A common goal: collaboration between the co-organizing teacher and other subject teachers

Abstract

This article examines the importance of collaboration between the co-organizing teacher and subject teachers in the context of inclusive education, which responds to the growing needs of students with special educational needs (SEN). Drawing on theoretical foundations such as Vygotsky’s (1978) zone of proximal development theory and Friend and Cook’s (1995) co-teaching models, it highlights the crucial importance of collaborative pedagogy for ensuring effective teaching and holistic student development. Practical forms of collaboration, such as co-teaching and adapting teaching methods, are discussed, which enable better support for students with SEN and increase whole-class engagement. An analysis of barriers such as lack of time, differences in pedagogical approaches, and systemic constraints indicates the need for strategies such as regular lesson planning, professional training, and institutional support. The article illustrates these issues with hypothetical examples from the Polish educational context, showing how collaboration can improve teaching quality and build an inclusive school environment. The conclusions emphasize the need for further research on the effectiveness of collaboration in the Polish education system and the implementation of systemic solutions, such as financing training and teaching resources. The aim of the article is to inspire teachers, policymakers, and researchers to promote a culture of collaboration that supports equal opportunities in education.