Satisfaction of Parents of Children With Difficulties with Participation Of Teaching Assistants

Abstract

The paper presents the relevant assumptions for the successful implementation of inclusive education with special reference to the role of teaching assistants. In the extremely demanding role of teachers in the complex concept of inclusive education, it is necessary to include an assistant. This is one of the key prerequisites for quality inclusion, both in early and preschool education institutions and in school. Faced with the challenges of inclusive upbringing and education, teachers in overcrowded classrooms can not implement inclusion well without assistants. However, it is common not to have quality communication between teachers and assistants, parents, and professional associates. In this paper, we will explore how parents, as significant participants in successful inclusion, are satisfied with the participation of teaching assistants, which are the reasons for satisfaction or dissatisfaction, what they consider positive in introducing assistants, and what they would change. This research covers a small number of respondents, which makes it difficult to draw general conclusions. Despite that, we emphasize that the competence profile of the assistant in inclusion is not yet legally established, so any research on this topic can have a significant contribution to its implementation.