Objectives:
The study is a presentation of the competence and cooperation of teachers co-organizing education in mainstream schools, presented through the prism of the narrative of subject teachers. In the topic literature, the issue of evaluation of cooperation with special educators, reviewed by teachers conducting subject education, is rarely discussed.

Material and methods:
The aim of the study is to learn about the subjective assessment of the competences of special educators and their cooperation with subject teachers. In order to achieve the aim of the research, the main research problem was formulated: How do subject teachers perceive and assess the competences and cooperation with teachers co-organizing the education process. The adopted research procedure uses a qualitative strategy, the method of individual cases, the structured interview technique and the teacher's interview questionnaire tool in our own study.

Results:
On the basis of the conducted research, it was found that the quality of work of a teacher co-organizing the education process of SEN pupils is determined not only by their knowledge and skills, i.e. professional competences, but also by personality competences.

Conclusions:
Teacher collaboration in the classroom is one of the main factors determining educational success. Teachers co-organizing the education process and subject teachers should therefore closely cooperate with each other, adopting single-track goals, tasks and strategies for working with SEN pupils, who should be the most important link in this cooperation.