Partnership in the system of inclusive education

  • Nadiia Byrko PhD (Pedagogy), Senior Lecturer of the Pedagogy and Psychology Department, Khmelnytskyi Regional Institute of Postgraduate Pedagogical Education.
Keywords: partnership, team of children with special educational needs, dialogue, trust, agreement.


The article deals with the content of partner interaction in the system of inclusive education. The state regulatory documents of the present in the context of the problem under investigation are analyzed. The history of the development of the social partnership is illustrated through the official agreements of the Bologna process: Bergen, London, and Leuven Communiqué. The features of the team of partner interaction in the system of inclusive education are determined on the example of the team of psychological and pedagogical support for children with special educational needs. These include: cohesiveness, compatibility, efficiency, orientation. The essence of partnership interaction, the definition of the term «partnership», the principles of social partnership, principles of partnership pedagogy, are outlined in the concept of the New Ukrainian school. Formulated a 3D formula for partner interaction, the main components of which are: dialogue-trust-negotiation, each component of the formula-3D is substantiated. The following features of the dialogue are identified, including: intention, purposefulness, rules of conduct of the conversation.

In partnership interaction, the dialogue represents the professional position of each member of the team of psychological and pedagogical support in relation to a pupil with special educational needs, whose purpose is to make children active participants in their own learning process, to engage in activities with educators in the process of cognitive search. Trust is a sociological and psychological category for identifying open, positive relationships between people (parties of trust) that reflect confidence in the integrity and benevolence of the other party with which the trust is in one way or another based on his experience. The agreement provides for mutual consent with a high level of responsibility for key issues.


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How to Cite
Byrko, N. (2018). Partnership in the system of inclusive education. HUMANITARIUM, 43(2), 7-16. Retrieved from