Teaching Assistants, Inclusion and Special Educational Needs
International Perspectives on the Role of Paraprofessionals in Schools
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This book offers the first collection of international academic writing on the topic of Teaching Assistants. It serves as an indicative summary of current research and thinking in this field and as a point of departure for future research and development.
With contributions from leading researchers, the book draws together empirical work on the deployment and impact of Teaching Assistants from various perspectives and from a range of methodological approaches. It highlights and celebrates the vital everyday contributions Teaching Assistants make to their schools and their communities: from their role within classrooms, to their moment-by-moment interactions with pupils and teachers. The book examines the effect that Teaching Assistants can have on pupils’ learning and wellbeing, and considers issues of overdependence on classroom paraprofessionals and the unintended consequences to which this can lead. Bringing together work from a journal special issue with brand new and updated chapters, the contributions offer insight into the liminal space between educator, care-giver, behaviour manager, and facilitator of learning and of peer relations, which characterises the Teaching Assistant role.
This timely and important book will be essential reading for academics, researchers and students interested in special educational needs, disability, and inclusion, and those interested in the wider topic of paraprofessionals in labour markets.
Table of Contents
Rob Webster and Anke de Boer
Part 1: Teaching assistants and schools
- Paraprofessional support in Irish schools: From Special Needs Assistants to Inclusion Support Assistants
- In between special needs teachers and students: Paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden
- The ambiguous role of paraprofessionals in inclusive education in Germany
- Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions
- Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence
- The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support
- Teaching assistants and teachers providing instructional support for pupils with SEN: Results from a video study in Swiss classrooms
- The role of teaching assistants in managing behaviour in inclusive Catalan schools
- Secondary teachers’ perspectives on their work with teacher assistants
- Maslow’s Hammer: Teacher assistant research and inclusive practices at a crossroads
Yu Zhao, Richard Rose and Michael Shevlin
Daniel Östlund, Thomas Barow, Kajsa Dahlberg and Anette Johansson
Anika Lübeck and Christine Demmer
Part 2: Teaching assistants and pupils
Ineke Haakma, Anke A. De Boer, Sanne Van Esch, Alexander E. M. G. Minnaert and Annette A. J Van Der Putten
Claire Griffin and Peter Blatchford
Part 3: Teaching assistants and teachers
Franziska Vogt, Annette Koechlin, Annina Truniger and Bea Zumwald
Andrea Jardiì, Ignasi Puigdelliìvol, Cristina PetrenÞas and Dorys Sabando
Claire Jackson, Umesh Sharma and Delphine Odier-Guedj
Part 4: The past, present and future of research on teaching assistants
Michael F. Giangreco
Conclusion- Researching teaching assistants: What have we learned and where do we go next?
Rob Webster is a Reader in Education and Director of the Education Research, Innovation and Consultancy unit at the University of Portsmouth, UK.
Anke A. de Boer is Associate Professor at the Inclusive and Special Educational Needs unit, University of Groningen, The Netherlands.