INTERPERSONAL COMPATIBILITY AND TEAMWORK EFFECTIVENESS OF MEMBERS OF THE PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT TEAM FOR A STUDENT WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article is devoted to the study of the essence and peculiarities of interpersonal compatibility and cooperation of members of the psychological and pedagogical support team working with students with special educational needs. The research was conducted based on the analysis of theoretical sources and expert evaluation. The problem of team building is considered in the context of theories that define the stages of team development (Bruce Tuckman’s theory), team roles (Raymond Belbin’s theory), factors that influence team effectiveness (Richard Hackman’s theory). The study presents the stages of formation and activity of the psychological and pedagogical support team (preliminary, team building, activity, reflexive, final); the concept of interpersonal perception is analyzed; principles for forming interpersonal compatibility and teamwork of members of the psychological and pedagogical support team for students with special educational needs are proposed (focus on results, interaction and mutual support, communication, mutual respect, trust, support, equality, flexibility, professional ability, shared responsibility, emotional stability); the main obstacles that hinder the team building process are identified, and ways to improve interpersonal compatibility and teamwork of team members are proposed. In addition, it was found that the effectiveness of the psychological and pedagogical support team depends on the presence of a leader who can coordinate the team’s work and stimulate it to achieve its goal. The team leader should be a qualified specialist in their field, have experience working with students with special educational needs, possess interpersonal communication skills, and motivate and promote the development of each team member. The author of the article notes that team building is an important stage in the formation of an effective working team of professionals and parents. The effectiveness of working with a student with special educational needs depends on the interpersonal interaction and cooperation of team members. The article also raises questions about the number of participants in the support team and its leadership, as well as the role of emotional stability in the team’s success.