The cooperation between pedagogues and teachers, their professional competence, and mutual provision of assistance and support in the inclusive approach to educating students with developmental disabilities significantly influence both the process and outcomes of inclusion. The primary aim of this research is to present and analyze the practice of consultative work carried out by school pedagogues with teachers, focusing on providing professional assistance and support to teachers working with students with developmental disabilities. The research employed a questionnaire for teachers and an interview protocol for pedagogues. The sample consisted of 15 pedagogues and 100 teachers from primary schools in Serbia, specifically within the territory of the city of Belgrade. Based on the results and field observations, it can be concluded that teachers cooperate daily with pedagogues and regularly seek some form of assistance and support when working with students with developmental disabilities. The consultative work of pedagogues with teachers, aimed at supporting their work with these students, takes place within the daily responsibilities of school pedagogues. It is directed toward concrete educational practice and largely depends on the professional competence and personal motivation of both pedagogues and teachers.
Dragana Radenović (Tue,) studied this question.