Supporting the Education of Pupils with Profound Intellectual and Multiple Disabilities: The Views of Teaching Assistants Regarding Their Own Learning and Development Needs

Autor/inn/en	Martin, Trudi; Alborz, Alison
Titel	Supporting the Education of Pupils with Profound Intellectual and Multiple Disabilities: The Views of Teaching Assistants Regarding Their Own Learning and Development Needs
Quelle	In: British Journal of Special Education, 41 (2014) 3, S.309-327 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12070
Schlagwörter	Foreign Countries; Severe Mental Retardation; Multiple Disabilities; Qualitative Research; Special Education; Special Schools; Special Education Teachers; Teacher Aides; Professional Development; Educational Needs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Multiple disability; Mehrfachbehinderung; Qualitative Forschung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Educational need; Bildungsbedarf
Abstract	Learning support assistants or teaching assistants play a vital role in the education of pupils with complex learning disabilities, routinely supporting students on a 1:1 basis without the direct supervision of teachers. Despite the responsibility afforded these classroom support staff, there appear to be few training programmes designed for this specialised role. This qualitative study, by Trudi Martin of the Manchester Institute of Education, was undertaken at a special school in England. The study explored the views of 17 teaching assistants and five teachers regarding the extent to which teaching assistant training equipped them to support pupils with complex learning needs. The findings illustrated that much of the training, including that on the Qualifications and Credit Framework, provided inadequate information and guidance. Without sufficient knowledge to underpin their practice, teaching assistants are impeded in the educational support they can give to pupils, who face significant learning challenges, with a resultant impact on their students' ability to learn and develop new skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10