Abstract:

In the Czech Republic is the inclusive form of education very frequently discussed theme nowadays. State measures that ensure effective process of inclusive education also include support of teaching assistants. To the activities of teaching assistant belong classroom work in general and direct and indirect methods, processes and approaches. The assistant should concentrate on particular work with a pupil at risk or with special educational needs, and also on close collaboration with a teacher, with a class team, parents and counselling facilities. The quality of cooperation between the teaching assistant and the teacher is the main topic of our research.

The submitted article reflects chosen aspects and conclusions of the research carried out in the Czech Republic in 2019 at primary schools. The research focused on the analysis of selected factors that influence the cooperation of teaching assistant and the teacher in the process of inclusive education. Through research findings, we would like to emphasize the importance and improvement of effective collaboration between teaching staff in the educational process.

The research project was focused on refuting or confirming three hypotheses concerning on:
1. type of assistant´s profession and education,
2. length of assistant's practice and
3. quality of personal relationship between teaching assistant and teacher.

The main research method in the presented quantitative research investigation was questioning and a questionnaire was the technique of the construction. To verify the established hypotheses, we chose the statistical analysis of the Test of Independence (can be found in the scientific literature under the name Pearson's Chi-square Test or Good Match Test). A total number of 71 teaching assistants were involved in the research investigation. This research sample N = 71 assistants correspond to real situation of N = 71 primary schools in the Moravian-Silesian and Olomouc regions of the Czech Republic. We completed the analysis and conclusions of research by using graphs and tables.

The most important results tell that the teaching assistants don´t think in general that their cooperation with the teachers is influenced by their profession, length of practice or personal relationships. Through these findings we can draw conclusions towards the effective promotion of inclusive education by the teaching assistants. At the end of this article are presented interesting results of our research analysis.

Keywords:

inclusive education, primary school, teaching assistant, teacher, conditions of education, cooperation in inclusion, Czech Republic