FEATURES OF PARTNERSHIP INTERACTION BETWEEN TEACHER’S ASSISTANT AND PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE TERMS OF MARTIAL LAW

Abstract

The article presents the results of study of partnership interaction between teacher’s assistant and parents of children with special educational needs in terms of martial law. The study established that partnership interaction between teacher’s assistant and parents of children with special educational needs is considered as a form of social interaction, which is built on the principles of equality and autonomy of its subjects, their mutual responsibility. The author investigated the issues of changes in professional activity of teacher’s assistant during the martial law period, current problems of professional activity of partnership interaction of teacher’s assistants and parents, changes in demands of parents of children with special educational needs on the teacher’s assistant. It was found that significant changes in professional activity of teacher’s assistants have completely occurred, since everyone found themselves in difficult crisis conditions. The following was identified as current problems of the professional activity of partnership interaction of teacher’s assistant and parents of children with special educational needs: methodological and technical support of distance learning; focusing the professional attention of teacher’s assistant on psychological support of children with special educational needs and their parents; the presence of ‘overly well-read’ parents of children with special educational needs and inflated expectations of development of their own children; the need to improve the communication system with parents of children with special educational needs, the presence of parents of ‘their own view’ on education and upbringing of their children with special educational needs, the need for strict control over parents of children with special educational needs who have special educational needs themselves; counseling parents of children with special needs regarding their children’s addiction to gadgets; specifics of working with internally displaced parents of children with special needs. It has been proven that the vast majority of parents have become much more demanding of teacher assistants, a smaller part of parents have lost interest in learning altogether, and some parents are tired of their children and would like to send them to school.