Abstract
Teacher assistants are seen as an important instrument of support for inclusive education, about their practical use there still remain a lot of ambiguities. This paper brings selected results of research focused on work of teacher assistants in regular primary and lower secondary schools in Czech republic – according responses of teachers and assistants the prevalent form of assistant services is an individual support to pupils with special educational needs; and it’s also clear, that this form of support can have a negative impact in the area of developing pupil’s independence.