought, as shaped by modern scholars, also presents inclusion as the foundation for positive interpersonal relationships within an educational environment. The sense of belonging in shared activities is fostered through ongoing positive interaction with all participants in the educational process. In this sense, everyone plays a role in creating an inclusive environment where a culture of acceptance and respect for one another is cultivated, promoting the development of all participants by providing encouragement and support and preventing any form of discrimination or exclusion [5].

We also agree with the idea that by considering inclusion as the integration into everyday interaction among all participants in the educational process, the environment in which an interdisciplinary support team for children with SEN collaborates should also exhibit inclusiveness. This means that there should be a respectful and reflexive attitude toward all its participants [5].

Despite the fact that modern special education has undergone restructuring and in most developed countries, the implementation of a person-centered approach, integrated, and inclusive education for children with SEN has been ongoing for many years, the so- called "dual approach" or "two-track" is still maintained in many countries. This approach involves the simultaneous inclusion of children with SEN in mainstream educational settings and the existence of a developed network of special education institutions. This is known as the post-Soviet model of organizing education for children with SEN, where two educational systems run parallel, and children with severe developmental disorders are also offered the option of studying in special education institutions. The drawback of this system is not only the lack of opportunities for socialization for children with SEN but also the relative segregation of special education, and the absence of interaction between specialists in special and mainstream educational institutions, which are inclusive [1]. This model, with its retention of special institutions and simultaneous development of inclusive educational institutions, remains acceptable for Ukraine today [10].

At the same time, the implementation of the model of inclusive education, known as the "one-track" approach, has a long history of implementation, is legislatively supported in many developed countries, continuously improved, and aligns with the demands (as seen in the experience of the USA and Scandinavian countries) [1; 11]. This model is characterized by a desire to involve as many pupils as possible in regular mainstream schools. Special educational conditions are created for children with SEN, and appropriately trained professionals are engaged to work with them [1]. Abandoning special educational institutions for children with SEN encourages the development of resource and rehabilitation centers, where experts help pave individual educational and developmental trajectories in inclusive educational institutions for these children. There is a well-developed model of joint consultations between teachers from mainstream schools and specialists from other institutions to create effective interdisciplinary support teams [2].

All these components create conditions for the successful implementation of inclusive education in educational institutions. In the USA, the success of interdisciplinary interaction among specialists is ensured by the functioning model of joint consultations between specialists from general education institutions and involved experts. The distribution of necessary responsibilities among each participant of the interdisciplinary team, coordination of interaction during joint activities by a facilitator, and the creation of an optimal learning environment for all participants are key elements [10; 12; 2]. Such a model for organizing education and support for children with SEN in educational institutions is valuable to us for potential use in domestic experience.

In contrast, the European model of "multi-track" organization of inclusive education for children with SEN envisions the simultaneous existence of a developed system of inclusive educational institutions alongside special institutions, with organized interaction between specialists with specific expertise and professionals from general education institutions [1]. Therefore, inclusive and special education are interconnected and mutually complementary systems, meeting the diverse educational and developmental needs of children with various pathologies (as seen in the experience of Italy, the UK, Belgium, Spain, France, Germany, Austria, and Portugal) [1; 6; 3; 12].

For example, in the UK, an existing interaction between inclusive and special education is observed [3]. The implementation of inclusive education at the state level is considered a political process, the issue of which is resolved primarily through pedagogical means, involving teachers, specialists, school administration, and local authorities, through an advanced educational management system and interaction [13]. Among the advantages of organizing inclusive education in the UK are continuous professional development of specialists [14], attention to the preparation and support of professionals within the educational institution by specialists in special education, the presence of a coordinator of interdisciplinary interaction in the educational institution during the socio-pedagogical support of pupils with SEN, and active engagement of parents in collaborative interaction within interdisciplinary support teams [13].

In addition to ongoing collaboration between specialists from regular and special education institutions, most foreign institutions have their necessary staff of professionals, including special educators who take on the role of coordinators, manage the process of interdisciplinary interaction among specialists, and develop and implement individual educational trajectories for children with SEN in educational institutions (as seen in the experience of the USA, Norway, the UK, Poland, Israel, and Austria) [15; 2; 16; 17; 3; 6]. Professional standards for the position of coordinator of interdisciplinary interaction have been developed and improved over many years, and have now taken the form that best ensures the successful practice of interdisciplinary interaction among specialists during the support of pupils with SEN [15].

In Poland, models and principles of interaction among members of the inclusive process are constantly evolving, emphasizing the importance of interaction among all participants in the interdisciplinary support team to create conditions for the effective implementation of inclusive education. Centers for education and rehabilitation of individuals with SEN operate, assisting educational institutions in developing individual development programs and educational plans for pupils with SEN [17].

A common feature in all developed countries in organizing inclusive education in educational institutions is also providing parents with the opportunity to choose the educational institution for their children, receive consultations from various specialists as needed, and receive continuous psycho-pedagogical support from members of the interdisciplinary team [3; 13; 18; 1; 19; 20].

Therefore, based on the analysis of researchers' studies regarding the experiences of different countries in organizing interdisciplinary support for pupils with SEN, we have identified four important components of such interaction in an inclusive space:

-Interaction among specialists from different organizations, support centers for individuals with SEN, educational institutions, including special schools (as seen in the experience of Italy, the UK, Poland, Israel, Belgium, Sweden, Spain, France, Germany, Austria, Portugal, and Denmark) [6; 19; 3; 1; 7; 12];

-Internal provision of inclusive education and the mastery of various strategies for individualized approaches to organizing the education of pupils with SEN by specialists, the implementation of the principles of interdisciplinary interaction of all participants in the inclusive process at the level of educational institutions and at the legislative level (as seen in the experience of the USA, Norway, Italy, the UK, Poland, Israel, Belgium, Sweden, Spain, France, Germany, Portugal, and Denmark) [12; 2; 17; 10; 12; 19; 16; 3; 1; 7; 6; 11; 13; 18; 21];

-The presence of a permanent coordinator of interaction in the interdisciplinary support team within the educational institution or the position of a special educator who performs this function (as seen in the experience of Norway, Italy, the UK, Israel, Belgium, Sweden, France, Germany, and Austria) [16; 1; 13; 17; 21; 12; 6; 7];

-Continuous professional development of specialists regarding their interaction with each other during joint activities and the formation of inclusive competence within them (as seen in the experience of the USA, Canada, Norway, the UK, Israel, Belgium, Sweden, Spain, and France) [14; 16; 13; 12; 18; 17; 1; 21; 3].

Analyzing the foreign experience, it is worth noting that despite the almost perfect legislative framework and extensive experience in the implementation of inclusive education, there are several problems that may arise during its implementation. Understanding potential issues and obstacles that may arise during the organization of interdisciplinary interaction will help avoid or minimize their negative impact in domestic practice. These issues may include: insufficient development of a general inclusive culture in educational institutions among professionals and all participants in the educational process [4; 7; 22; 16]; a formal approach to organizing individualized education [4]; unpreparedness of professionals in general educational institutions to work with pupils with SEN [22; 7]; insufficient professional training of specialists for work in inclusive institutions, leading to negative attitudes towards the implementation of inclusive education as a whole and towards collaborative activities in interdisciplinary support teams in particular; the unwillingness among specialists from special education institutions to work in general education institutions [22; 16].

The analysis of international experience in interdisciplinary collaboration of specialists and the organization of inclusive education shows that involving special education professionals in supporting children with special educational needs (SEN) increases its effectiveness. Furthermore, the preparation of professionals to work in the inclusive space is a crucial component of efficiency for interdisciplinary interaction among specialists in the educational institution [16].

Since the quality of any educational system depends on the level of preparation of professionals who interact within it, continuous development and engagement of the best specialists is the most important task when organizing interdisciplinary interaction in the inclusive environment of educational institutions [20]. To achieve this, the following factors need to be considered: formation of a team capable of effective interaction when addressing shared educational tasks; continuous professional growth and development of all members of the support team; a culture of mentoring, support, and mutual assistance among professionals during their interaction; optimization of each employee's performance; the presence of communication competence; interpersonal perception and mutual understanding; transition from individual approaches to shared effective practices; development of mechanisms for monitoring the results of collaborative activities. A purposeful state policy to support inclusive education and engage professionals of different profiles in the inclusive space is also necessary to foster a positive attitude towards inclusive education among the public [20; 23; 2; 4].

Under the measures aimed at professional development of specialists, the following practices are understood, which take place in educational institutions and enable interdisciplinary specialists to interact effectively within their joint groups [20]:

-Stimulating genuine interaction among professionals by developing leadership development strategies among members of support teams, incorporating indicators of professional collaboration into the procedures for reviewing and accrediting educational institutions, and linking performance and competency indicators with their salaries.

-Allocating time and providing opportunities for collective practice (joint research projects, teacher networks for active discussions of urgent issues, exchange of experiences, and mutual support in addressing educational tasks).

-Encouraging professionals to continuously engage in research on effective practices in collaboration and their own professional development. This involves using the potential of the most successful professionals at the state level, encouraging them to engage in mentoring and research activities among their colleagues. Such experiences can also be seen as an incentive for professionals to pursue learning, self-development, and interaction not only with other specialists but also with other organizations and educational institutions (as seen in the experience of Finland and China) [20].

Autonomy of professionals in organizing their individual and collaborative activities, characterized by a high level of cooperation, leadership, and the qualifications of professionals, which makes such autonomy effective. Autonomy provides space for the flourishing of creativity and innovation (as seen in the experiences of Australia, Canada, Estonia, Finland, and the Netherlands). At the same time, so-called "planned collegiality,"

i. e., top-down imposed interaction, can restrain professional initiatives arising among specialists and true interaction among them (as seen in the experience of the USA) [20].

Conclusions

Inclusive education today is an innovative form of organizing the educational environment by establishing an effective interaction process among all its participants. This interaction ensures the implementation of a personalized and individualized approach to each participant in the joint activities. By innovative methods of interaction, we mean the effective interconnected collaborative activities of all participants in the educational process, taking into account their different needs, personal and professional qualities. The realization of these innovative methods is achieved, including through active subject- to-subject interaction among interdisciplinary specialists. Such joint activities contribute to the comprehensive development of all its participants as individuals, stimulate the acquisition of active communication skills, and foster lasting positive interpersonal relationships [10].

Today, professionals who interact with each other in inclusive educational institutions are expected to be motivated for their professional development and collaboration within a team of likeminded individuals on partnership principles [20]. Since the adaptation of general educational environments in domestic educational institutions to meet the diverse educational needs of pupils is still in development, most domestic researchers emphasize in their studies the development of such strategic directions of inclusive education in general and interdisciplinary interaction among professionals [22; 2].

Naturally, our ultimate goal should be to reduce the number of special education institutions and fully transition to the "one- track" model, following the example of the most developed countries. However, in today's reality, we can focus our attention on the development of interaction among professionals across different institutions, aiming to establish effective interdisciplinary support teams. This can ultimately increase the overall number of inclusive educational institutions and the number of pupils with special educational needs studying in them.

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