Uloga pomoćnika u nastavi, perspektiva učitelja i pomoćnika

master's thesis

• Title (english): The role of assistants in teaching, perspective of teachers and assistants
• Author: Matea Bazdan
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Zlatko Bukvić (predsjednik povjerenstva)
• Committee member: Tea Pahić (član povjerenstva)
• Committee member: Jasna Kudek Mirošević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2025-02-25, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy

Abstract

Mnogi dokumenti poput Opće deklaracije o ljudskim pravima i Konvencije o pravima djece ističu kako svako dijete ima pravo na pristup redovnom školovanju. Inkluzija u obrazovanju označava uključivanje učenika s teškoćama u razvoju u redovni sustav školovanja i omogućuje im da napreduju u skladu s njihovim mogućnostima, ali ne izdvojeni, već okruženi svojim vršnjacima. Inkluzivno obrazovanje omogućuje svakom učeniku najviši nivo obrazovanja koji može postići.
Ključni čimbenici koji utječu na kvalitetu inkluzije učenika s teškoćama u razredu su učitelji, stručni suradnici, ravnatelj, roditelji učenika s teškoćama te pomoćnici u nastavi. Međusobnom suradnjom, poštovanjem i trudom čimbenici pomažu djetetu da se dobro osjeća u svom okruženju, a njihova usklađenost dovodi do kvalitetnije inkluzije.
Pomoćnik u nastavi učeniku s teškoćama pruža podršku u odgojno-obrazovnom procesu u mjeri u kojoj je učeniku to potrebno. Implementacija pomoćnika u nastavi potiče učenika s teškoćom u razvoju da ostvari svoj najveći potencijal, da se što više osamostali i da stječe svoja iskustva uz vršnjake tipičnog razvoja.
Cilj ovoga rada je ispitati ulogu pomoćnika u nastavi u obrazovnom sustavu Republike Hrvatske iz perspektive pomoćnika i učitelja. Također, cilj je bio ispitati njihova mišljenja o zadovoljstvu međusobnom suradnjom, kao i o pružanju podrške učenicima s teškoćama u razvoju.

Abstract (english)

Many documents, such as the Universal Declaration of Human Rights and the Convention on the Rights of the Child, emphasize that every child has the right to access regular schooling. Inclusion refers to the integration of students with developmental disabilities into the regular education system, allowing them to progress according to their abilities whil being surrounded by their peers, rather than being segregated. Inclusive education enables every student to achieve the highest level of education they can.
Key factors that affect the quality of inclusion for students with disabilities in the classroom include teachers, professional associates, the principal, the parents of students with disabilities, and teaching assistants. Through mutual cooperation, respect, and effort, these factors help the child feel comfortable in their environment, and their alignment leads to higher-quality inclusion.
A teaching assistant provides support to a student with disabilities in the educational process to the extent that the student needs it. The implementation of a teaching assistant encourages the student to reach their fullest potential, become more independent and to gain experiences alongside peers with typical development.
The goal of this paper is to examine the role of the teaching assistant in the educational system of the Republic of Croatia from the perspective of both teaching assistants and teachers. Additionally, the aim was to explore their opinions on the satisfaction with mutual cooperation and the support provided to students with developmental disabilities.

• Keywords: inkluzija; inkluzivno obrazovanje; pomoćnik u nastavi; učenik s teškoćama u razvoju
• Keywords (english): inclusion; inclusive education; student with developmental disabilities; teaching assistant
• Language: croatian
• URN:NBN: urn:nbn:hr:147:513544
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2025-04-15 14:16:36