The Role of Special Assistant Teacher to Help Special Needs Student through Instructional Interactions in an Inclusive Classroom

Autor/inn/en	Rasmitadila; Goldstein, Beth L.
Titel	The Role of Special Assistant Teacher to Help Special Needs Student through Instructional Interactions in an Inclusive Classroom
Quelle	In: International Journal of Special Education, 32 (2017) 3, S.485-506 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Paraprofessional School Personnel; Learning Problems; Semi Structured Interviews; Interaction; Role; Teaching Methods; Foreign Countries; Learning Disabilities; Inclusion; Qualitative Research; Case Studies; Language Teachers; English (Second Language); Second Language Instruction; Observation; Photography; Check Lists; Junior High Schools; Discourse Analysis; Indonesia + Suchen Sie Ihr Suchwort? Lernproblem; Interaktion; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Learning handicap; Lernbehinderung; Inklusion; Qualitative Forschung; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Beobachtung; Fotografie; Checkliste; Sekundarstufe I; Diskursanalyse; Indonesien
Abstract	This study aimed to determine the role of the special assistant teacher (SAT) compared to the general teacher as English teacher (ET) through instructional interactions in helping slow learner students (SLS) in the English lesson. Twenty-three grade 9 students were observed; interviews were also conducted with the two teachers and several students using semi-structured interview guides to determine types of instructional interactions and the role of SAT in helping SLS. Findings from this study indicated that both types of teachers engaged in academic and non-academic interaction with SLS during learning activities. In almost every learning activity, the role of the SAT to the SLS that, the SAT is more dominant than the ET in assisting the SLS. This dominance can lead to both dependence and independence of SLS toward SAT in learning activities. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01