PERCEPCIJA STUDENATA NASTAVNIČKIH FAKULTETA O ULOZI ASISTENATA U INKLUZIVNOJ NASTAVI
THE PERCEPTION OF STUDNETS OF TEACHING FACULTIES ON THE ROLE OF ASSISTANTS IN INCLUSIVE EDUCATION

Summary/Abstract: Modern social movements require even greater attention in every segment of a person's life, and thus the aspect of education that represents the basic requirement for the development of an individual as part of a society whose quality depends precisely on its individual. By building an individual, a successful community is being set up to recognize the needs of its people, respecting their differences and specialties, especially children. This recognition of children's needs(especially educational) is imperatively imposed on educational authorities in order to incorporate content in school curricula that will be in the line of support to meet educational needs through the inclusion of children with developing disabilities. One of the prerequisites for the realization of program content is the support of current teachers working in such departments and are unable to fulfill their obligations towards each child through engagement in teaching, whose basic task would be to assist and support students with difficulties in overcoming the educational challenges.Of course, to support the assistance of children with developmental difficulties or any marginalized group, a new emerging phenomenon in our educational environment, has improved the practice so far, since all children, regardless of their developmental difficulties, race, gender, religion and ethnicity, psychophysical and other characteristics, was equally involved in teaching. In the engagement of assistants in inclusive education as a barrier to education, most often mention the lack of material resources to cover the costs of teaching assistants needed, whether we want equality and social justice in education to reduce the likelihood of social exclusion of children,educational process for everyone. On the need to engage assistants in inclusive education, their role and the achievements of children with developmental difficulties after their involvement in teaching, their attitudes were presented by students of teaching faculties. The results we have come to are on the trace of positive thinking of the students of the faculties of education, with the need to develop the model of support for educational programs for assistants in inclusive teaching and the need for a clearer definition of the role of assistants in inclusive education.

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