THE THEORETICAL FOUNDATIONS OF PEDAGOGICAL COOPERATION IN INCLUSIVE EDUCATION
Abstract
Inclusive education has become a fundamental principle in modern educational
systems, aiming to provide equal learning opportunities for all students regardless
of their physical, intellectual, social, emotional, linguistic, or other conditions.
Pedagogical cooperation plays a crucial role in ensuring the effectiveness of inclusive education. This article explores the theoretical foundations of pedagogical cooperation in inclusive education, focusing on collaboration between teachers, students, parents, and specialists. The study uses qualitative research methods, including analysis of scientific literature and comparative analysis of international inclusive education practices. The results indicate that effective pedagogical cooperation improves learning outcomes, enhances social inclusion, and supports the holistic development of students with diverse educational needs.
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