Abstract
The article substantiates the necessity of a clear differentiation between the functions of the assistant teacher and the tutor (personal assistant) within the framework of inclusive education in the Republic of Kazakhstan. Based on the analysis of normative acts, professional requirements, and the results of empirical research conducted among teachers and parents of children with special educational needs at the State Communal Government Enterprise "House of Schoolchildren No. 7" under the Almaty City Education Department, the author identifies distinctions in the professional roles of the two specialists. Comparative tables of functions and a classification of children by types of support needs are presented, and the institutional role of the assistant teacher as a full participant in the educational process is discussed. Practical recommendations for human resources policy are proposed, including the legislative establishment of the assistant teacher's status, specialized staff training, and informing parents about the functional differences between specialists. The study demonstrates that the assistant teacher must possess pedagogical qualifications and provide psycho-pedagogical support to children, whereas the tutor (personal assistant) provides exclusively physical and domestic assistance without engaging in educational activities. The article emphasizes the importance of a differentiated approach to supporting children with various developmental disorders, which will enhance the quality of inclusive education in Kazakhstan. The work has theoretical and practical significance for the development of an effective human resources support system in an inclusive environment. The research results can be used in the development of strategies for staffing inclusive settings in Kazakhstan and improving the legislative framework.