Teaching Assistants, Inclusion and Special Educational Needs: International Perspectives on the Role of Paraprofessionals in Schools

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
List of contributors
Acknowledgements
Introduction
	Research on and involving TAs
	The purpose and structure of this book
	Note
	References
Part I: Teaching assistants and schools
	Chapter 1: Paraprofessional support in Irish schools: From special needs assistants to inclusion support assistants
		Introduction
		Background to SNA provision in Ireland
		Irish research
		Project IRIS
		Methods
		Identifying research questions, establishing research instruments and selecting a sample
		Semi-structured interviews
		Coding and analysis
		Findings
		Provision
			Physical caretaking
			Organisational support
			Managing behaviour
		Promoting independence
			Collaboration between SNAs and teachers
			School professionals’ perspectives regarding SNAs’ support
		Experiences
			Pupils’ attitudes towards having SNA support
			Parents’ attitude towards SNA support for their children
			Emotional reassurance
		Discussion
		Conclusion
		Acknowledgements
		References
	Chapter 2: In-between special needs teachers and students: Paraprofessionals’ work in self-contained classrooms for students with intellectual disabilities in Sweden
		Introduction
			Issues concerning paraprofessionals working with students with ID
			Paraprofessionals working in teams
		Theoretical framework
		Method
		Results
			Conditions for cooperation between paraprofessionals and SNTs
			Being an educator and a caregiver
			Lack of supervision for professional development
		Discussion
		Conclusion
		Acknowledgements
		References
	Chapter 3: The ambiguous role of paraprofessionals in inclusive education in Germany
		Introduction
		Background: Employment and deployment of paraprofessionals in Germany
		The ambiguous role of paraprofessionals in inclusive school development processes
			Paraprofessionals vs. inclusive school development
			Role confusion in everyday interaction
		‘Grammar of Schooling’
			Integrating paraprofessionals into the existing role structure
			Paraprofessionals as a transitional phenomenon
			Changing the established role structure and the Grammar of Schooling
		Implications
		References
Part II: Teaching assistants and pupils
	Chapter 4: Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions
		Introduction
		Method
			Participants
			Procedure
			Data collection
			Coding scheme
			Data analysis
		Results
			Inclusion moments
			Interactions initiated by students with PIMD
			Interactions initiated by peers
			Interactions initiated by teaching assistants
		Discussion
		Strengths and limitations
		Research implications
		Acknowledgements
		Funding
		References
	Chapter 5: Give them wings to fly: Critiquing the Special Needs Assistant scheme through the lens of pupil independence
		Introduction
			Irish policy context
			Research rationale and focus
			Previous research in the field
		Methodology
			Research design and participants
			Research tools
			Procedure
			Data analysis
		Findings
			Systematic observations
				Total SNA context
				Total interaction data
				OPTIC schedule data
				Total target task
			Case study data
				SNA–pupil assignment
				SNA–pupil proximity
				Other SNA–pupil support strategies
		Discussion
			Level and nature of target pupils’ independence/dependence
			SNAs’ support/hindrance of pupils’ independence
				School leadership
				Pupil proximity and prompting
			SNA training in evidence-based practice and frameworks
				Renewed thinking
		Conclusion
		Acknowledgements
		Notes
		References
	Chapter 6: The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support
		Introduction
			TAs: Developments
			Impacts of TA support
			Pupil voice
			Purpose of current study
		Methods
			Design
			Sample
			Instrument
			Procedures
			Data analysis
		Results
			Logistics of my TA support
			What is my TA like?
			Teacher versus TA comparisons
			What is my ideal TA like?
			What impact does my TA have for me?
		Discussion
		Conclusion
		Acknowledgements
		References
Part III: Teaching assistants and teachers
	Chapter 7: Teaching assistants and teachers providing instructional support for pupils with SEN: Results from a video study in Swiss classrooms
		Introduction: Policy background
			Recent introduction of TAs in mainstream schools in Switzerland
			Two models: TAs supporting either the whole class or a specific pupil with SEN
		Research on TAs’ instructional support and effects on pupils with SEN
			Instructional support during individual seatwork
			Impact on inclusion for pupils with SEN
			Research questions
		Methods
			Research design
			Sample
		Data collection
			Video observation
			Data analysis
			Coding individual support regarding type
			Coding the content of instructional support for pupils with SEN
			Statistical analysis
		Results
			Individual support during individual seatwork
			Instructional support for pupils with SEN during individual seatwork
			Instructional support provided in classes with TAs employed as general aide
		Discussion
		Conclusion
		Acknowledgements
		Funding
		References
	Chapter 8: The role of teaching assistants in managing behaviour in inclusive Catalan schools
		Introduction
			The Catalan context
		Methods
			Participants
			Interviews
			Procedure
			Data analysis
		Results
			Roles in behaviour management
			Coordination in behaviour management
			Behaviour management procedures
		Discussion
		Conclusions
		Acknowledgements
		Funding
		Note
		References
	Chapter 9: Secondary teachers’ perspectives on their work with teacher assistants
		Introduction
		Methods
			Participants
			Data collection and analysis
		Results
			Clarity of roles
				Leading the work of TAs
				Role of the TA
			Ability to collaborate and consult
				Working together
				Time constraints
				Valuing TAs’ knowledge and skills
			Influence of organisational structures
				School processes
				Leadership
				Capacity building
				Funding
		Discussion
			Clarity of roles
			Ability to consult and collaborate
			Influence of organisational structures
		Limitations and further research
		Conclusion
		References
Part IV: The past, present and future of research on teaching assistants
	Chapter 10: Maslow’s Hammer: Teacher assistant research and inclusive practices at a crossroads
		Introduction
		Why over-relying on teacher assistants can be problematic
		Maslow’s Hammer
		How we may have gotten here: A cautionary tale
		Suggestions for school teams
		Self-examination
		Conceptualise curricular inclusion
		Match supports to needs and consider natural supports
		Listen to self-advocates and involve them in determining their own supports
		Assign TAs to teachers, not to individual students
		Determine educator roles before TA roles
		Future research and conclusions
		Acknowledgements
		References
	Chapter 11: Conclusion: Researching teaching assistants: What have we learned and where do we go next?
		Why has research “perseverated on a small set of the same issues related to TAs”?
		Revisiting the role clarity/ambiguity dilemma
			Characterising effective TA support
			Broadening the palette of provisions and support
		The international data shortage on TAs
		Final thoughts
		References
Index