Abstract:

Modern Ukrainian schools are confidently moving towards inclusion, where every child, regardless of their physical or intellectual characteristics, has the right to quality education. However, inclusion is not just about having a child in the classroom. It is about creating an adapted environment, the key figure of which is the assistant. The assistant profession today is a combination of pedagogy, psychology and social work.

Teaching is a profession about faith in people. It is a job that requires not only knowledge of methods, but also a huge resource of empathy. An assistant does not just help with learning – he opens the door for a child to a world of equal opportunities, making school a place where everyone is welcome.

The role of the assistant is not intended as a replacement, but as a complement to the teacher’s activities. The assistant does not plan the educational process, does not assess the knowledge of the applicants and is not responsible for the implementation of the curriculum – this is the teacher’s prerogative. Instead, he helps in organizing the space, adapting the material for children with special needs, and contributes to the emotional comfort and socialization of students.

In a true team, the teacher and the assistant work together: one forms a pedagogical strategy, the other helps to implement it at the level of specific students. Such a tandem is not only effective, but also extremely important in the context of inclusive education, when each child needs an individual approach.

Assistantship is primarily about helping, not replacing. It is a partnership based on respect for professional boundaries, collaboration, and a common goal of creating a safe, accessible, and effective educational environment for each student. For such a model to work, clarity in defining roles, ongoing training for assistants, and support from the school and the state are necessary. This is especially true for students with cognitive disabilities. A range of measures should be used to correct cognitive disabilities. A child with a cognitive disability needs coordinated adult assistance.

Keywords: teacher’s assistant, psychological and pedagogical support, individual development program, special educational needs, universal design, remedial and developmental classes, special education, inclusive education.

References:

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