THE ROLE OF A TEACHER’S ASSISTANT IN TEACHING CHILDREN WITH COGNITIVE DISABILITIES

Abstract

The article reveals the urgent problem of organizing effective support for children with cognitive disabilities in the context of inclusive education in a modern primary school. The focus of the scientific analysis is the activity of a teacher’s assistant as a key figure in the team of psychological and pedagogical support for a child with special educational needs. The relevance of the topic is due to the transformation of the Ukrainian educational system towards child-centeredness and inclusiveness, which requires a rethinking of the roles of all participants in the educational process, including the teacher’s assistant. Against the backdrop of an increasing number of students with intellectual and cognitive difficulties, the support of an assistant is becoming not only desirable but also a necessary condition for a successful educational process.The author conducts a thorough analysis of the principles of the assistant’s activity, reveals the peculiarities of his/her interaction with students, teachers and parents. The article identifies the specifics of the educational needs of children with cognitive disabilities, which include difficulties in memorizing, abstracting, understanding instructions, maintaining attention, planning activities, etc. Emphasis is placed on the barriers faced by such students in the regular classroom and the importance of targeted assistance from an assistant.Particular attention is paid to the difficulties faced by a teacher’s assistant: lack of clarity in defining his or her role, lack of specialized training, psycho-emotional stress, and underestimation by colleagues and society.The author concludes that the teacher’s assistant is not an auxiliary link, but a full-fledged participant in the educational process, whose activities largely determine the success of inclusive practice. The author emphasizes the need for a systematic approach to the training, support and support of assistants, as well as the development of national standards and guidelines that will facilitate the effective implementation of their role in teaching children with cognitive disabilities.