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.

Aim. The study of the problems of the process of introducing inclusive education in schools in Fryazino, Moscow region, the current state of this type of education in educational institutions of the city, as well as the development of practical proposals for their development.
Methodology and results. The following research methods were chosen: analysis, comparison, study of specialized literature, survey, testing, grouping method, compilation of statistics. The result of the work was the identification of the three most common models of inclusion and the identification of the reasons for the insufficiently effective functioning of each of them, on the basis of which appropriate recommendations were made for the development of inclusive education in the urban district. Further research and development in this area can be carried out in the direction of improving the conditions of inclusive education, in particular, improving integrative, psychological, and pedagogical models of inclusive education. 
Research implications. In the framework of psychological and pedagogical support, further research on the influence of their components on the emotional state, behavior, academic performance and socialization of schoolchildren with autism spectrum disorders may be useful. Such studies will help to receive feedback from students who are targeted by inclusive education.

Aim. The article examines the role of an educational institution, particularly the school’s management team, in shaping a local ecosystem of technological sovereignty. 
Procedure and methods. Research key directions for the transformation of school education: the introduction of innovative methods for teaching mathematics, the creation of a digital ecosystem for additional professional education, and the development of scientific literacy and an interdisciplinary approach. The analysis focuses on the mechanisms for integrating educational institutions into the process of building the country’s technological independence by developing students’ competencies required for participation in scientific and technological progress.
Research implications. The theoretical significance lies in the systematization of the directions of transformation of school education, the creation of a digital ecosystem of additional professional education, the development of scientific literacy and an interdisciplinary approach that can be used to improve work programs, training sessions and the education system as a whole.