FEATURES OF THE TEACHER'S ASSISTANT WORK IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION WITH INCLUSIVE EDUCATION

Abstract

Summary. The article considers the peculiarities of the work of an assistant teacher in general secondary education
institutions with inclusive education. It is proved that inclusive education is not just the inclusion of a child with special
educational needs in a regular school, but also the creation of a special approach to learning in the common space, which
provides additional elements of the educational process – specially equipped place, appropriate conditions, individual
child development plan and mandatory presence of a teacher's assistant in an inclusive classroom.
On the basis of scientific and pedagogical literature, normative and legal sources the concept of «teacher's assistant» is
revealed and its activity is defined. The functions of the teacher's assistant are singled out, which include: organizational,
educational and developmental, diagnostic, prognostic, consultative.
It is noted that the main function of a teacher's assistant as a teacher is to work with an inclusive class teacher to help
pay attention to each student during the educational process.
The task of the teacher's assistant to establish his cooperation with teachers, specialists of the team of psychological
and pedagogical support and parents is theoretically substantiated. It is noted that one of the conditions for successful
inclusive education is a team approach, which is provided by members of the team of psychological and pedagogical
support of a child with special educational needs. This is a mutually agreed complex activity of a multidisciplinary team of specialists and parents of the child, which aims to create the necessary conditions conducive to the development of
the child's personality, learning, skills, successful adaptation, rehabilitation, self-realization and integration into society.
The role of the teacher's assistant in providing children with a full social life, participation in the educational process
is determined. The organizational aspect of the work is analyzed and the ways of successful cooperation of the teacher's
assistant with parents are suggested.