Literaturnachweis - Detailanzeige
| Autor/in | Giangreco, Michael F. |
|---|---|
| Titel | Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives |
| Quelle | In: Australasian Journal of Special Education, 37 (2013) 2, S.93-106 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1030-0112 |
| DOI | 10.1017/jse.2013.1 |
| Schlagwörter | Teacher Aides; Foreign Countries; Special Education; Paraprofessional School Personnel; Inclusion; Delivery Systems; Regular and Special Education Relationship; Educational Practices; Educational Research; Educational Opportunities; Australia |
| Abstract | In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the "Australian Association of Special Education", held jointly with the annual conference of the "Tasmanian Principals Association" in Hobart, Tasmania. The address focused on three major topics pertaining to the utilisation of teacher assistants in inclusive schools: (a) persistent and emerging research trends, (b) contemporary conceptual and data-based concerns, and (c) ideas about what schools can do to provide improved educational opportunities and supports for students with special educational needs in inclusive classrooms. The article concludes that the potential overuse or misuse of teacher assistants is a symptom, not cause. Building integrated models of general and special service delivery in schools can address the challenges associated with questionable teacher assistant utilisation. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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