Challenges faced by teaching assistants while supporting an 8-year-old child with Social Communication Disorder (SCD) and Attention/Deficit Disorder (ADHD) in inclusive primary education

By Sara SHKODRA, Msc. Olta NAKUCI

Abstract
Inclusive education in Albania is in the process of development, especially when dealing with children with overlapping developmental disorders such as Social Communication Disorder (SCD) and Attention Deficit/Hyperactivity Disorder (ADHD). This article has the main focus on the challenges that an assistant teacher has to face on a daily basis while working with an 8-year-old child who is diagnosed with SCD and ADHD in an inclusive private elementary school. Based on real-world experience and insight from existing research, this article explores five challenges: (1) difficulties in communication and social interaction, (2) the management of attention and behavior issues, (3) working effectively with teachers, (4) adjusting teaching methods and the literature to meet each child’s needs, and (5) coping with professional stress and emotional burnout that the assistant teacher has to go through. The findings reflect broader systemic issues such as lack of training, unclear definition of the role of the teaching assistant, and limited institutional support. The article also discusses cultural challenges specific to Albania, where inclusion is still in the process of being structured. This paper recommends introducing formal training programs, strengthening collaboration among educators and other stakeholders, and developing clear policy guidelines to better support teaching assistants in their roles. By highlighting the daily challenges and broader system gaps, it adds valuable insight to the ongoing conversation about effective inclusive practices for children with diverse developmental needs.