SURADNJA U INKLUZIVNIM ŠKOLAMA: KAKO POMOĆNICI U NASTAVI PROCJENJUJU NJIHOVU SURADNJU S UČITELJIMA U RAZREDU?

Abstract

The educational inclusion of pupils with disabilities into regular schools enables, based on the professional evaluation of their special educational needs, with the support of teachers and learning support teachers, and in line with their abilities, the acquisition of knowledge and skills necessary to become self-sufficient and socially included. The aim of this research was to gain insight into the cooperation work of learning support teacher and teacher and, from the learning support teacher’s perspective to explore their views on mutual cooperation in the implementation of educational inclusion of pupils with disabilities in regular classes, then to examine the relationship of learning support teachers attitudes with their sociodemographic characteristics. The obtained results indicate favorable attitudes of learning support teachers towards cooperation with teachers. As well as the fact that the majority of learning support teachers have only completed secondary education. It seems that the lower level of formal education of learning support teachers (secondary school) as well as attending seminars and workshops on educational inclusion and developmental disabilities contribute to better mutual cooperation. The results of the conducted analysis have shown the existence of differences in attitudes among participants with regard to two sociodemographic variables: workshops/seminars about working with children/pupils with disabilities and the learning support teachers’ level of education. Anyhow, it is important to emphasize the collaboration and supporting relationship between learning support teachers and teachers who can ensure sufficient psychological, pedagogic, program-organisational, didactic-methodical and social possibilities of the school’s inclusive activity. This research special contribution is reflected in the scientific cognition that inclusive education supports the development of inclusive values and the acceptance of differences among pupils, but also the progress of this vulnerable group through changes in access to education process.