Abstract :Creating inclusive policies in schools is an integral part of inclusive school plans. Inclusive schools take steps to ensure that every student with special needs has the opportunity to use every environment. One of these environments is the resource class. A resource classroom is a special setting, or a designated smaller classroom or room, where a special education program can be provided to a student with special needs, either individually or in a small group.This study aims to explore the importance of these classrooms, and the role of the assistant teacher in them, in how assistance is provided to students with special needs and their families. For its realization, we relied on qualitative methodology and direct observation. The instruments used were interviews with parents, assistant teachers, and directors of elementary schools in the city and two rural schools in Gjirokastra. The findings of this study showed that resource classes exist in some schools, but are not regularly attended or used by teachers. There is a lack of didactic tools, which should be used by teachers for students` disabilities. Assistant teachers have limited knowledge to adapt individual learning techniques to student needs (difficulty, pace, age), and time is a significant problem for teachers. In these conditions, a work plan is needed for refreshing these classes and training teachers on the role, planning, and use of the resource class in the service of students and parents of children with special needs. Keywords : Resource class, special needs, assistant teachers, planning, inclusion.
