PEDAGOGICAL FOUNDATIONS OF EFFECTIVE ORGANIZATION OF FAMILY AND SCHOOL COOPERATION IN INCLUSIVE EDUCATION

The article analyzes the pedagogical foundations of organizing effective family and school cooperation in inclusive education. The purpose of the research is to identify key contradictions in the current state of family-school cooperation at the primary education stage and to theoretically substantiate a technology for its step-by-step development. Comparative analysis, systematization, generalization, and theoretical modeling methods of scientific and pedagogical literature were utilized. As a result, four levels of family and school interaction—awareness, consultation, participation, and partnership—were identified, which can be utilized by school administrations and special educators.