Assistans in teaching as support to inclusive education

Djeca s teškoćama u razvoju su ona djeca koja trebaju dodatnu potporu u okruženju a posebno u područjima odgoja i obrazovanja jer pokazuju određena razvojna odstupanja. U Hrvatskoj se od početka 70-ih godina velika pozornost posvećivala procesu obrazovne integracije s ciljem omogućavanja školovanja djece s teškoćama u razvoju zajedno s ostalim vršnjacima u redovitom sustavu obrazovanja. Pomoćnik u nastavi pomaže učeniku s teškoćama u razvoju tako što potiče njegovo sudjelovanje u socijalnim i odgojno-obrazovnim procesima u školi, usmjerava učenika, potiče njegovu pažnju i koncentraciju na nastavni sadržaj te po potrebi dodatno objašnjava i prilagođava gradivo učenikovim individualnim potrebama. Uloga pomoćnika u nastavi opisana je u ovom radu prema Orijentacijskoj listi vrsta teškoća. Podrška pomoćnika u nastavi učenicima s teškoćama je u u komunikaciji i socijalnoj uključenosti, u kretanju, pri uzimanju hrane i pića, u obavljanju higijenskih potreba, u obavljanju školskih aktivnosti i zadataka. Mreža podrške su koordinator u školi, učitelji i roditelji/skrbnici. Također u radu navodimo edukaciju i zapošljavanje pomoćnika u nastavi u Hrvatskoj. Vidljivo je kako su pomoćnici podrška inkluzivnom obrazovanju i iako je pojam novijeg doba vidi se napredak u njegovoj regulaciji i primjeni iako i dalje postoje određeni izazovi u praktičnom radu i zasada nedovoljno istraživanja.Students with disabilities are students who need additional support in the environment, especially in the areas of education, because they show some developmental disparities. In Croatia, since the early 1970s, great attention has been devoted to the process of educational integration with the aim of enabling children with developmental difficulties to be educated together with other peers in the regular education system. Assistans in teaching help a disadvantaged student by encouraging his / her participation in school social and educational processes, directing pupils, encouraging his / her attention and concentration on teaching content and, if necessary, further explaining and adapting the subject to the student's individual needs. The role of the assistants in teaching is described in this paper according to the Orientation List of types of difficulties. Assistans in teaching give support children with disabilities in communication and social inclusion, in movement, in taking food and beverages, in performing hygiene needs, in carrying out school activities and tasks. The support network for an assistant in teaching is a coordinator in school, teachers and parents / guardians. In this paper we also mention the education and employment of teaching assistants in Croatia. It is apparent that assistants in teaching are a support toward inclusive education, and although the term is of the new era, it is seen as progress in its regulation and application although there are still some challenges in practical work and insufficient research