A student who is designated in primary school as a chronically ill student, a student with emotional and behavioural disorders, a student with autistic disorders, a student with impaired visual function, a visually impaired student, a student with severe or most severe mobility impairments or a blind student may be assigned a student's attendant on the basis of the Children with Special Needs Guidance Act (Zakon o usmerjanju otrok s posebnimi potrebami, 2011) and the Regulations on Additional Specialist and Physical Support for Students with Special Needs (Pravilnik o dodatni strokovni in fizični pomoči za otroke s posebnimi potrebami, 2013). The programme they attend based on their orientation is a programme with personalised implementation and additional professional help and is carried out as part of primary education in primary school. In the theoretical part, we explain the programme with improved implementation and additional professional help, we present the process of recruiting a student’s attendant and explain their work. In the empirical part, the role of the student’s attendant is presented from the perspective of the student, the student's attendant, the student’s class teacher and the provider of additional professional help for the pupil. The necessary knowledge or personality of the student’s attendant, their tasks, the areas in which they help some students and the shortcomings of this position were reviewed. In the empirical part, the qualitative research was conducted with semi-structured interviews, which for the purpose of this master's thesis were conducted differently for each group of research participants. It was found that the role of the student’s attendant differs in many areas of responsibility, depending on the orientation of the student. No specific knowledge of the disorders of the child being monitored is required to begin mentoring. The student’s attendant work according to the greatest extent of their own personal experience and with the help and support of professionals who educate the child, from the child’s parents and from the literature. The student’s attendant intervenes in various areas to help the student. Since primary education consists of upbringing and education, the role of the student’s attendant is tied to both, and the extent to which they intervene in which area depends on the needs of each individual student. Education manifests itself most strongly in the social domain and education in the learning domain.
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