SPECIAL NEEDS SUPPORT IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

Inclusive education aims to ensure that all learners have equal access to quality education in educational institutions. The growing number of children with special educational needs in mainstream education is increasing the number of teaching assistants in classrooms. Support for a child with special educational needs is very individual and not always clear and understandable to the pupil assistant. This study focuses on the provision of special support for children with individual educational needs. The article focuses on the provision of special assistance and the relevance of developing the skills and competences of the pupil assistant in the context of inclusive education. The study shows that preschool and primary teachers have a positive attitude towards the peculiarities of communication of pupil assistants with children with special educational needs (respectful behaviour, ability to control their feelings and emotions, patience, attentiveness), sufficient understanding of their individual needs, and coordination of activities with the teacher, cooperates with other participants in the educational process (educational support specialists), but teachers emphasise that special assistance lacks the ability to work with pupils with behavioural problems, to explain the content of the curriculum in a way that takes into account their learning difficulties, to promote their independence, and to keep the teacher informed about their progress. The teaching assistant plays a variety of roles to support the pupil in the group/classroom. Different educational activities require different teaching assistant skills to work with children with individual needs.