Understanding the Role of the Teaching Assistant: Comparing the Views of Pupils with SEN and TAs within Mainstream Primary Schools

Autor/in	Wren, Alison
Titel	Understanding the Role of the Teaching Assistant: Comparing the Views of Pupils with SEN and TAs within Mainstream Primary Schools
Quelle	In: Support for Learning, 32 (2017) 1, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12151
Schlagwörter	Foreign Countries; Teacher Aides; Paraprofessional School Personnel; Interviews; Student Attitudes; Role; Student Behavior; Student Needs; Academic Ability; Mainstreaming; Disabilities; Elementary School Students; Inclusion; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Handreichung; Lehrerhilfe; Interviewing; Interviewtechnik; Schülerverhalten; Rollen; Student behaviour; Handicap; Behinderung; Inklusion; Großbritannien
Abstract	The number of teaching assistants (TAs) in schools in the UK has risen in recent years, but there remains a lack of clarity about the roles being undertaken by these support staff. This article reports findings from a study investigating how the TA role is understood both by the pupils being supported and by TAs themselves. Eleven students with SEN were interviewed regarding the support received from TAs within school. Following this, the TAs were also interviewed and asked to explain how they viewed their main support role. The data suggest a difference in the understanding of the role between the two groups, with pupils primarily focused on academic support and TAs focusing instead on behavioural support. Implications for practice include the need to clarify the TA role to support consistency across settings, and the importance of ensuring that pupils with SEN are supported to understand the role of TAs within schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01