Abstract:

The number and role of inclusion assistants (IAs), who integrate students with special needs into the regular educational system, has changed considerably in recent years, especially since the number of such students in the regular educational system has increased. This includes students with complex disabilities such as autism, mental illnesses and developmental disabilities, who need close escort to enable them to realize their educational and social potential.
This research is based on findings from a previous study that compared the role perception of IAs among the IAs themselves and educators who integrate students with special needs into their classrooms. Those findings indicated that there is a discrepancy in how teachers and IAs define the IA’s role.
The results also indicated the necessity for creating a suitable framework for teaching IAs the theoretical and practical aspects of their job. This present study was designed to examine the effect of such a framework on the IAs’ perception of their role.
A questionnaire and semi-structured interviews were used to determine if and to what extent eight IAs changed their perceptions of their roles after attending an IA training course, and what the implications of such courses may be.
The results point to the need to expand and broaden IA training. This should be grounded in legislative changes that stipulate that IAs must undergo pre-service training and receive continuous professional guidance throughout their work.

Keywords:

Inclusion assistant, students with special educational needs, professional training, students support.