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Coping With Stress In Primary School Students
No full textStres u djetinjstvu, posebno u školskome kontekstu, može imati značajan utjecaj na emocionalni, socijalni i kognitivni razvoj učenika. Ovaj diplomski rad istražuje učestalost školskoga stresa među učenicima razredne nastave i strategije suočavanja sa stresom kojima se učenici koriste u svakodnevnim školskim izazovima. U teorijskome dijelu rada predstavljeni su uzroci, oblici i posljedice stresa kod djece i važnost podrške učitelja te obitelji u nošenju sa stresom. U istraživačkome dijelu upotrijebljeni su upitnici kojima su ispitani izvori stresa, emocionalne reakcije učenika i njihova sklonost različitim strategijama suočavanja sa stresom. Rezultati ukazuju na to da učenici najčešće doživljavaju stres prigodom testiranja i usmenoga odgovaranja pred razredom. Iako statistički nisu utvrđene značajne razlike u razini stresa s obzirom na spol i razred, uočene su određene tendencije – djevojčice češće izražavaju emocionalne reakcije poput nervoze i zabrinutosti, dok se kod učenika starijih razreda bilježi veća učestalost školskih briga. Strategije suočavanja sa stresom kojima se učenici najčešće koriste uključuju traženje podrške roditelja i povećan trud oko učenja, dok je izostanak aktivnih strategija povezan s višom razinom doživljenoga stresa. Dobiveni nalazi ističu važnost pravovremenoga prepoznavanja stresa kod učenika i razvijanja školske prakse koje potiče emocionalnu otpornost i osigurava podršku djeci u suočavanju sa školskim izazovima.Stress in childhood, particularly within the school context, can have a significant impact on students’ emotional, social, and cognitive development. This thesis examines the prevalence of school-related stress among primary school students and the coping strategies they use when facing everyday school challenges. The theoretical part presents the causes, forms, and consequences of stress in children, as well as the importance of support from teachers and family in managing stress. The research section is based on questionnaires that explored sources of stress, emotional reactions, and students’ tendencies toward different coping strategies. The results indicate that students most frequently experience stress during tests and oral examinations in front of the class. Although no statistically significant differences were found regarding gender or grade level, certain tendencies were observed—girls more often report emotional responses such as nervousness and worry, while older students report a higher frequency of school-related concerns. The most common coping strategies include seeking parental support and making additional learning efforts, while the absence of active strategies is associated with higher levels of perceived stress. These findings highlight the importance of early recognition of stress in primary school students and the need to develop school practices that promote emotional resilience and provide appropriate support in coping with academic demands
The Application Of Textile Techniques In Teaching Art In Primary School
No full textTekstilna umjetnost spada pod primijenjenu umjetnost, a tekstilne tehnike koriste se još od
davnina. Tekstilna umjetnost obuhvaća niz tekstilnih tehnika poput vezenja, tkanja, pletenja,
kačkanja, šivanja, uzlanja, koje osim estetske, imaju i funkcionalnu vrijednost. Unatoč njihovoj
bogatoj povijesti i prisutnosti u svakodnevnom životu, u suvremenom obrazovnom sustavu,
posebice u nastavi likovne kulture, tekstilne tehnike nedovoljno su zastupljene. Teorijsko
polazište rada temelji se na pretpostavci da tekstilne tehnike potiču motorički, intelektualni i
emocionalni razvoj učenika razvijajući njihovu kreativnost, preciznost i izražavanje. Cilj ovog
istraživanja bio je utvrditi u kojoj su mjeri studenti/ce učiteljskih studija u Republici Hrvatskoj
upoznati s tekstilnim tehnikama te istražiti njihove stavove o primjeni tekstilnih tehnika u
nastavi kao i o uključenosti tekstilne umjetnosti u školskom sustavu. Istraživanje je provedeno
metodom anketiranja putem online anketnog upitnika formiranog u Google Formsu. Dobiveni
rezultati analizirani su kvantitativnom i deskriptivnom analizom podataka te obrađeni putem
Google Formsa i programa Microsoft Excel. U istraživanju je sudjelovalo 36 studenata četvrtih
i petih godina učiteljskih studija. Rezultati istraživanja pokazali su da je polovina ispitanika
upoznata s tekstilnim tehnikama tijekom neformalnog obrazovanja, dok se njima na fakultetu
koristilo malo više od polovice. Većina ispitanika smatra da primjena tekstilnih tehnika
pridonosi razvoju učenika te bi većina voljela sudjelovati na aktivnostima vezanim uz tekstilne
tehnike. Također, ispitanici pokazuju pozitivne stavove o primjeni tekstilnih tehnika u nastavi i
smatraju da se tekstilna umjetnost u školskom sustavu zanemaruje. Zaključno, rad potvrđuje
potrebu za većom prisutnošću tekstilnih tehnika u Kurikulumu za nastavni predmet Likovna
kultura, kao i dodatnom edukacijom budućih učitelja u ovom području. Provedbom praktičnih
radionica s učenicima potvrđuje se interes i potencijal korištenja tekstilnih tehnika u nastavi.The application of textile techniques in teaching art in primary school
Textile art belongs to applied art and textile techniques have been used since ancient times.
Texttile art includes a variety of textile techniques such as embroidery, weaving, knitting,
crocheting, sewing, knotting, which, except aesthetic, have functional value too. Despite their
rich history and presence in everyday life, textile techniques are underrepresented in the modern
educational system, particularly in teaching art. The theoretical foundation of this thesisis based
on the assumption that textile techniques support students' motor, intellectual and emotional
development, developing creativity, precision and expression. The aim of the research is to
determine the extent to which students of teacher education programs in Croatia are familiar
with textile techniques and to explore their attitudes towards the use of these techniques in
teaching, as well as the inclusion of textile art in the school system. The research was conducted
using an online questionnaire via Google Forms. The collected data were analyzed using
quantitative and descriptive methods with the help of Google Forms and Microsoft Excel. The
study involved 36 students fourth and fifth year of study teacher education. Results showed that
half of the participants are familiar with textile techniques through informal education, while
just over half had encountered them during their studies. Most of the participants believe that
the application of textile techniques contributes to student development and the majority would
love to participate in textile-related activities. Also, participants showed positive attitudes
toward application textile techniques into teaching and agreed that textile art is neglected in the
school system. In conclusion, the thesis confirms the need for greater inclusion of textile
techniques in the Curriculum for teaching art as well as additional training for future teachers
in this area. The implementation of practical activities with students, interest and potential for
using textile techniques into classroom teaching is confirmed
Childrens Perspective On The Teaching Profession
No full textZavršni rad bavi se percepcijom djece o odgojiteljskom zanimanju naglašavajući važnost
razumijevanja dječjih stavova. Odgojitelj kao stručno osposobljena osoba za odgojno obrazovni
rad s djecom u dječjem vrtiću ima ključnu ulogu u predškolskom odgoju i obrazovanju, a
njegovo profesionalno usavršavanje i kompetencije presudni su za kvalitetan rad s djecom. Rad
također razmatra definicije i razlike između pojmova profesije i zanimanja te navodi da
profesija, za razliku od zanimanja, donosi izraženiju društvenu moć i prepoznatljivost, a
profesionalno obavljanje specifične djelatnosti podrazumijeva pružanje usluga korisnicima u
skladu s normama koje propisuje komora. U pretposljednjem poglavlju rad prikazuje pregled
istraživanja napravljenih na temu dječja perspektiva te na samom kraju rad prikazuje
istraživanje na temu perspektiva djece na odgojiteljsko zanimanje. Djeca imaju pravo na
aktivno sudjelovanje i slobodu izražavanja mišljenja u rješavanju svih pitanja koja utječu na
njihov život stoga je cilj ovog istraživanja bio čuti upravo dječju perspektivu odgojiteljskog
zanimanja.This final paper explores children's percepcion of the profession of early childhood educators,
emphasizing the importance of understanding children's attitudes. The educator, as a
professionally trained individual for educational work with children in kindergartens, plays a
key role in early childhood education, and their professional development and competencies
are crucial for quality work with children. The paper also examines the definitions and
differences between the concepts of profession and occupation, noting that a profession, unlike
an occupation, carries greater social power and recognition. Furthermore, professional
engagment in a specific field implies providing services to users in accordance with standards
set by a professional chamber. In the penultimate chapter, the paper presents a review of
research conducted on the topic of children's perspectives, and in the final part, it presents a
study focused on children's views of the profession of early childhood educators. Children have
the right to actively participate and freely express their opinions in all matters affecting their
lives, and therefore, the goal of this research was to hear the children's perspective on the role
of the educator
Graphic art games in early and preschool age
No full textTemu ovog završnog rada čine grafičke likovne igre i njihova primjena u radu s djecom rane i predškolske dobi. U radu se nastoji prikazati važnost grafičkih tehnika kao poticajnog sredstva za razvoj dječjeg likovnog izražavanja, kreativnosti, motorike i sposobnosti koncentracije. Teorijski dio rada donosi pregled razvoja likovnog izraza djece u najranijoj dobi, važnost stvaranja poticajnog okruženja za kreativno izražavanje te ističe ključnu ulogu odgojitelja u planiranju, organizaciji i provedbi likovnih aktivnosti. Posebna pažnja posvećena je analizi likovnih područja i tehničkih specifičnosti. Praktični dio rada obuhvaća provedbu niza grafičkih aktivnosti unutar četiri dobne skupine djece – jasličke, mlađe, srednje i starije vrtićke skupine. Svaka je skupina sudjelovala u osmišljenim aktivnostima koje su uključivale različite grafičke tehnike: direktno otiskivanje materijala, pečatni tisak, monotipiju, kolažni tisak, kartonski tisak i kolagrafiju. Aktivnosti su provedene na način koji odgovara dobi i mogućnostima djece, pri čemu su se pokazale iznimno motivirajuće i poticajne za dječji razvoj. Rezultati praktičnog dijela potvrđuju kako primjena grafičkih tehnika ne samo da razvija dječju kreativnost i motoričke vještine, već i pozitivno utječe na njihovo emocionalno izražavanje, pažnju, suradnju i samopouzdanje. Zaključno, grafičke tehnike predstavljaju vrijedan i nedovoljno iskorišten resurs u vrtićkoj praksi, a njihovo sustavno uvođenje u svakodnevni odgojno-obrazovni rad može značajno pridonijeti kvaliteti ranog i predškolskog odgoja i obrazovanja.The topic of this final thesis is graphic art play and its application in working with early and preschool-aged children. The aim of the paper is to highlight the importance of graphic techniques as a stimulating tool for the development of children's artistic expression, creativity, motor skills, and concentration abilities. The theoretical part provides an overview of the development of artistic expression in early childhood, the importance of creating a stimulating environment for creative expression, and emphasizes the key role of educators in planning, organizing, and implementing art activities. Special attention is given to the analysis of artistic fields and their technical characteristics. The practical part of the thesis includes the implementation of a series of graphic activities within four age groups of children – nursery, younger, middle, and older kindergarten groups. Each group participated in specially designed activities that involved various graphic techniques such as direct material printing, stamp printing, monotype, collage printing, cardboard printing, and collagraphy. The activities were adapted to the children's age and abilities, proving to be highly motivating and encouraging for their development. The results of the practical part confirm that the application of graphic techniques not only fosters children's creativity and fine motor skills, but also positively influences their emotional expression, attention, cooperation, and self-confidence. In conclusion, graphic techniques represent a valuable yet underutilized resource in preschool practice. Their systematic integration into daily educational work can significantly contribute to the quality of early childhood and preschool education
Additional reading materials in early literacy teaching
No full textU ovome radu govori se o dopunskim izvorima čitanja u nastavi početnog opismenjavanja i utvrđivanju koriste li se dopunski izvori čitanja u nastavi početnog opismenjavanja te koliko se njima potiče čitanje među učenicima prvog i drugog razreda u primarnom obrazovanju. Također, u radu se donosi teorijski okvir unutar kojeg se objašnjavaju pojmovi kao što su nastava, nastava početnoga opismenjavanja, čitanje i dopunski izvori čitanja. U kontekstu navedenog teorijskog okvira provedeno je istraživanje čiji je cilj bio utvrditi koriste li se dopunski izvori u nastavi početnog opismenjavanja te koliko su ispitani učenici usvojili vještinu i sposobnost čitanja. U istraživanju je sudjelovalo 102 učenika prvih razreda iz triju škola i 104 učenika drugih razreda također iz triju škola. Istraživanje je provedeno anonimnim upitnikom i u skladu s Etičkim kodeksom. Zaključak dobiven iz provedene ankete u prvim razredima jest da većina učenika zna i voli čitati, ali u nastavi hrvatskoga jezika ne služe se često dopunskim izvorima u čitanju. Zaključak dobiven iz provedene ankete u drugim razredima jest da također većina učenika zna i voli čitati. Analiza odgovora također pokazuje da učenici prvih razreda pokazuju veći interes za čitanje od ispitanih učenika drugog razreda. Dopunski izvori su zastupljeni u nastavi, ali u manjem omjeru. Zaključak je kako bi trebalo povećati njihovu uporabu zbog toga što donose odmak od svakodnevnog korištenja udžbenika i zbirki zadataka.This thesis explores the use of supplementary reading materials in early literacy teaching and determines whether such materials are utilized in early literacy teaching, as well as the extent to which they encourage reading among first and second grade students in primary education. The thesis also presents a theoretical framework within which concepts such as teaching, early literacy teaching, reading and supplementary reading resources are explained. Within this framework, a study was conducted to determine whether supplementary reading resources are used in early literacy teaching and to what extent the surveyed students have acquired the skill and ability to read. The research involved 102 first grade students and 104 second grade students from three different schools. Data was collected through an anonymous questionnaire in accordance with the Ethical Code of Conduct. Findings from the first grade survey is that the majority of students know how to and enjoy reading, but do not often use supplementary reading materials in Croatian language classes. Results from the second grade survey also show that most students know how to read and like doing so. By analyzing the responses to the question "Do you like to read?" in the first and second grades of elementary school, it was determined that first grade students show a greater interest in reading. Supplementary reading materials are used in teaching, but to a lesser extent. The conclusion is that their use should be increased, as they provide an alternative to the everyday use of textbooks and workbooks
Transferring sensations into picture
No full textOvaj se diplomski rad bavi istraživanjem uloge taktilne percepcije u likovnom izražavanju učenika razredne nastave, s naglaskom na mogućnosti njezine primjene u obrazovnom kontekstu. U teorijskom dijelu rada definiraju se pojmovi osjeta, percepcije, taktilne i haptičke percepcije, kao i njihova uloga u razvoju estetskog doživljaja, kreativnosti i multisenzornog učenja. Praktični dio rada temelji se na kvalitativnom istraživanju provedenom s 20 učenika 1. i 3. razreda osnovne škole – po 10 učenika u svakom razredu. Učenici su pomoću taktilne kutije opipavali tri različite teksture (vata, brus papir, aluminijska folija), a zatim doživljeni osjet prenijeli u likovni izraz. Cilj istraživanja bio je ispitati na koji način taktilna percepcija može obogatiti likovni izraz, potaknuti unutarnju vizualizaciju i razvijati senzornu osjetljivost. Rezultati pokazuju da učenici, čak i bez vizualnog podražaja, uspješno prenose osnovna svojstva površina u crtež te pritom koriste izražajna sredstva poput linije, oblika, ritma i simbolike. Rad pridonosi razumijevanju važnosti dodira u obrazovanju i otvara prostor za širu primjenu multisenzornih pristupa u nastavi likovne kulture.This thesis explores the role of tactile perception in the artistic expression of primary school students, with a focus on its potential application in educational settings. The theoretical part of the paper defines the concepts of sensation, perception, tactile and haptic perception, as well as their role in the development of aesthetic experience, creativity, and multisensory learning. The practical part is based on qualitative research conducted with 20 students from the 1st and 3rd grades of primary school – with 10 students in each grade. Using a tactile box, the students explored three different textures (cotton, sandpaper, aluminum foil) through touch and then translated their sensory experiences into visual art. The aim of the research was to examine how tactile perception can enrich artistic expression, stimulate internal visualization, and foster sensory awareness. The results show that even without visual stimuli, students are able to successfully convey the basic qualities of surfaces through drawing, using expressive elements such as line, shape, rhythm, and symbolism. This work contributes to a better understanding of the importance of touch in education and opens space for a broader application of multisensory approaches in art education
Assessment of phonological awareness of first-grade primary school students
No full textOvaj diplomski rad bavi se razvojem fonološke svjesnosti kod djece prvog razreda osnovne škole, kao jednog od ključnih preduvjeta za uspješno ovladavanje vještinama čitanja i pisanja. Fonološka svjesnost odnosi se na sposobnost prepoznavanja i manipulacije zvukovima u govoru, uključujući prepoznavanje slogova, rima, glasova i njihovih pozicija unutar riječi. U teorijskom dijelu rada objašnjen je pojam fonološke svjesnosti, njezina uloga u razvoju pismenosti te kako ona utječe na školski uspjeh. Posebna pažnja posvećena je jezičnim, govornim i komunikacijskim poremećajima te strategijama i metodičkim pristupima koji se mogu koristiti u razredu, kako bi se potaknuo razvoj ove vještine, s naglaskom na igru, ritam, pjesme i jezične igre. U istraživačkom dijelu rada provedeno je testiranje fonološke svjesnosti na uzorku učenika prvog razreda osnovne škole. Cilj je istraživanja utvrditi razinu fonološke svjesnosti kod djece te postoje li razlike u postignućima s obzirom na spol, dob ili druge čimbenike. Rezultati pokazuju da većina učenika razvija fonološku svjesnost postupno, ali da postoje individualne razlike koje mogu utjecati na početno usvajanje čitanja i pisanja. Zaključno, rad potvrđuje važnost sustavnog i ciljanog razvoja fonološke svjesnosti kroz nastavne aktivnosti u prvom razredu te potrebu za ranom identifikacijom djece koja pokazuju teškoće u tom području.This thesis explores the development of phonological awareness in first-grade primary school children as one of the essential prerequisites for mastering reading and writing skills. Phonological awareness refers to the ability to recognize and manipulate sounds in speech, including the recognition of syllables, rhymes, phonemes, and their positions within words. The theoretical part of the paper explains the concept of phonological awareness, its relevance to literacy development, and how it impacts academic performance. Special attention is given to language, speech, and communication disorders, as well as to strategies and instructional approaches that can be applied in the classroom to encourage the development of this skill—particularly through rhythm, songs, and language-based activities. The empirical part of the study involved assessing phonological awareness in a sample of first-grade pupils. The aim of the research was to determine the level of phonological awareness among children and whether there were differences in performance based on gender, age, or other factors. The results indicate that most pupils develop phonological awareness gradually, although individual differences may influence the initial acquisition of reading and writing. In conclusion, the findings support the importance of systematically fostering phonological awareness through targeted classroom activities in the first grade and highlight the need for early identification of children who may experience difficulties in this area
Treatment and approach to sensitive topics in literature teaching through the use of various dramatic methods and techniques and the puppetry
No full textOvaj specijalistički rad prikazuje i donosi metodologiju pristupa osjetljivim temama u nastavi književnosti i hrvatskog jezika kroz uporabu različitih dramskih metoda, tehnika i lutkarskog medija kao mehanizama zaštite u radu s djecom. Osjetljivim temama u nastavi književnosti može se pristupati na brojne načine, no dramski odgoj nudi jedan od mehanizama zaštite učenika u pristupu, a sam rad prikazuje dramsko-pedagoške metode i tehnike te ostale mehanizme koji učeniku pružaju zaštitu, smanjujući njegovu izloženost i stavljajući ga na određenu udaljenost od središnjeg problema koji se propituje. Tako su detaljno opisane metode, postupci i tehnike poput igranja uloga, uokvirivanja, metafora i analogija, improvizacijske tehnike, učitelj u ulozi, forumkazalište, procesna drama, ogrtač stručnjaka, psihodramske tehnike i odgojno kazalište s razrađenim primjerima njihove konkretne primjene na određenim tekstovima i u određenim situacijama. Drugi dio rada odnosi se na primjenu i uporabu lutke kao mehanizma zaštite te su prikazane brojne prednosti njezine uporabe u nastavi, naročito u pristupu osjetljivoj temi i problematici. Detaljnije su opisani i metodički razrađeni praktični primjeri uporabe dramskih metoda i tehnika u nastavi Hrvatskoga jezika pri obradi osjetljivih tema.This specialist thesis shows and brings the approach to the methodology of sensitive topics in Croatian literature and Croatian language in school by using different drama methods, techniques and puppet media as the mechanism of children's protection. There are many ways how can the sensitive topics be approached in learning literature, but drama education offers the mechanism of the children's protection in an approach, and the thesis itself shows drama-educational methods and techniques and other mechanisms of protection which protect pupils, reduce their exposure and place them to the certain distance from the central issue which is questioned. So, in this thesis, methods are described in detail, procedures and techniques such as playing roles, framing, metaphor and analogy, improvisation techniques, a teacher in a role, forum theatre, process drama, expert's cape, psychodrama's techniques and educational theatres with elaborated examples of their specific usage on certain texts in certain situations.The second part of the thesis refers to implementation and using puppets as the mechanism of protection and many advantages are shown in their usage in class, especially in the approach to sensitive topic and issues. The practical examples of drama methods and techniques usage in processing sensitive topics in Croatian language class are described in detail and are methodically elaborate
Application of music therapy in children with ADHD
No full textMuzikoterapija ne bi trebala biti više samo ideja, nego potreba čovjeka da se svakodnevno hrani blagodatima glazbe. Muzikoterapiju čine razne metode i načini rada. Dokazano je da se može primjenjivati kako kod zdravih ljudi, tako i kod onih kojima je potrebna pomoć. Muzikoterapija je učinkovita u radu s osobama raznih oštećenja, a veliki učinak ima i u radu s djecom s deficitom pažnje i hiperaktivnim poremećajem (ADHD). Djeca s ADHD-om izrazito su nemirna, impulzivna i hiperaktivna stoga je bitno da se izaberu primjereni glazbeni sadržaj ovisno o njihovoj teškoći i dobi te da se odabere pravilna metoda rada jer se time uvjetuje motivacija i interes. Kod djece s ADHD-om muzikoterapija ima najveći učinak u ublažavanju nemira, izražavanju emocija i upoznavanja s osjećajima.Rezultati istraživanja o primjeni muzikoterapije pokazuju nam da ona ima velik utjecaj na opće funkcioniranje, kvalitetu života i kontrolu emocija. Svrha ovog rada je napraviti uvid u to što je muzikoterapija, na koji način ona djeluje, koji su oblici rada, načela i kako ona djeluje na djecu s ADHD-om. Isto tako svrha rada je dati pregled o ADHD-u, nastanak, uzrok i simptomi te pružiti odgovor što ADHD jest, a što ADHD nije.Music therapy should not just be an idea anymore but one’s need to immerse oneself every day in the benefits of music. Music therapy consists of various methods and ways of operating. It has been proven that it can be applied not only to people in need of help but also to healthy people. Music therapy is effective when working with people who have various disabilities, and it is also highly effective in working with children who have attention deficit hyperactivity disorder (ADHD). Children with ADHD are highly restless, impulsive, and hyperactive so it is therefore important to choose the appropriate musical content based on their ADHD degree and age, and to choose the appropriate working method to attract motivation and interest in a child. Music therapy is most effective in easing restlessness, expressing emotions, and getting to know one’s feelings when applied to children with ADHD. Research results of the application of music therapy suggest that it has great influence on general functioning, quality of life, and emotional control. The aim of this thesis is to create an insight into what is music therapy, to show how exactly it works, what the ways of operating are, the principles behind it, and the impact of it on children with ADHD. Additionally, it aims to give an overview on ADHD, its origins, causes and symptoms, and to provide an answer to what is ADHD and what it is not
The role of assistants in teaching, perspective of teachers and assistants
No full textMnogi 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.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