CURRENT DIFFICULTIES OF THE PROFESSIONAL ACTIVITY OF A TEACHER'S ASSISTANT IN IMPLEMENTING THE STATE STANDARD OF BASIC SECONDARY EDUCATION

Abstract

The article highlights the current difficulties of the professional activity of a teacher's assistant in the implementation of the state standard of basic secondary education. The purpose of the article is to substantiate the research results from three positions: difficulties in individual support of children with SEN in basic secondary education, difficulties in partnership between the teacher's assistant and members of the psychological and pedagogical support team and interaction with parents of children with SEN. he study found that the difficulties of individual support mainly relate to the adaptation and modification of educational materials in subjects that are difficult for a child with SEN (physics, chemistry, geometry) (40%); Difficulties in compiling an IPR mainly arise when defining goals and expected results (if the child has level 4 or 5 support) (28%); the presence of educational overload in children with SEN, which manifests itself in psychosomatic disorders (12%); difficulties during lessons, since the programs are very complex and the assistants are not subject teachers (9%). It was determined that in the process of partnership interaction, it is very difficult for teacher assistants to effectively negotiate joint actions with members of the support team, especially in distance learning (23%); it is very difficult to establish interaction with teachers (19%); lack of a clear division of responsibilities and workload, understanding of pedagogical tasks included in the staff (17%); lack of proper emotional support in partnership with teachers; attitude towards the teacher's assistant as a "voiceless assistant" (15%); lack of emotional support from the teacher (12%). It has been studied that parents show inconsistency in matters of education, formation of educational skills, upbringing and adherence to agreements determined by the psychological and pedagogical support team; it is difficult to involve them in the educational process and productive control of a student with SEN; need assistance with homework for their child with SEN and advice on technological support for distance learning.