THE ROLES AND RESPONSIBILITIES OF THE SCHOOL SUPPORT TEAM IN INCLUSIVE EDUCATION IN KINDERGARTENS-Reference-Cited by-同舟云学术

THE ROLES AND RESPONSIBILITIES OF THE SCHOOL SUPPORT TEAM IN INCLUSIVE EDUCATION IN KINDERGARTENS

Published:2024-08-12 Issue:4 Volume:82 Page:521-538
ISSN:2538-7111
Container-title:Problems of Education in the 21st Century
language:en
Short-container-title:PEC

Author:

Rochovská Ivana¹^ORCID,Klein Vladimír²^ORCID,Šilonová Viera²^ORCID

Affiliation:

1. Matej Bel University in Banská Bystrica, Slovakia

2. Prešov University in Prešov, Slovakia

Abstract

Inclusive education presents a significant challenge for contemporary society. All children should have the opportunity to develop according to their educational needs within an inclusive environment. The effectiveness of the school support team plays a crucial role in achieving this goal. This research aimed to explore the perspectives of teaching staff in kindergartens, including headmasters, teachers, and teaching assistants, regarding inclusive education, with a specific focus on their views and attitudes towards the roles of school special educators and teaching assistants in preschool education. A mixed-methods research strategy was employed to achieve this aim. Data were collected using a self-constructed questionnaire containing both closed and open items, completed by 394 respondents from 142 kindergartens. The findings indicated that teaching staff perceived the existence of a school support team as having a positive impact on addressing various children's issues and enhancing teachers' work. These results contribute to a broader understanding of the roles and responsibilities of the members of a school support team in kindergartens. Keywords: inclusive education, kindergarten, preschool education, school special educator, school support team, teaching assistant

Publisher

Scientia Socialis Ltd

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