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 over-dependence 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, caregiver, behaviour manager, and facilitator of learning and of peer relations, which characterizes 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.
Author(s): Rob Webster, Anke A. de Boer
Series: Routledge Research in Special Educational Needs
Publisher: Routledge
Year: 2022
Language: English
Pages: 226
City: London
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
