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Research Article https://doi.org/10.12973/eu-jer.13.4.1761
European Journal of Educational Research
Volume 13, Issue 4, 1761 - 1773.
ISSN: 2165-8714
http://www.eu-jer.com/
Inclusive Education in Practice in Kosovo: Perspectives of Assistants for
Students with Special Educational Needs
Ereblir Kadriu
University of Prishtina ‘Hasan
Prishtina’, KOSOVO
Natyra Agani-Destani*
University of Prishtina ‘Hasan
Prishtina’, KOSOVO
Blerine Bytyqi
Qendra Profesionale për
Gjithëpërfshirje, KOSOVO
Valdrin Sopi
Qendra Profesionale për
Gjithëpërfshirje, KOSOVO
Received: February 15, 2024 ▪ Revised: May 6, 2024 ▪ Accepted: July 13, 2024
Abstract: The field of education greatly benefits from inclusive education, which is praised for acknowledging and valuing student
diversity and individual needs. Kosovo, as a newly independent country, went through major reforms, particularly in the realm of
education, which is marked, among others, by initiatives that anticipate fostering and promoting inclusive education. Initiatives and
programs throughout the country were designed and initiated to promote and advocate for inclusivity in the education system. To
foster inclusivity, assistants for students with special educational needs were introduced to enable students with special needs to be
part of regular education. Thus, in this study, the experiences of assistants for students with special educational needs in Kosovo are
explored. This study employed semi-structured interviews to collect data and utilized thematic analysis to identify key themes and
topics. The participants in the study included nine assistants for students with special education needs, reflecting diverse perspectives
and experiences in the field of inclusive education. The following themes and topics were identified as the main findings of this study:
(a) joy, excitement, and pride with the work; (b) individualized education plan (IPE); (c) lack of resources and guidelines; (d) (lack of)
cooperation with parents and families; (e) united in unity: the power of collegial support; and f) promoting and advocating for inclusive
education.
Keywords: Inclusive education, Kosovo, special educational needs, teaching assistant.
To cite this article: Kadriu, E., Agani-Destani, N., Bytyqi, B., & Sopi, V. (2024). Inclusive education in practice in Kosovo: Perspectives
of assistants for students with special educational needs. European Journal of Educational Research, 13(4), 1761-1773.
https://doi.org/10.12973/eu-jer.13.4.1761
Introduction
Within the field of education, inclusive schooling is unique in that it recognizes and acknowledges diversity as well as the
differences in skill levels among students. The importance and the need for inclusive schools have been emphasized by
renowned conferences such as The World Conference on Special Needs Education, the Salamanca Statement, and the
Framework for Action on Special Needs Education, which also provided guidelines for the implementation of inclusive
education initiatives. Inclusion, as defined by the American Psychological Association (APA, 2023), “is the practice of
teaching students with disabilities in the same classroom as other students to the fullest extent possible, via the provision
of appropriate supportive services”. Similarly, the United Nations International Children’s Emergency Fund (United
Nations International Children's Emergency Fund [UNICEF], 2017, p. 1) explains inclusion as “an education system that
includes all students, and welcomes and supports them to learn, whoever they are and whatever their abilities or
requirements…Inclusive education means all children learn together in the same schools”. Thus, the main goal is to create
learning environments in the classroom where each student is given opportunities to engage in active learning (Puri &
Abraham, 2004; TASH, n.d.).
In this context, Sapon-Shevin (2007) has concluded that inclusive classrooms are settings where each individual is
respected for who they are, in spite of their differences, and working together to maintain an inclusive and understanding
environment is encouraged. Further, D’Amico and Gallaway (2010) have argued that inclusive classrooms should serve
as a guarantee for each student’s participation, regardless of their specific capacities, learning preferences, behavior,
academic aptitude, or disabilities, establishing a welcoming atmosphere where all students actively participate in the
*
Corresponding author:
Natyra Agani Destani, University of Prishtina ‘Hasan Prishtina’, Kosovo. natyra.agani@uni-pr.edu
© 2024 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
1762 KADRIU ET AL. / Inclusive Education in Practice in Kosovo
learning process, despite their differences. This implies creating equitable chances for social and academic involvement
as well as meeting a range of needs of students with special needs.
Therefore, for inclusive education to become a reality, teacher assistants for students with special educational needs
(SEN) are invaluable assets within inclusive classrooms, focusing on enhancing the learning experience for students with
special needs. Their presence and role are fundamental in fostering an environment conducive to learning for all students,
regardless of their abilities, by offering tailored assistance and guidance (Calder & Grieve, 2004; Forlin, 2000; Giangreco
et al., 2001; Hassan et al., 2015). Further, teacher assistants play a vital role in providing customized and personalized
instruction for children with a range of learning difficulties by assisting with small group activities, offering support, and
providing essential support. Their presence ensures that all students receive the assistance they need for both academic
and social achievement by fostering inclusive classroom settings (Wasykowski, 2001). In addition, teacher assistants
serve as pivotal figures among the diverse range of stakeholders in education, exerting significant influence on the
outcomes of inclusive education initiatives. To create inclusive settings where each student’s individual needs are
recognized and met, teacher assistants are essential contributors to psychological and academic development (Teplá,
2015).
In this context, Kosovo is no exception in attempting to make the concept of inclusion a reality. In the last decades, Kosovo
has undergone major changes and reforms influenced primarily by the European Union (Economides, 2020; Shepherd,
2009) in all areas of the public sphere, including education. Major educational reforms (Beka, 2014; Selimos et al., 2011),
were undertaken since the end of the war in 1999, particularly after gaining the independence in 2008, to ensure its
alignment, compatibility, equivalency, and recognition internationally and especially with the European Union education
system. Major focus was given to initiation and promotion of inclusion throughout the education system to ensure
providing opportunities and support for education for all. This commitment is also highlighted in the Education Strategy
for the years 2022-2026 (Ministry of Education, Science, Technology, and Innovation [MESTI], 2022). Assistants for
students with SEN were, for the first time, introduced to assist in the promotion and restoration of inclusive education
by providing support to students with SEN for learning and recreation, in typical classroom settings, together with other
students and teachers (Department of Pre-University Education Policies, 2014).
Professionals in inclusive classrooms are known by various terms in inclusive education settings, such as teacher
assistants for students with SEN, support teachers or assistants, teacher assistants working with students with diverse
learning needs, or pedagogue assistants in schools (Calder & Grieve, 2004; Forlin, 2000; Giangreco et al., 2001; Teplá,
2015; Viktorin, 2018). However, in Kosovo, based on administrative legislation number 19/2023, these professionals are
recognized as assistants for students with special educational needs (SEN) who provide support to children/students
with diverse learning requirements within inclusive educational settings. Completion of a level V qualification according
to the National Qualifications Framework (NQF) is required for employment as an assistant for children/students with
special educational needs within the school context (MESTI, 2023). The above-mentioned legislation emphasizes the
responsibilities of the assistants for students with SEN, including promoting inclusive education, supporting the overall
development and well-being of students, implementing the curriculum, assisting in individualized education planning,
developing materials, aiding in social and emotional communication, facilitating students development and adaptation
to the classroom environment, addressing physical and other needs, informing parents and staff, assisting with assistive
technology, and collaborating with teachers for students with special educational needs.
In Kosovo during the academic year 2022/2023, there were 3903 children with special needs in regular classes. The
variety of SEN included intellectual disabilities, hearing impairments, visual impairments, physical disabilities, multiple
disabilities, difficulties in speech, communication, and language, autism spectrum disorders, down syndrome, emotional
and behavioral disorders, learning difficulties/disorders, as well as social, cultural, and language deprivation (MESTI,
2023). As of March 2024, there are 409 certified assistants for students with SEN, with 250 of them working and
providing support in schools, and were recruited during the time period 2021 and 2023 (MESTI, 2024). Thus, this
qualitative study has one research question that aims to explore the experiences of assistants for students with SEN.
Through this research question, a more in-depth understanding of experiences and perspectives of assistants for students
with SEN will be explored. Specifically, achievements, challenges, and difficulties of the work of assistants for students
with SEN within classroom settings are explored. Lastly, the contribution of assistants to the promotion of the inclusion
within the education system in Kosovo, in general, was also explored. Thus, it is important to explore and examine this
relationship not only to reach and maximize the potential of students with SEN but also to improve and advance the
services they require within the school context.
Findings from this study will contribute significantly to the understanding of assistants for students with SEN and to the
advancement of policymakers and government practices, enabling and developing inclusive education by enhancements
of quality resources, guidelines, and professional cooperation and support.
Literature Review
Several components are considered effective for the implementation of inclusive education. Primarily, inclusive policies
need to be designed and implemented to guarantee that all students, despite their backgrounds or skill levels, have access
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European Journal of Educational Research 1763
to education. Second, to satisfy the various learning requirements of students, an accommodating and adaptable
curriculum is imperative. Third, by promoting inclusive practices and offering the necessary resources and support,
strong and encouraging school leadership and staff is essential to creating an inclusive positive school climate. Equal
resource distribution also guarantees that every student can access to the resources and assistance they require for
success. Finally, it is essential to have educators who are qualified in inclusive education to provide instructions and
support for all students in a diverse classroom (Calder & Grieve, 2004; Forlin, 2000; Giangreco et al., 2001; Hassan et al.,
2015; Schuelka, 2018). This directly relates to assistants' experiences for students with SEN as they are operationalized
and practiced policies in the classroom. Understanding their perspectives can provide insights into how effectively these
policies are being implemented and the scope of challenges they experience.
Improving learning outcomes for students with SEN requires close collaboration between educators and TA for students
with SEN who have received the required qualifications and training (Webster et al., 2011). Responsibilities of a TA for
students with SEN include providing assistance and support in a variety of academic subjects, social and emotional skills,
and wellbeing (McLachlan, 2014).
Literature consistently has documented that TAs are integral to inclusive education, providing essential support to
students with SEN and ensuring their successful inclusion in mainstream classrooms. In Croatia, the role of TAs as
professional support is relatively new but crucial for aiding students with disabilities (Bukvić, 2022). Effective support
from TAs is vital for the learning and development of children with SEN, highlighting the need for well-trained assistants
(Kopchuk-Kashetska et al., 2023). Supportive measures implemented by TAs are foundational to inclusive education,
directly impacting the academic and social outcomes of the students (Doležalová, 2018). The role of TAs is recognized as
a necessary mechanism to enhance the academic achievements of exceptional students (Suleymanov, 2016). Examining
the experiences and perspectives of TAs for students with SEN will provide critical insights into their roles, challenges,
and the effectiveness of inclusive education strategies.
Understanding the views of special education needs assistants (SENAs) or TAs for students with SEN in a variety of
settings has been the focus of multiple studies. For example, Zahrul and Ali’s (2022) study examined SENAs’ perspectives
on the inclusive education policy on integrating students with special needs into mainstream classrooms and found that
inclusive education policies are favorable and showed great endorsement of inclusive practices. This aligns with the
current study’s objective to understand how the assistants perceive these policies and their impact on daily practice.
Groom and Rose (2005) emphasize the great impact TAs have on students with SEN by providing a variety of supportive
activities, offering a pleasant environment, and supporting their academic and psycho-social growth. However, the role
of TAs for students with SEN in this context is perceived also as challenging, requiring appropriate support and training.
In order to optimize the efficacy of SENAs, Viktorin (2018) also emphasized the importance of promoting collaboration,
sufficient planning, and continual assessment within the inclusive school environment. Identifying specific supportive
activities and challenges experienced by assistants for students with SEN, provides a detailed understanding of their
roles.
TA of students with SEN functions as the cornerstone of support within the school system and is closely linked to
inclusion. TAs have the capacity to improve learning outcomes, although their effectiveness varies depending on how
clear and defined the roles and responsibilities are within the school context in which they are working. Webster and De
Boer (2021) call for better understanding, collaboration, and research to maximize the benefits of TA for students with
SEN in promoting inclusive education. It is of utmost importance to clearly and explicitly specify the roles and
responsibilities of TA for students with SEN and encourage and ensure professional collaboration in order to foster
optimal support for students with special needs in standard classroom settings (Jerwood, 1999). Similarly, McVittie’s
(2005) research also highlighted the importance of clarity in roles, effective communication, consistency, teamwork,
respect, and staff development for TA of students with SEN. Understanding the experiences and perspectives of assistants
for students with SEN provides critical insights into how role clarity and defined responsibilities influence their
effectiveness and ability to improve learning outcomes for students with SEN.
TAs play a pivotal role in making sure that students with SEN receive the necessary support to progress in mainstream
classroom settings with other students (Viktorin, 2018). This support can vary depending on a student’s individual needs,
but it can range from academic assistance and support to psychological, emotional, and behavioral support. Moreover,
the increasing number of TA for students with SEN, as indicated by research (e.g., Bourke & Carrington, 2007; Giangreco,
2013; Giangreco & Doyle, 2007; Webster & Blatchford, 2012, 2013) underscores the recognition of the importance in
promoting inclusive education. Thus, as the number of TAs for students with SEN increases, the inclusive learning
environments appropriate for every student to learn and progress will increase. Exploring assistants' perspectives for
students with SEN will highlight the specific types of support they provide and the challenges they face, offering a
comprehensive understanding of their role in promoting inclusive education and enhancing the learning environment
for every student.
Simultaneously, despite the positive impact and outcomes documented in the literature regarding TAs for students with
SEN within the school context, there is limited qualitative exploration of this topic in the current literature. For example,
the qualitative study conducted by Bagadood and Saigh (2022) argued that the best methodological approach for
1764 KADRIU ET AL. / Inclusive Education in Practice in Kosovo
exploring more in-depth the perspectives of TA and personal viewpoints was doable through this methodological
approach. The findings of the study showed the importance of focusing on the explicit role of TA for students with SEN.
Although there is a documented trend of the increase in the number of TAs for students with SEN, research on their
impact remains sparse (Chan et al., 2020). Issues such as unclear job roles, limited training, and communication problems
can negatively affect TAs' effectiveness (Sharma & Salend, 2016). Understanding the experiences and perspectives of TAs
is crucial for addressing these challenges and enhancing their effectiveness in supporting inclusive education. By delving
into TAs' viewpoints, this study aims to uncover their roles' complexities and identify improvement areas in training and
support.
It is also important to identify a conceptual framework that elaborates on the study's variables. Therefore, social
constructivism places emphasis on the contribution of social processes to the generation of knowledge and the
formulation of moral decisions (Cottone, 2001; Milutinović, 2011). Social constructivism provides valuable insights into
inclusive education, revealing how social dynamics influence knowledge creation and moral decision-making in diverse
fields like childhood special education. Thus, social constructivism can assist in clarifying how individuals, including TAs
for students with SEN in Kosovo, construct their reality and conceptions of inclusive education through shared
professional experiences and practices, social and cultural context, and interactions. Furthermore, this framework
acknowledges inclusive education initiatives as social constructs within Kosovo’s broader education system, providing
an understanding of all social-cultural factors that impact the experiences and perspectives of the assistants for students
with SEN in fostering inclusion.
Methodology
Research Design
This study is qualitative and exploratory in nature, focusing on the experiences of assistants for students with SEN. Semi-
structured interviews were used to collect the data, thus offering the possibility of exploring in-depth issues that are
objects of study (Horton et al., 2004).
The interviews were conducted using the interview protocol developed exclusively for this study and were composed of
four general categories of questions with appropriate probing questions. The categories included: (a) Introduction:
general information about inclusive education, with a particular focus on the assistant role; (b) Experiences: interactions
with students, teachers, parents/family, and other stakeholders; (c) Self-Perceived professional strengths and
weaknesses: Assistants’ reflections on their professional capabilities; (d) Recommendations for inclusive education:
Suggestions from assistants for improving inclusive education practices.
The draft protocol was developed through three phases to ensure its effectiveness and reliability. Initially, through a
comprehensive literature review, several key themes and issues were identified as critical for the role and work of the
assistants for students with SEN. This review enabled the creation of a draft set of questions designed to cover the
identified themes comprehensively during the interviews. Next, the draft protocol was professionally reviewed by
experts in the field of inclusive education to ensure that questions were clear, relevant, and capable of eliciting detailed
and meaningful responses and insights. The protocol's final version was developed after being piloted with a group of
three assistants for students with SEN to ensure clarity, relevance, and possible probing questions. Some sample
questions included “Can you describe a typical day in your role as an assistant for students with SEN?; “How do you
collaborate with teachers to support students?; and/or “How about parents?”. On average, each interview lasted 60
minutes. Initially, the interviews were conducted and transcribed in Albanian. The first two authors of the study
independently translated the transcripts from Albanian into English. Upon comparison, the translations showed 95%
compatibility.
Sample and Data Collection
The snowballing sampling technique was utilized to select participants to explore certain selected samples (Johnson,
2014). Nine participants were identified and interviewed, from 7 women and 2 men respectively. The sampling was
diverse, encompassing different levels of work experience, including the type and grade level of student support provided
(see Table 1). Four participants were identified directly by the authors of the study, and upon the completion of the
interviews, through their references and suggestions, five more were identified, contacted by the authors and upon
agreement, were interviewed.
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European Journal of Educational Research 1765
Table 1. Participants Information
Initials
Gender
Work experience
Number of students supporting
Grade level of students supporting
I.Z.
Woman
2
2
4th; 5th
S.A.
Woman
1
1
4th
D.L.
Man
3
3
5th
V.K.
Man
2
2
2nd
E.R.
Woman
3
3
2 in 3rd; 1in 5th
F.K.
Woman
1
1
4th
E.C.
Woman
2
2
4th
D.A.
Woman
3
2
2nd
R.O.
Woman
1
1
5th
During the course of data collection three individual meetings were organized with all participants. Two of the meetings
were in-person, and one was online. The first meeting was introductory in its nature, providing information about the
study, and answering questions and/or comments, including ethical implications. The qualitative interview was
conducted in the second meeting, which lasted an average of 60 minutes. Finally, the third meeting was conducted in an
online format, and it served as a debriefing session to ensure the authenticity of the transcribed interview content. The
interviews were audio-recorded and were stored in an electronic folder which was accessed only by the authors of the
study. Upon transcription, the audio recordings were permanently deleted. Transcripts were analyzed with a thematic
analysis approach.
Ethical considerations were of utmost importance throughout the data collection and analysis processes of this study.
Participants were fully informed about the goals, scope, and procedures of the study, and they willingly participated fully
after signing an informed consent. The interviews were coded with consecutive numbers as they were conducted, no
personal information was recorded, and the collected data were stored in a password protection electronic folder and
were permanently deleted upon data analysis.
Analysing the Data
The thematic analysis approach was employed to explore and analyze the collected data, a method particularly effective
in studies examining specific issues (Clarke & Braun, 2017). The process began with the final copies of transcripts
undergoing a systematic identification and analysis of recurring themes, topics, and issues. The first authors of this study
went through a systematic process in data analysis undergoing several steps. First, familiarization with the data, which
included reading through the transcripts multiple times to become thoroughly familiar with the content, then initial
coding where the transcripts were systematically coded by authors, simultaneously, yet independently. During this step,
sections of the text were highlighted and labeled with codes that represented key ideas or concepts. The data analysis
continued with the third step, generating initial themes, where authors, after coding, independently grouped related
codes into initial themes. These themes were then compared and discussed to ensure consistency and accuracy, resulting
in a 95% compatibility between the authors’ themes. Finally, the themes were reviewed and defined to clearly and
accurately represent the data. The analysis revealed six major topics common among all interviews, encapsulating
recurring ideas, concepts, or experiences: (a) joy, excitement, and pride with the work; (b) individualized education plan;
(c) lack of resources and guidelines; (d) (lack of) cooperation with parents and families; (e) united in unity: the power of
collegial support; and (f) promoting and advocating for inclusive education. These themes provide a comprehensive
understanding of the experiences and challenges faced by assistants for students with SEN, highlighting key areas for
improvement and development in inclusive education practices in Kosovo.
Findings
Joy, Excitement, and Pride with the Work
All the interviewed participants expressed joy, excitement, and pride in working as assistants for students with SEN.
Although a new profession in Kosovo, participants reported a sense of pride in being pioneers in inclusive education,
specifically supporting students in need. They described their role as assistants for students with SEN not only as a job
but as a mission to make a meaningful difference in the lives of students who require additional support and guidance.
For many participants, being part of this emerging profession represents an opportunity to be pioneers in the field of
special education in Kosovo. This has both a deep sense of professional responsibility and expectations and an honor and
privilege to be among the first groups of professionals offering support to students with SEN, thus contributing to
inclusive education in Kosovo.
The participants highlighted not only the personal satisfaction, fulfillment, and even pride but also the broader societal
significance and appraisal of their contribution in meeting the educational needs of every student in Kosovo. The
participants reported not only a passion for their work but also deep commitment and professionalism to making a
1766 KADRIU ET AL. / Inclusive Education in Practice in Kosovo
meaningful impact in the lives of their students as well as contributing to the reformation of the education system as a
whole in the country by ensuring inclusivity.
Working as an assistant is both an honor and a privilege. This is a new position in our country, a very needed
one, so to be one of the assistants who offer support to students is a great honor (E.R.)
There are only a few qualified assistants in Kosovo. Being one of them is a great feeling, because I really love
the job that I do (I.Z.)
As a new profession in Kosovo, working as an assistant is very important as you are helping to develop the
students, and ultimately, you are helping to develop the country because a healthy and functional country
is composed of healthy and functional individuals. (S.A.)
Individualized Education Plan
The majority of participants were working with students without a formal and official Individualized Education Plan
(IEP). The lack of IEP poses a significant challenge in everyday work with students. Without comprehensive information
on the neurological disorder/s, clear guidelines, and professional structured plans, assistants for students with SEN
reported obstacles to identifying and implementing effective supportive methods and strategies to address the diverse
needs of students.
One of the primary challenges assistants face is the lack of official guidance and instructions on how to design, customize,
and organize their support activities to meet the specific needs of each student. The lack of IEP can lead to frustration
and inefficiency in their efforts to provide meaningful support, as well as a communal perception of ineffective work.
Without a comprehensive understanding of students’ individualized situations, strengths, weaknesses, needs, learning
styles, and preferences, assistants reported struggling to design and adapt their support strategies effectively.
The individualized education plan is the most important document when working with students with
special education needs. It is our ABC. Our work without IEP is very hard, if not impossible (E.C.)
I have been requesting an official evaluation visit and an individualized education plan for my students. In
order for me to be successful in my work, I need to know exactly and professionally what disorders and
difficulties he has. By knowing the students’ needs, as evaluated by psychologists, we know methods and
strategies to use in our work to be effective (V.K.)
If I do not have an official individualized education plan, I can work only on those things I think are
important, but what if I think what is important is not really what the student needs. Maybe he needs
something else. The individualized education plan tells us exactly what the student needs and what we need
to do to provide that (F.K.)
Lack of Resources and Guidelines
Participants reported a lack of educational resources and materials in their everyday work. These include funding for
activities and materials, specialized teaching materials, updated and interactive literature, assistive technologies,
adaptive equipment, handouts, and educational visual and kinesthetic aids that can be used to support students with SEN.
Without access to these resources, assistants are struggling to provide the level of support required to meet the
individualized needs of each student effectively, thus potentially negatively impacting the student’s development and
progress.
In addition, due to the lack of IEP as well as overall official guidelines, assistants reported difficulties and even ambiguity
in their professional roles and responsibilities within the classroom and school. Absence of clear and established
guidelines makes assistants uncertain how to approach situations, leading to confusion and inconsistencies in their daily
work. Moreover, assistants reported that this lack of clear guidance correlates also with feelings of frustration and
inadequacy among them.
Every day, before going to school, I go to a photocopy shop to print different handouts that I will use with
my students that day. Unfortunately, the school that I work does not have a working printer; thus, I can not
print there. I need to print materials every day. I can not do that in school (I.Z.)
Sometimes it is very hard to plan the activities for the day because you really have nothing but a piece of
paper, some colouring pencils. Usually, every month I use my own money to buy some small materials from
the bookstore in the city. You need some materials to do effective works (E.R.)
(Lack) of Cooperation With Parents and Families
The topic of cooperation with parents and families of students with SEN generated diverse experiences. The majority
reported having regular communication and cooperation with parents and other family members. However, there were
also participants whose experience with parents and families was challenging.
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European Journal of Educational Research 1767
Participants who reported effective cooperation with parents and families claimed to have several benefits, including
positive relationships, proactive involvement, and supportive of their child’s educational journey. Assistants reported to
have established successful and regular open lines of communication and built trust, rapport, and collaborative
partnerships with parents and families. This cooperation enhances the effectiveness of the assistant’s support efforts and
contributes to a more holistic and integrated approach to meeting the needs of students with SEN.
Simultaneously, the reported lack of cooperation with parents and families represents a complex challenge for assistant
for students with SEN in Kosovo, manifested in various ways. Some parents may have limited understanding of their
child’s needs and the role of the assistant; thus, their requests are unrealistic. While other parents and family members
have no expectations from their child, the role and the work of the assistant are not significant.
I have great cooperation with the parents of my students. I meet with them every day after school, for a few
minutes. I give them a general update on what we did and what students did. It’s great (D.A.)
My students are really close with their uncles as they live in the same house. So, in addition to meeting
parents, I also meet with the uncles and ask them to encourage students to work in class. It works! (R.O.)
I have met the parents of my students only once, at the beginning of the school year. I have tried to set up
meetings with them but unsuccessfully. Last time I talked to them on the phone, they said that they will
meet only with the homeroom teacher and/or the principal if there is a need to meet and I need to talk to
them if I have anything to present to them. It is so hard. (D.L.)
United in Unity: The Power of Collegial Support
Collegial support was reported to play a crucial role in empowering assistants for students with SEN to navigate the
challenges they face in their daily work and be successful. This collaborative environment, from the academic staff, fosters
a sense of unity and cohesion, enabling assistants to grow professionally and overcome obstacles they may experience.
In addition, the assistants for students with SEN reported the support from the school management as a critical element
in creating a supportive and effective work environment. School leaders have expressed their support and
encouragement to assistants for students with SEN in their daily work, which empowers them to carry out their
responsibilities with professionalism and effectiveness.
I am the only assistant in the school where I work, and I am the youngest staff also. All the teachers are very
cooperative. They help me to learn about procedures and how things work in school (D.A.)
I have great colleagues. They are super cooperative and show a great sense of solidarity towards me,
especially when things do not go smoothly sometimes with the students in class. (R.O.)
Promoting and Advocating for Inclusive Education
All participants expressed great satisfaction with initiatives that have been undertaken in the country for the
development and promotion of inclusive education. Assistants for students with SEN as a new and emerging profession,
are one of the defining factors of effective inclusive education in the country. Participants unanimously agreed that having
assistants for students with SEN who are qualified, professional, and experienced in offering support to students in need
is one of the best ways to promote inclusive education in the country. All participants were optimistic that inclusive
education would further improve in the country if there were more assistants who were qualified and professional
working together with teachers and parents to meet the student's educational needs.
I am very happy to be part of inclusive education in Kosovo by providing support and assistance to my
students who have special needs so that they can develop personally and academically. I think we can make
a difference if we work together with other teachers (S.A.).
Inclusive education is very important but is very new in our country. Assistants are a critical part of inclusive
education. (D.A.)
The more assistants that we have in our schools, the more inclusivity will be in our education system (D.L.)
Through the thematic analysis, it became clear that the six identified themes comprehensively captured the shared
experiences of the assistants for students with SEN. Each theme was consistently echoed across multiple interviews,
indicating a strong alignment in their professional experiences working with students with SEN. During the data analysis,
special focus and attention were paid to any potential countervailing experiences or perspectives that might emerge from
participants. There were no notable outliers or differing views that deviated from the main themes, underscoring the
homogeneity in the experiences and perspectives of the participants.
1768 KADRIU ET AL. / Inclusive Education in Practice in Kosovo
Discussion
This study has emphasized the crucial importance and role that assistants for students with SEN play in facilitating the
learning process for students with SEN, teachers, peers, and the overall school climate. By providing detailed qualitative
insights into the experiences and challenges faced by assistants, this research highlights the need for more
comprehensive training and support systems. This study extends understanding by documenting the specific contexts
and dynamics within Kosovo's educational system, offering unique perspectives on how assistants can effectively
contribute to inclusion. Furthermore, this study sheds light on the systematic changes required at both the policy and
practical levels to enhance the effectiveness of assistants for students with SEN, thus contributing significantly to the
broader literature on inclusive education, especially in the Kosovo context.
Findings also revealed several important insights: Assistants for students with SEN contribute significantly to the
promotion and maintenance of inclusive education in Kosovo. Identified themes provide useful information about
challenges and best practices in inclusive education.
Working as an assistant for students with SEN and supporting students who are in need, offers the opportunity to
experience positive emotions, such as joy, pride, and satisfaction, according to this study. This finding has also been
identified in several other studies that have emphasized the moderate/high satisfaction levels among special education
educators with their job roles (Howard & Ford, 2007; Tsakiridou & Kolovou, 2018; Yulianti et al., 2018). For assistants
working with students with SEN, the individual education plan (IEP) is essential to ensure the tailored support needed
by each student is effectively implemented. The IEP provides comprehensive background information as well as outlines
a structured professional plan tailored to the individual student’s needs. The IEP is very important for special education
educators, teachers, parents, and students as it provides information about the needs of the student, determines clear
goals and plans as well as enables structure for monitoring and evaluation (Christle & Yell, 2010). This study found that
the majority of assistants do not possess a formal IEP when working with students with SEN, thus presenting great
difficulty in identifying the need, implementing practices, and achieving academic goals.
In addition, findings revealed further challenges encountered by the assistants in their daily work with students with
SEN such as lack of resources and formal guidelines for their job duties and responsibilities. This finding is supported by
other studies that have documented that working as an assistant for students with SEN can be indeed challenging and
not easy (Allam & Martin, 2021; Major, 2012; Wasburn-Moses, 2005).
Cooperation with parents and/or family members, for some assistants, has been a challenging process due to lack of
information, lack of interest, and unreasonable expectations that they have. However, for most assistants, this
cooperation has been fruitful and effective. For effective work and support for students with SEN it is critical to have
regular, systematic, and professional communication and cooperation. Numerous studies have confirmed the importance
of cooperation between special education educators and parents in achieving the identified goals for development and/or
improvement (Accardo et al., 2020; Collier et al., 2015; Matson et al., 2009).
The findings of the study also underscore the significance of collegial and professional support in the field of inclusive
education. Professional cooperation between educators in inclusive education is necessary and critical for successful and
effective work by meeting and supporting the students’ educational needs (Brownell et al., 2006; Khairuddin et al., 2016;
Viktorin, 2018).
Furthermore, the study highlights the importance of having qualified, committed, and enthusiastic professionals as
assistants for students with SEN in promoting and advancing inclusive education by providing support to all those in
need. Their presence and work in the classroom contribute significantly to the overall progress and success of students
in need, in specific, and inclusive education initiatives, in general. Effective inclusion in education is systematic and
dynamic and it requires collaboration among teachers, parents, and students (Familia-Garcia, 2001).
Conclusion
Findings from this study present a foundation for future research, practitioners, and policy and decision-making
stakeholders in inclusive education in Kosovo. Specifically, crucial information on challenges and opportunities for
assistants for students with SEN has been revealed, and these findings matter because they provide actionable insights
for educators and administrators to improve support structures, ensuring that students with SEN receive the assistance
they need. Moreover, policymakers can utilize the findings from this study to develop and implement more effective
inclusive education policies and training programs, ultimately fostering a more inclusive and supportive educational
environment for every student.
Working with students with SEN, in the school context presents both specific challenges and opportunities for assistants
for students with SEN. This study explored in-depth experiences of assistants for students with SEN within the inclusive
education system of Kosovo, and by doing so, it contributes to the growing body of professional research and literature
by offering an in-depth and professional exploration and examination of experiences and practices of assistant for
students with SEN and inclusion in education. Moreover, this study is among the first ones in and about Kosovo to
professionally and comprehensively examine and explore the challenges faced by assistants from students with SEN in
PROOF
European Journal of Educational Research 1769
their work within the school context, providing valuable insights on challenges and effective practices for educators,
policymakers, and other actors involved in inclusive education.
Working with students with SEN provides the opportunity to experience a variety of positive emotions and satisfactions
for assistants for students with SEN. This study has also confirmed this, documenting that pride and joy were the most
reported positive emotions among the assistants for students with SEN.
Secondly, the individualized education plan is a crucial tool when working with Students with SEN. Unfortunately, this
study has found that the majority of assistants for students with SEN did not have an individualized education plan, thus
presenting severe difficulties in addressing the specific needs of students and having a professional plan as well as
indicators for monitoring and evaluation.
Third, this study found that assistants for students with SEN are faced with unclear roles and responsibilities within the
classroom and school context; thus, sometimes, they engage in duties and roles outside their professional scope. In
addition, the study points out that assistants for students with SEN are also challenged by a lack of or very limited funding
to support the necessary learning materials and resources appropriate for students with SEN.
Fourth, this study found that parental and/or familial involvement and close collaboration with assistants significantly
enhance various aspects of assistant work. Consequently, parents play a crucial role and should be leveraged as valuable
resources to accomplish the assistant's objectives.
Fifth, collegial and professional support has been documented as an essential component of the assistant's work.
Professional support has also been reported to include emotional support among the participants, highlighting the
continued need for the professional and peer supervision that assistants require.
Lastly, this study has documented that assistants for students with SEN are transformative agents for the sustainability
of inclusion within the education system of Kosovo. Furthermore, assistants contribute significantly to reducing the
stigma for students with SEN and their families, advocating for their rights, and advancing the services provided to
students with SEN to further promote inclusive education.
Recommendations
To further examine the issues of inclusive education, in general, and assistants for students with SEN, in particular, three
types of recommendations are proposed, including (a) further research, (b) practitioners, and (c) recommendations for
policy and decision-making.
A major longitudinal study that would include mixed methods design is recommended to be conducted to examine the
experiences and practices of assistants for students with SEN and explore challenges, including practices, approaches,
and strategies to overcome and promote inclusive education. Furthermore, it is important to conduct a comparative
analysis study about the experiences of assistants for students with SEN across different regions of the country, different
schools, different educational levels as well as different educational needs and/or neurodevelopmental disorders. Finally,
it is also critical to explore and examine the perspectives and experiences of other stakeholders, such as parents, teachers,
peers, and school psychologists, in working with students with SEN and inclusive education, in general.
For assistant for students, it is essential to engage in continuous professional development focused on inclusive education
strategies, including professional and quality workshops, seminars, and/or online courses/degrees. Simultaneously, it is
important for teachers to learn about different types of SEN and effective teaching strategies as well as best practices to
support diverse learners within the classroom. Through collaborative approach teachers should work closely with
assistants for students with SEN to ensure they are effectively integrated into the classroom and have clear guidelines
and support. Sharing lesson plans and strategies with assistants can create a cohesive and sustainable support system
for students. Additionally, teachers must be flexible and adapt, as appropriate and doable, teaching methods and
materials to accommodate the diverse needs of students, using differentiated instruction techniques, implementing
Universal Design for Learning (UDL) principles and utilize assistive technology.
School administrators should ensure the school infrastructure supports inclusive education, including accessible
facilities and resources, and provide necessary accommodations and modifications for students with SEN. Administrators
should ensure the implementation of inclusive education policies and procedures that support students with SEN as well
as monitor and evaluate their effectiveness regularly, and act accordingly.
Parents/legal guardians should be actively involved in their child’s education by attending meetings, and communicating
regularly with assistants and teachers participating in school activities. There should be great psycho-education
initiatives and programs for parents/legal guardians/family members to educate, correctly and professionally, about
their children’s specific educational needs and effective support strategies and best practices. Moreover, it is important
for parents and family members to have access to parent training programs and support groups.
School psychologists and counselors should conduct regular assessments to identify the needs of students with SEN and
provide appropriate interventions and professional referrals, offering counseling and support services to students,
1770 KADRIU ET AL. / Inclusive Education in Practice in Kosovo
parents, and educators to address academic, social, and emotional needs. Providing information, training, and resources
to teachers and assistants on understanding and managing various SEN, developing and distributing materials that help
educators implement inclusive practices effectively, and working closely with teachers, assistants, parents, and
administrators to create individualized education plans (IEPs) for students with SEN is crucial and will ensure
comprehensive support for students.
Developing and implementing robust inclusive education policies that mandate and support inclusive education at all
levels is essential, ensuring these policies meet and accommodate the diverse needs of students with SEN. Sufficient
funding should be allocated to support inclusive education initiatives, including the hiring and training of assistants for
students with SEN, and ensuring schools have access to necessary resources, including specialized equipment and
learning materials. In the context of Kosovo, it is essential to maintain regular professional communication and
cooperation between national and local educational authorities. MESTI as the national authority, is responsible for
providing policies and funding for education across the country, while local authorities, specifically the Municipality
Directorate of Education, are tasked with recruiting pre-university academic and professional staff. Establishing
professional standards and guidelines for the roles and responsibilities of assistants for students with SEN, aligned with
best practices in inclusive education, is also crucial, as well as updating, and increasing capacities for formal program
qualification to train new assistants for students with SEN.
Limitations
This study has two main limitations. The first limitation is the sample composition due to the usage of the snowballing
selection technique. The study includes semi-structured interviews with assistants for students with SEN from only two
major cities of the country and those working only in elementary school settings. Although important findings were
revealed on the professional experience and practices of assistants for students with SEN, in elementary schools in urban
settings, it does not adequately represent the experiences and practices of assistants working in rural areas and/or those
working with students younger in preschool/kindergarten and/or those in middle and secondary schools. Similarly, the
sample is not gender proportional, thus, findings could potentially present gender bias into the study results, as the
experiences and perspectives of man and woman assistants for students with SEN may differ.
Ethics Statements
This study was conducted with the utmost regard for ethical standards in research. The study received approval from
the Ethical Committee at the Faculty of Philosophy, University of Prishtina “Hasan Prishtina”, which reviewed the
research protocol to ensure it met ethical standards. Prior to being interviewed, all participants were thoroughly
informed about the nature, purpose, expectations, and potential implications of the research as well as provided a
formal signed informed consent.
Disclosure Statement
The authors report there are no competing interests to declare.
Authorship Contribution Statement
Kadriu: Conceptualization, Research Design, Analyzing the data, Findings, Limitations, Drafting Manuscript, and Final
Approval. Agani-Destani: Findings, Conclusion, Discussion, Recommendations, Critical Review of the Manuscript,
Supervision, and Final Approval. Bytyqi: Introduction, Literature Review, Material Support, and Technical Support. Sopi:
Sampling, Findings, and Technical Support.
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