Publication Date
| In 2025 | 3 |
Descriptor
| Foreign Countries | 3 |
| Inclusion | 3 |
| Students with Disabilities | 3 |
| Teacher Aides | 3 |
| Teacher Attitudes | 3 |
| Administrator Attitudes | 2 |
| Academic Accommodations… | 1 |
| Attitudes | 1 |
| Communities of Practice | 1 |
| Competence | 1 |
| Diversity | 1 |
| More ▼ | |
Author
| Claire Sinnema | 1 |
| Joelle Rodway | 1 |
| Jude MacArthur | 1 |
| Kishi Anderson Leachman | 1 |
| Margaret Marshman | 1 |
| Marie Hayward | 1 |
| Rachel Cann | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 1 |
| High Schools | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Australia | 1 |
| Jamaica | 1 |
| New Zealand | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKishi Anderson Leachman – Journal of the American Academy of Special Education Professionals, 2025
Shadow aides (also known as learning assistants or shadow teachers) and the vital role they play in the learning support plan of many inclusive policies and practices is under-researched. This paper explores stakeholders' experiences with and the views they hold of shadow aides in the inclusive classroom in a Caribbean context using a qualitative…
Descriptors: Foreign Countries, Teacher Aides, Inclusion, Program Effectiveness
Claire Sinnema; Joelle Rodway; Jude MacArthur; Rachel Cann – Educational Administration Quarterly, 2025
Inclusive education is vital for the rights of all children to education to be met and teacher aides are key players in inclusive education efforts. But inclusive education policy aspirations, like other policies, often fail to be fully realised. In this article we focus on the inclusion of teacher aides in educational networks and the extent to…
Descriptors: Inclusion, Foreign Countries, Students with Disabilities, Academic Accommodations (Disabilities)
Marie Hayward; Margaret Marshman – Australasian Journal of Special and Inclusive Education, 2025
Sense of belonging is a complex construct that we all strive for in our daily lives. Sense of school belonging influences educational outcomes and is vital for cognitive, behavioural, and socio-emotional success at school. Sense of belonging for students with disability in special schools has rarely been examined and is not well understood. In…
Descriptors: Foreign Countries, Sense of Belonging, Special Schools, Administrator Attitudes
