UDC 376:373.5:811.161.2
DOI: https://doi.org/10.59694/ped_sciences.2026.21.100
COOPERATION BETWEEN A UKRAINIAN LANGUAGE TEACHER AND A TEACHER ASSISTANT IN ORGANIZING THE EDUCATIONAL PROCESS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN GENERAL SECONDARY EDUCATION INSTITUTIONS
HONCHAR Nataliia Petrivna
Candidate of
Pedagogical Sciences, Associate Professor of the
Department of Pre-school and Special Education,
Psychology and Professional Methods, Khmelnytskyi
Humanitarian and Pedagogical Academy.
ORCID іD: https://orcid.org/0000-0003-1367-0022
TSEHELNYK Tetiana Mykolaivna
Doctor
of Philosophy, Associate Professor of the Department
of Special and Inclusive Education, Ternopil
Volodymyr Hnatiuk National Pedagogical University.
ORCID іD: https://orcid.org/0000-0001-7643-0208
Abstract:
The purpose of the article is to provide a substantiation and systematization of the content, major areas, and organizational foundations of cooperation between a Ukrainian language teacher and a teacher assistant in the educational process of students with special educational needs at the lower and upper secondary levels of general secondary education.
The study clarifies the content of key concepts relevant to the topic, particularly inclusive education, students with special educational needs, the organization of the educational process, and cooperation between the teacher and the teacher assistant in the context of teaching Ukrainian. The functions, areas of responsibility, and boundaries of professional interaction between the Ukrainian language teacher and the teacher assistant were identified.
The main areas of cooperation were systematized, including joint lesson planning, adaptation and modification of learning materials, student support during lessons, assistance in language and text-based activities, monitoring the dynamics of learning achievements, coordination of assessment approaches, communication with parents and specialists of the psychological and pedagogical support team. The study shows that the effectiveness of such cooperation depends on the consistency of pedagogical actions, clear differentiation of professional roles, attention to the student’s individual educational needs, and preservation of the subject-specific logic of teaching Ukrainian.
The scientific novelty of the study lies in the subject-specific substantiation of cooperation between the Ukrainian language teacher and the teacher assistant in general secondary education, a topic that has not been comprehensively covered in previous research. The practical significance of the article is that its provisions may be used by Ukrainian language teachers, teacher assistants, school administrators, members of psychological and pedagogical support teams, and in-service teacher education.
Keywords: inclusive education; inclusive learning; students with special educational needs; Ukrainian language teacher; teacher assistant; cooperation; organization of the educational process; lower secondary school; upper secondary school.
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