Worldwide, the development of inclusive education is aimed to achieve the goal of creating safe, nonviolent, inclusive and effective learning environment for all children. The goal of our work is to study the current
situation of teaching assistants in supporting children with autism spectrum disorder in secondary schools. A
questionnaire was developed by the team of experts and is based on the legal acts. It is designed in two main
PEDAGOGY AND PSYCHOLOGY №3(60),2024
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areas that focused on the experience and needs of teacher assistant and children with autism as well. The results
obtained are based on the collection and analysis of data, the study of scientific and methodological literature,
normative legal documents on the topic. The research enabled to implement the task of clarifying the role of the
teacher assistant in accompanying a student with autism, identifying positive practices, difficulties, satisfaction
with their work, as well as to identify factors that impede the effectiveness of psychological and pedagogical
support for children with autism at school. It is clear that comprehensive continuous capacity-building trainings
are needed in the country to support the work of the teacher assistants and systemic solutions regarding the
improvement of professional competencies of teaching assistants in Kazakhstan.