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, articipation 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.