2014 Code of Practice: How Research Evidence on the Role and Impact of Teaching Assistants Can Inform Professional Practice

Autor/in	Webster, Rob
Titel	2014 Code of Practice: How Research Evidence on the Role and Impact of Teaching Assistants Can Inform Professional Practice
Quelle	In: Educational Psychology in Practice, 30 (2014) 3, S.232-237 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2014.917401
Schlagwörter	Role Perception; Evidence; Educational Practices; Inclusion; Mainstreaming; Special Needs Students; Educational Psychology; Educational Research; Foreign Countries; Educational Change; Program Effectiveness; Teacher Aides; Grade 5; Observation; Interviews; Parent Attitudes; Teacher Attitudes; Educational Experience; Accessibility (for Disabled); United Kingdom (England) + Suchen Sie Ihr Suchwort? Role conception; Rollenverständnis; Evidenz; Bildungspraxis; Inklusion; Sonderpädagogischer Förderbedarf; Erziehungspsychologie; Pädagogische Psychologie; Bildungsforschung; Pädagogische Forschung; Ausland; Bildungsreform; Handreichung; Lehrerhilfe; School year 05; 5. Schuljahr; Schuljahr 05; Beobachtung; Interviewing; Interviewtechnik; Elternverhalten; Lehrerverhalten; Bildungserfahrung; Accessibility; Zugänglichkeit
Abstract	In this article, the author reflects on findings from research on the role and impact of teaching assistants and experience of working as a special educational needs (SEN) officer. Research evidence suggests the reliance on teaching assistants to include pupils with Statements of SEN in mainstream settings masks a collective, though unintentional, failure of educationalists to articulate and provide schools and families of children with SEN with appropriate and pedagogically sound models of inclusive provision. In light of the forthcoming reforms to the SEN system in England, key implications for educational psychologists (EPs) are drawn out, with particular reference to their role in parent liaison during the statutory assessment process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10