Keyword: «support in the learning process»

The interaction of teachers, educators, and support specialists does not immediately and does not always become truly team-based, each of the specialists solves their own highly specialized tasks. However, the experience of schools implementing inclusive practice shows that without finding a common language, setting common complex tasks to include a "special" child in the educational process, the school's work in this direction cannot be called successful, so it is important to include a "special" child in an inclusive class through the joint work of a teacher and support specialists.