لخّصلي

The data discussed in this study show the differences between the quality of the relationship with children with specific difficulties and the relationship with children who have had a normal development as perceived by the teacher. In these cases, the presence of a teaching assistant may be a valuable resource as s/he can develop a more intimate relationship with the child and mediate between the child and the teacher, facilitating the pupil's integration with the rest of the class (McVittie, 2005; Howes, 2003; Hemmingsson et al., 2003; Longobardi et al., 2013).The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down's syndrome.Our work is gradually reaching the objective of comparing the perception of the relationship with children with special education needs and the average data registered among the Italian population (Fraire et al., 2013).The three dimensions of the relationship do not register significative differences for children with Down's syndrome and their other classmates in the teacher's perception.The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder.

The data discussed in this study show the differences between the quality of the relationship
with children with specific difficulties and the relationship with children who have had a normal
development as perceived by the teacher.
The social bonds with children with difficulties differ for at least one relational aspect from those
with children from the Control Group, the sole exception being children with Down’s syndrome. The
three dimensions of the relationship do not register significative differences for children with
Down’s syndrome and their other classmates in the teacher’s perception.
The Closeness dimension is hampered only in the case of the bonds with children affected by
an autism spectrum disorder. The relationships between the teacher and these children, therefore,
appear to be less warm and affectionate, as well as less characterized by the sharing of feelings and
narrations.
On the contrary, relationships with children affected by frequent distraction and hyperactivismrelated disorders are characterized by a higher level of Conflict and Dependency. Both dimensions
increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence
of hyperactivity.
As to children with learning disorders, only a difference in the Dependency dimension has been
registered. These children, in fact, are seen by the teacher as being less autonomous than their
classmates and thus requiring more frequent support and assistance.
Therefore, if we compare these results, we see that the teacher’s relationship with children suffering from ASDs seems to be the one that deviates the most from the typical relations with normally developed children, as in those cases the possibility of sharing and communicating is compromised. Moreover, the literature shows that teachers admit not to be trained enough on how to
provide adequate support for this particular type of children (Robertson, Chamberlain & Kasari,
2003). In these cases, the presence of a teaching assistant may be a valuable resource as s/he can
develop a more intimate relationship with the child and mediate between the child and the teacher,
facilitating the pupil’s integration with the rest of the class (McVittie, 2005; Howes, 2003;
Hemmingsson et al., 2003; Longobardi et al., 2013).
Our work is gradually reaching the objective of comparing the perception of the relationship with
children with special education needs and the average data registered among the Italian population
(Fraire et al., 2013). The aim is to better analyze, from a statistical point of view, the peculiarity of
these social relations