Regulation on the qualifications of teachers and other professional staff in the educational programme of primary schools (Official Gazette of the Republic of Slovenia, No 109/11, 10/12, 92/12 and 49/13), in Article 1.6. ("A teacher who has completed: - a university degree programme in defectology, pedagogy (specialisation in pedagogy), psychology, social pedagogy or special and rehabilitation pedagogy; or - a second cycle master's degree programme in social pedagogy, special and rehabilitation pedagogy, psychology, pedagogy or inclusive pedagogy. A teacher of additional professional support as a learning support may be a person who: - has completed a second-level master's degree programme in inclusive pedagogy, - fulfils the requirements for a teacher in the primary school education programme and has completed a further training programme for teachers of additional professional support.".
Article 9 of the Law on Guidance of Children with Special Needs (Official Journal of the Republic of Slovenia, No 3/07 - official consolidated text, 52/10 - decree of the US and 58/11 - ZUOPP-1) (implementation of additional professional assistance) states that "Additional professional assistance shall be provided by the professional staff of the kindergarten, school or institution, or by external professional staff who meet the conditions laid down in the regulations. The extent and manner of the provision of additional professional assistance shall be determined by the decision on guidance, in accordance with the standards and norms laid down by the Minister responsible for education for the individual areas of education."
This is what the law and the regulations say, but in practice things work differently.  The education authority issues a decision on the orientation of a child with special needs, specifying, among other things, the number of hours and the providers of additional professional and/or learning support for the child. Under the providers of additional professional support (in the vast majority of cases), it lists exclusively special and rehabilitation teachers. I assume that this is also because these profiles (in the main) occupy positions in the Guidance Commissions.
If head teachers have the possibility to choose learning support providers from among all the professionals in the school, then they should have the possibility to choose additional support providers from among the professionals listed in the Regulations on the qualifications of teachers and other professionals in the educational programme of primary schools as additional support providers.
I propose that the decisions on the orientation of a child with special needs should no longer exclusively list special and rehabilitation teachers as providers of additional professional assistance. Particularly in the pre-school education programme and in the educational programme of the nine-year primary school.
Thank you.