Stavovi nastavnika o ulozi asistenata u radu s djecom s teškoćama u razvoju
Teachers' opinions about the role of teaching assistants when working with children with developmental difficulties

Summary/Abstract: Every child, regardless of their physical, intellectual, emotional, social or other condition, has the right to be included in regular schools. Inclusion in education requires changes in the content and structure of the school, and the way the school system functions. Involving teaching assistants in the education process represents direct support to the inclusion of students with developmental difficulties, with the aim of their becoming independent and achieving maximum potential. The aim of the research was to examine attitudes of elementary school teachers about the role of teaching assistants in working with children with developmental difficulties. The research was conducted on a sample of 175 elementary school teachers in municipality of Travnik. The research results showed that primary school teachers have positive attitudes about the involvement of teaching assistants in working with children with developmental difficulties. No statistically significant differences were found between teachers with regard to gender, lifetime of service, field of work and experience in dealing with children with developmental difficulties. For the successful education of children with developmental difficulties in a regular school, support for the school, the student and the family is necessary.

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