До проблеми професійного співробітництва вчителя початкової школи та асистента вчителя

The article summarizes various approaches to defining the concept of “professional collaboration”, and outlines its key characteristics as a vital component of inclusive education in the context of primary schooling; the signs of professional cooperation are highlighted. It is identified that the teacher assistant provides social and pedagogical support for children with special educational needs, working alongside the classroom teacher to carry out a range of activities both during lessons and in extracurricular settings. The assistant helps the child complete learning tasks, participates in the development and implementation of the individual development plan, and adapts or modifies didactic materials in accordance with the level of support specified by the Inclusive Resource Center (IRC) and the individual characteristics of the student's learning process. The article emphasizes that only collaborative work between the teacher and the assistant – on the development of individual tasks, educational materials, and personalized learning trajectories – can ensure effective support for students with special educational needs. It is emphasized that the professional cooperation of the teacher and the teacher's assistant is the key to successful inclusive learning, since they determine the implementation of an individual approach to a child with special educational needs. Key words: professional collaboration, primary education, primary school teachers, teacher assistant, inclusive education.