INTERDISCIPLINARY INTERACTION IN SOCIAL-PEDAGOGICAL WORK WITH PRIMARY SCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: CURRENT STATE AND DEVELOPMENT PROSPECTS

Abstract

The article presents the results of an empirical study on the current state of interdisciplinary interaction in socialpedagogical work with primary school children with special educational needs (SEN) in experimental general secondary education institutions in Ukraine. The relevance of the topic is driven by the rapid increase in the number of inclusive classes and the need to strengthen team-based support for effective inclusion. The research problem is based on identified barriers: the formal nature of developing and implementing Individual Development Programs (IDPs), irregular support team meetings, limited parental involvement, insufficient communication, and resource constraints. The analysis of previous studies shows a focus on the theoretical foundations of inclusive education, teacher training, and corrective developmental work, but a lack of attention to interdisciplinary interaction with primary school children with SEN. International practices demonstrate the effectiveness of interdisciplinary teams in enhancing social integration and student well-being. The aim of the study is to assess the state of interaction and propose recommendations for its improvement. Methods include surveys of specialists and parents, in-depth interviews, and focus groups. Results indicate that interaction is fragmented, with issues in coordination and parental participation. Strengths include the effectiveness of face-to-face meetings, adherence to ethical principles, and parents’ readiness to collaborate when communication is structured. The effectiveness depends on established partnerships and clear coordination. Recommendations include IDP templates with micro-reports, coordination protocols, meeting checklists, and training for parents and specialists. Directions for further research: monitoring the implementation of recommendations in different regions and the impact of digital technologies on interaction under martial law conditions. The study confirms the need for a systematic approach to interdisciplinary interaction to improve the quality of inclusive education in Ukraine.