The Ministry of Education is currently preparing new rules for allocating teaching assistants, but the proposed changes are facing resistance from inclusion experts in education. They warn that there may not be enough assistants available for children in schools, which could harm both those with disabilities and their peers. Lenka Felcmanová, the president of the Society for All organization, expresses her concerns about the potential negative impact on students. On the other hand, MP Jan Berki from the STAN party disagrees, stating that the goal is to establish a stable and predictable system that will ultimately benefit students.
According to Felcmanová, the proposed changes to the rules for allocating assistants are broadly correct but do not meet current requirements. She points out that the parameters are based on data from 2021, which may not accurately reflect the current needs. The number of students with disabilities in primary schools has increased significantly in recent years, particularly those with severe behavioral disorders. As a result, the number of teaching assistants has also risen to meet these demands.
Felcmanová emphasizes that students with severe behavioral disorders, who fall under the third level of support measures, are the largest group and would be most affected by the changes. These students require significant support, and any reduction in the number of assistants could have a detrimental effect on their education.
Berki, on the other hand, reassures that the changes will not impact students who require the most assistance. He explains that for students with higher support needs, there will be no changes, as they are already allocated a full-time assistant. The adjustments will mainly affect students at the third level of support, where a half-time assistant will be assigned for every three students.
One of the proposed solutions discussed is the individual financing model, which Felcmanová supports. However, she believes that additional adjustments may be necessary to ensure that all students receive adequate support. Berki mentions the need to unify the methodology for educational and psychological counseling centers, which could lead to a revision of the current assessment criteria for allocating assistants.
In conclusion, the debate on the revision of rules for allocating teaching assistants is ongoing, with both sides presenting valid arguments. The ultimate goal is to ensure that all students, especially those with special needs, receive the necessary support to succeed in their education. The discussion highlights the importance of creating inclusive educational environments that cater to the diverse needs of students and promote equal opportunities for all.