Roli i edukatoreve mbështetëse në institucionet parashkollore publike në Kosovë

Abstrakti

The research "The Role of Supporting Educators in Public Pre-School Institutions in Kosovo" aims to identify the level of quality of support services provided by "supporting educators" for children with special needs involved in pre-school institutions in Kosovo. Since the support of children with special needs by supportive educators is a new form of support that functions in a small number of public preschool institutions in Kosovo (approximately 11), the identification of the progress of this process is in the interest of to all educational actors to continue implementing this model of support or intervention needed in this process. The research is descriptive, with mixed, qualitative and quantitative approaches. Population research are all “inclusive” pre-school institutions in Kosovo. Respondents in the research are: supporting educators, inclusive educators, children with special needs and their parents, municipal principals and municipal education officials in the respective municipalities. The research was conducted with survey, interview and observation methods, for which 6 types of instruments were drafted - for each group of respondents. Instruments are managed on the ground by the research team and aggregated data is processed, grouped, interpreted, analyzed and compared. According to the findings we can conclude that support educators are professionally prepared, their supporting role for inclusion is very important, but the quality of their services depends on the number and special needs of children whom they support within the institution. Therefore, the assessment of the situation, the increase in the number and completion of professionals in specific fields - in relation to the number and needs of children within pre-school institutions are criteria to be met to increase the quality of support and maximum development of children with special needs.