Children and students with functional disorders are one of the target groups of the inclusive education. Students with functional disorders can adapt in general education schools faster if their intellectual development is within the normal range. This group usually consists of disabled students, but they are able to master general education programmes successfully with an assistant’s support. The purpose of the article is to explore the problems of assistants’ support for students with functional disorders in general education schools. Adaptation of these students to general education schools would facilitate their development and enable them to undertake further studies not only in vocational education, but also in higher educational institutions. Assistant’s support would promote the adaptation of these students to the class environment and ease the daily life of their parents. Having assessed the current situation, the authors conclude that the assistant’s support will be effective if the assistant’s functions and roles are recognized and if training of assistants for students with functional disorders in general education schools is ensured.

Children and students with functional disorders are one of the target groups of the inclusive education. Students with functional disorders can adapt in general education schools faster if their intellectual development is within the normal range. This group usually consists of disabled students, but they are able to master general education programmes successfully with an assistant’s support. The purpose of the article is to explore the problems of assistants’ support for students with functional disorders in general education schools. Adaptation of these students to general education schools would facilitate their development and enable them to undertake further studies not only in vocational education, but also in higher educational institutions. Assistant’s support would promote the adaptation of these students to the class environment and ease the daily life of their parents. Having assessed the current situation, the authors conclude that the assistant’s support will be effective if the assistant’s functions and roles are recognized and if training of assistants for students with functional disorders in general education schools is ensured.