Developing Cooperation Competencies with Parents in An Inclusive Educational Environment

Abstract

This article examines the development of competencies for collaboration with parents in an inclusive education environment. The author analyzes modern approaches to forming partnerships between teachers and parents of children with special educational needs. The paper identifies key competencies necessary for effective interaction with families, presents collaboration models, and practical recommendations for their implementation. Special attention is paid to psychological and pedagogical support for families and the formation of an inclusive culture in educational institutions. Research results show that purposeful development of teachers' competencies in working with parents significantly increases the effectiveness of the inclusive educational process and contributes to creating a favorable environment for children with special needs.