Abstract:

In her study, the authoress deals with the issue of teacher assistant training for their work in the inclusive education. In the context of Slovak schooling, the idea of inclusive education is a relatively new concept. Legislative support for the education of pupils with SEN (Special Education Needs) within the mainstream schools, especially in the form of school integration, is still valid. The legislation makes it possible to employ both pedagogical (e.g. teacher assistant), as well as professional staff (SEN teacher, school psychologist) at mainstream schools, but based on the analysis of the available materials, these professions are still rather scarce at mainstream schools. The students of the pre-school and primary education bachelor studies are also being prepared for the position of teacher assistants. A change in legislation is not sufficient. In the study, the authoress describes the legislative and qualification requirements on the position of teacher assistants, which are defined by the legislative documents. The subject of the qualitative analysis includes students’ reflections after completing their teaching practice as a teacher assistant in the first grade of primary education at mainstream schools. The analysis focuses on the cooperation of teachers with students practicing their work as a teacher assistant. The findings are discussed in relation to the legislative requirements, as well as to the competence profile of an education assistant (teacher assistant). The paper is the result of a research project within the VEGA project No. 1/0732/19 titled Teachers' Attitudes to Diversity in Relation to the Selected Characteristics of Teachers.

Keywords:

Inclusive education, teacher assistant training, qualitative and quantitative analysis of students’ statements.