Cooperation between the educational assistant and the family as a prerequisite for effective educational inclusion

Inclusive education represents a systemic approach that provides equal
opportunities for learning and development of students with special educational needs, wherein the
collaboration between the family and the educational assistant plays a key role in ensuring effective
and high-quality inclusion. The aim of this study is to examine the nature, quality, and challenges
of the collaboration between educational assistants and parents, as well as to identify the factors
that enhance this cooperation in practice. The research was conducted using an electronic
questionnaire (Google Forms) on a sample of 15 educational assistants from mainstream primary
schools in North Macedonia. The analysis includes demographic characteristics, frequency and
modes of communication with families, perceived challenges, examples of good practice, and
recommendations for improvement. The results show that most assistants maintain regular
communication with parents (10 on a daily basis, 4 several times a week), and the collaboration is
most often evaluated as excellent or very good. The most common obstacles identified are lack of
time, mismatched expectations, distrust, insufficient parental engagement, and linguistic/cultural
barriers. Successful practices include daily open communication, joint planning, timely notification
about achievements or difficulties, and coordinated support at home and at school. Participants
recommend regular training for assistants, stronger professional support, more frequent meetings
with parents, and clear guidelines for collaborative work. The study confirms that high-quality and
continuous cooperation between educational assistants and families is an invaluable factor for the
academic, social, and emotional progress of students with special educational needs. Improving
communication skills, strengthening mutual trust, and establishing structures for regular
information exchange are essential prerequisites for effective and sustainable inclusion.