Three treatments were tested with four replications at RCBD, namely cassava monoculture, corn twice under cassava intercropping, and corn with corn monoculture where the second corn was planted 5 days after harvested. Planting distance of cassava in monoculture was 100x100 cm, and in intercropping was 200x50 cm, by which corn was planted in 50x30 cm, 1 seed per hole. All plots received dairy cattle manure 5 t haE-1. Fertilizer applied for cassava was Urea 100 kg haE-1, Ponska 200 kg haE-1 and KCl 100 kg haE-1 split into two applications two weeks after cassava planting, then when first of corn was harvested. Corn fertilization was Ponska 150 kg haE-1 + Urea 100 kg haE-1 every 3 months and split into two applications: 1 week and 4 weeks after corn was planted. Cassava and twice corn fertilization was Urea 300 kg haE-1 + Phonska 400 kg haE-1 + KCl 100 kg haE-1. Results showed that cassava monoculture can be improved by inserting of twice corn in between rows. Under sole cropping cassava, the B/C ratio was the highest 1.61, however with incorporating twice of corn the B/C ratio was 1.58. Intercropping cassava and twice of corn resulted in the Land Equivalent Ratio 2.146. By intercropping cassava with corn twice at the end of dry season, there was an opportunity to find corn biomass for dairy cattle. Under intercropping, cassava was able to produce 21.5 t haE-1 of fresh roots, while first and second of corn produced fresh biomass of 34 t haE-1 and 28 t haE-1 respectively.

Children and students with functional disorders are one of the target groups of the inclusive education. Students with functional disorders can adapt in general education schools faster if their intellectual development is within the normal range. This group usually consists of disabled students, but they are able to master general education programmes successfully with an assistant’s support. The purpose of the article is to explore the problems of assistants’ support for students with functional disorders in general education schools. Adaptation of these students to general education schools would facilitate their development and enable them to undertake further studies not only in vocational education, but also in higher educational institutions. Assistant’s support would promote the adaptation of these students to the class environment and ease the daily life of their parents. Having assessed the current situation, the authors conclude that the assistant’s support will be effective if the assistant’s functions and roles are recognized and if training of assistants for students with functional disorders in general education schools is ensured.