Evaluation of the Development of Parallel Support from 2014 to 2019 Based on Aggregate Data

Abstract

This paper presents the evolution of parallel support (PS) in both primary and secondary educational level during 2014-2019. The researchers focused on the number of parallel support teachers (PST) recruited as well as on the amount of approved PS requests per year based on data from the Ministry of Education and Religion Affairs. Although the number of PST recruitments has risen up significantly in both educational levels over the past five years, this increase was insufficient to meet the educational needs of more and more students with approved PS. Moreover, PST were exclusively deputy teachers recruited during the school year. Consequently, students eligible for PS were not supported from the beginning of the school year. In conclusion, the researchers argue that the constant problems in the recruitment status of the PST constitute a permanent potential structural barrier that endangers the inclusion of students with disabilities and / or special educational needs.