ПРАКТИЧНА ПІДГОТОВКА МАЙБУТНІХ АСИСТЕНТІВ ДО РОБОТИ З ОБДАРОВАНИМИ ДІТЬМИ У КАНАДІ

Abstract

Educational reforms that carry out the education system as a whole have led to the involvement of children with special needs and children who are endowed with giftedness. The article is devoted to the actual problem of training special specialists to work with gifted children. The professional training of a Teacher Assistant in Canadian educational institutions is revealed. It analyzes the training courses and programs in five provinces: Alberta, Ontario, British Columbia, Manitoba, and Saskatchewan, where paraprofessional training is being conducted at educational faculties. We identified the features of the preparation in four Canadian colleges, polytechnics, university and institute. They mentioned what functions and responsibilities, in cooperation with the teacher, are performed by an assistant in the process of teaching gifted children.In the process of research, we come to the conclusion that in Canada, gifted children are categorized as children with special needs. For children who are gifted and studying in one class with ordinary children, an individual plan of education is drawn up. Therefore, teachers engage in the training of all children, the teacher’s assistant helps to realize the individual plan of gifted children. We analyzed such educational institutions as: the University of Lethbridge, the University of Winnipeg, Keyno College, Spotta Show College, Saskatchewan Polytechnic, Red River College, and Oshki-Pimache-O-Win Education Institute. Educational institutions offer two-year or one-year courses and graduate students receive a certificate or diploma. We have identified which curriculum provides a thorough training of assistant teachers to work with gifted children. The Canadian system of education is guided by the fact that each person is gifted, and support for giftedness requires the creation of a coherent, self-directed system that would involve the identification of talented children.