The research of this thesis is focused on the providers’ of additional professional assistance affiliation to their main school. In the theoretical part, the inclusive education of children with special needs and the concept of the development of additional professional assistance were presented. The way of how providers of additional professional assistance actually work is laid out, the legal basis, appropriate professional staff and the main characteristics of the providers’ of additional professional assistance work were defined. The element of content and thus the aspect of being a member of the school was closely defined based on the specifics of work of the providers of additional professional assistance. Several different levels of affiliation, the importance of content at developing the feeling of affiliation, the role and the importance of affiliation of the employees for the organisation and, last but not least, the decisive factors responsible for affiliation of the employees were presented. In the empirical part, a descriptive method of an educational research, quantitive and to a lesser extent also qualitative approach was used to identify the level of affiliation of the providers of additional professional assistance to their main school. The aim of this research was to determine the level and type of the affiliation of the providers of additional professional assistance to their main school, and if there are differences amongst them according to their number of years in service, the number of educational systems where additional professional assistance is provided, and the type of educational institution. According to the research results, providers of additional professional assistance in general have developed a feeling of affiliation to their main school. Amongst providers of additional professional assistance a rather high level of general affiliation can be determined, and based on the individual types of affiliation to their main school, emotional affiliation can be defined for providers of additional professional assistance. Moreover, the results have shown that factors, such as the number of years in service, working on several locations and the type of educational institution (kindergarten, school), does not have an affect on the affiliation of providers of additional professional assistance.
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