The dissertation identifies and scientifically substantiates peculiarities of the professional training of future teacher’s assistants in Canadian educational institutions. It identifies the possibilities of creative implementing of foreign experience in Ukrainian education. Based on the theoretical analysis of fundamental research, the conceptual and terminological apparatus of the research is summarized and systematized: «teacher's assistant», «teacher's professional training», «educationalprofessional curriculum», «professional competence of a teacher's assistant», «and children with special needs», «inclusive education». The analysis of the historical and pedagogical aspects of the origin and development of inclusion has shown that this process depends on the socio-political and socio-cultural conditions in each of the provinces of Canada. It is determined that the legal framework for the training of future teacher’s assistants in Canada is characterized by the development of legislative support of the provincial and territorial governments, which is constantly updated and improved in accordance with society's rapid requirements for education. Canadian educational institutions have their own approaches to completing a curriculum: the differences may exist within educational institutions in the same province; the average duration of training is from 4 months to 6 years, depending on the form (full-time, part-time, distance or online) training, the list of disciplines and credits. The content of the educational curricula of 48 Canadian educational institutions for teachers’ assistant training was analyzed. It is found that the features of the structure of professional training of future assistants are: the presence of 1-2-year curriculum for assistants who receive a special certificate or diploma after graduation, diversification of forms of education (fulltime, part-time, distance or online), flexibility and openness. There are no nationwide teacher training requirements in Canadian educational institutions. The content of training of the assistants involves the usage of such forms of organization as lectures, laboratory work, seminars, and practical classes in small groups, independent work based on textbooks or abstracts. The curriculum provides for students the disciplines of the cycle of general and vocational training. It is stated that the types of control include current, modular, final or self-control. Each Canadian educational institution has its own conditions for admission. The main functions (organizational, educational, developmental, prognostic, advisory) and job responsibilities (apply professional knowledge in practice; provide pedagogical support to a child with special needs in inclusive education, etc.) of teaching assistants in Canada are substantiated. The teacher's assistant knows a legal framework in the field of inclusive education, which regulates the performance of his work, which is based on a team approach provided by the teacher, teacher's assistant, speech therapist, medical staff, administration, and parents involved in the educational process. An important component of the organization of the process of assistants’ training is the consolidation of students' theoretical knowledge in practice, including studying the practical experience of documentation in schools where the assistant works, conducting lessons in cooperation with teachers, clearly showing care for children with disabilities during the working day. It is a proven fact that effectively organized pedagogical practice, its direct connection with the theory is one of the main ways to improve the professional training of teachers, gaining professional practical experience. It is established that a mentor provides guidance and support in the process of pedagogical practice, which is divided into educational and reflective. He interacts directly with the future teacher's assistant. The possibilities of using progressive ideas of the Canadian experience of professional training of teacher’s assistants in educational institutions of Ukraine are outlined. Based on the analysis of the experience of professional training of teacher’s assistants, methodological recommendations for participants of the educational process of different levels to improve the professional training of teacher’s assistants in higher educational institutions of Ukraine have been identified.
