engleski

Teaching assistants as support to inclusive upbringing and education in the Republic of Croatia

The importance of a differential school curriculum that respects the differences and singularities of all children is all the more recognized in Croatia. One of the key pre-conditions of quality inclusion is surely the engagement of teaching assistants. Numerous criticisms have appeared in public concerning the competence of teaching assistants. Namely, the conditions foreseen by laws and bylaws in Croatia are: completed secondary school and three-day training. Many are of the opinion that this is not sufficient. The possibility of further development of this model of support is seen in clarifying and defining the role of the assistant, which will be determined by Regulations on Assistants that is in procedure. This work shows research results on the efficiency of assistants’ training in teaching, competences and their contribution to inclusion from their own perspective. The research results show that assistants have a good evaluation of their support and assistance, meaning that they agree their contribution to pupils, teachers, parents and the school is useful, while opinions concerning the contribution to the curriculum were divided.

teaching assistant ; inclusion ; pupils with difficulties ; competences ; Regulations

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