Lutsenko I. Organizational-pedagogical conditions of teacher's assistant activity in inclusive school

The Dissertation is devoted to solving actual problems in the organization of a teacher's assistant activity in a secondary school, and optimization of organizational-pedagogical activity conditions. An international experience of formation and development of the assisting practice in an inclusive environment was analyzed, and was justified using of different assistants models (individual support, assisting the teacher and collaborative teaching). Legal documents regulating the activities of teacher's assistant were analyzed and suggestions for improvement were created. In this Dissertation research the structure of teacher's assistant activities, its components (goal, objectives, functions, areas), the approaches and the basic principles were identified. This research grounded and developed structural-functional model of teacher's assistant activity in an inclusive environment with the aim of designing organizational and pedagogical conditions of its activity, optimization of which contributes to the improvement of its pedagogical practices. Experimental search allowed us to determine the organizational and pedagogical conditions of teacher's assistant activity, namely: 1) formation of system of inclusive education values which determines the personal attitude and readiness of teacher's assistant to work in an inclusive class; 2) regulatory support and execution of the educational norms provided by the law; 3) professional collaboration of specialists at three levels of interaction (class, school, inter-Agency); 4) professional competence. Methods of forming phase of the research were disclosed and the results of the formative experiment were presented. The system of teacher's assistant professional activities improvement was developed. It is proved that one of the optimization forms of organizational and pedagogical conditions of teacher's assistant activity is the corporate training of school specialists' teams. This approach promotes the formation of effective professional cooperation between educational institutions and interdepartmental interactions by involving additional specialists to ensure the quality of supporting children with special educational needs in an inclusive learning. The experiment results proved that the optimization of certain organizational and pedagogical conditions contributes to the improvement of the teacher's assistant professional activities.