The potential of an interdisciplinary school team in the development of communicative skills of teenagers in inclusive education

Relevance. In the context of changes in the modern education system, the importance of identifying and utilizing the potential of interdisciplinary teams in educational organizations is growing. Moreover, modern requirements for inclusive education actualize the search for effective mechanisms to develop the communicative competence of adolescents through interdisciplinary interaction among specialists. The development of communication skills in adolescents, as a key component of their social adaptation, requires a comprehensive approach uniting the efforts of various specialists.
Aim. The aim of the research is to theoretically substantiate and practically reveal the potential of an interdisciplinary team within a school community in developing the communication skills of adolescents aged 13–16 in inclusive educational settings.
Methods. A complex of methods was applied: theoretical analysis of scientific literature, study and generalization of pedagogical experience, expert assessment method, questionnaires for teachers and students, observation, and statistical data processing. The empirical base was formed by the experience of the socio-psychological service «Farvater» of the State Budgetary Educational Institution of Moscow «School No. 2025».
Results. The essence of the potential of an interdisciplinary team is defined as a set of latent capabilities of a professional group capable of generating a synergistic effect in educational activities. The structural components of the potential were identified: human, organizational, technological, and resource based. Pedagogical conditions for actualizing the potential of the team were substantiated. Based on the analysis of the activities of the «Farvater» service, a model for realizing the potential of an interdisciplinary team was developed.
Conclusions. The potential of an interdisciplinary team of a school community is a dynamic system of professional, organizational, and technological resources, the effective actualization of which ensures the qualitative formation of communication skills of adolescents in an inclusive educational 
environment.

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