Teaching assistants provide direct help and support to children with special educational needs and/or disabilities during their education in school. At the beginning of COVID-19 pandemic, quarantine was declared and schools were closed too. The law does not state the rules of how to do work in pandemic, therefore teaching assistants had various working environment. Some teaching assistants worked from home, some provided support to pupils via video call and some of them didn't work at all; these experiences are just some of the ones mentioned in this research. "It's a big responsibility, small support... therefore I think that's a good description of a teaching assistant's job" – mentioned responsibility assistants point out through, for example, absence of personal contacts in order to preserve health of pupils with disabilities. Furthermore, by doing their job, they were forced to assume the role of a teacher. In circumstances like that, they were left to fend for themselves, and the only positive support they experienced came from teachers and coordinators in schools. In teaching assistants’ opinion, distance learning is perceived as dysfunctional, which brings various challenges for them, like: lack of information, uncertainty in payment, sheer amount of work, unavailability working materials etc. In this research, participants offer certain recommendations for improving the work with children with disabilities in crisis situations, as providing support to the pupils with disabilities in their home, creative assignments for pupils, assistants participation in school meetings and so on. Also, they mention suggestions for improving their work status as teaching assistants, for example raise and permanent employment.