Abstract
Publication is focused on work of teacher assistants in mainstream primary and lower secondary schools. The first part of this monograph presents basic conditions for involving assistants in education and results of selected researches in the same area.
In the second part authors introduce results of their own research focused on work of teacher assistants in Czech schools - from responses of assistants, teachers, principals and pupils with special educational needs there emerge requirements on knowledge and personality characteristics of teacher assistant, deficiencies in organization of assistants' indirect educational activities (preparation, consultations etc.) and lack of variedness in application of different forms of direct educational support (work with the rest of the class, individual and group tutoring, giving extra classes etc.). The last part of this monograph contains basic research-based methodical recommendations for work of teacher assistant in inclusive model of education.