The Deployment, Training and Teacher Relationships of Teaching Assistants Supporting Pupils with Autistic Spectrum Disorders (ASD) in Mainstream Secondary Schools

Autor/inn/en	Symes, Wendy; Humphrey, Neil
Titel	The Deployment, Training and Teacher Relationships of Teaching Assistants Supporting Pupils with Autistic Spectrum Disorders (ASD) in Mainstream Secondary Schools
Quelle	In: British Journal of Special Education, 38 (2011) 2, S.57-64 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2011.00499.x
Schlagwörter	Foreign Countries; Teacher Aides; Inclusion; Autism; Pervasive Developmental Disorders; Placement; Interprofessional Relationship; Training; Secondary Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Handreichung; Lehrerhilfe; Inklusion; Autismus; Betriebspraktikum; Praktikum; Ausbildung; Sekundarschule
Abstract	Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north-west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10