Support teacher in regular classrooms of primary education in the city of Vlora

Education, as a key process in human life, is increasingly evolving by bringing new alternatives to all target groups. The situation is even more complex especially for people with disabilities, as we are always looking for supportive elements to make their lives easier. For this reason, the presence of a professional qualified in special education is a substantial element. They help the main teacher by accomplishing a common goal: educating pupils. The support teacher is one of the key factors contributing to a better education of children with special needs. Their presence is vital to the well-being of pupils inside and outside the school. The goal of this study is to get acquainted with the progressive changes to the school performance of pupils with different abilities in regular classrooms of the primary education in the city of Vlora. The positive effects or consequences of the support teacher were analyzed for all educational phases, by first collecting data on the school performance of pupils with different abilities in primary schools where one regular teacher operated for the entire classroom. Afterwards, the importance of support teachers in primary school classrooms of pupils with different abilities was emphasized. Furthermore, data on the school performance of pupils with different abilities in primary school classrooms during their work with the support teacher were collected to highlight the achievements. The key method employed is the direct observation of all subjects involved, with pupils actively participating in classroom activities, for the purpose of highlighting every elements of a school day of pupils with special needs. This is a constant observation starting with the first contacts and ending with the conclusion of the study, emphasizing the successive changes of the situation under this research work. This research has been carried out for 8 months, divided in several phases. It has been observed the work of pupils with different abilities and support teachers in 4 primary schools of Vlora, covering pupils of 6 to 9 years old. By analyzing every data, this research emphasizes the need for the presence of a support teacher in every classroom where pupils with different abilities learn. However, this is not sufficient given the need also for due adaptations of the classroom environment, didactic tools and aspects of continuing training of support teachers.