The Special Needs Assistant (SNA) scheme has been in existence in Ireland, in various different iterations, since 1979. This article presents a critical policy analysis of two iterations of the scheme, operational between 1998 and 2014, using a hybrid analytical framework. It highlights the contextual factors influencing those iterations, presents…

The purpose of this study was to examine how paraprofessionals and other service providers participate in co-teaching with a certified special education pre-Kindergarten teacher during dual language (DL) instruction. The study took place in two DL special education preschool classrooms located in an urban public school district in the southwestern…

The contribution of teaching assistants, learning support assistants or classroom assistants is becoming increasingly important in inclusive and specialist classrooms. In this article, Marjatta Takala, professor in special education at the University of Helsinki, describes her research into the work of 14 classroom assistants working in a mix of…

Elements of good practice are presented concerning the use of classroom assistants to support pupils with special educational needs. The paper describes their background; functions; and effective management practices, such as careful determination of time allocation, clarification of the assistant's role, and clear communication of teacher…

A study involving 10 British teachers and 6 primary students with disabilities found the teachers saw the provision of learning support assistants as a critical factor in enabling students to be included in classroom activities. The importance of teamwork and effective communication was seen as essential. (Contains references.) (Author/CR)

A policy statement issued by Great Britain's Department of Education and Science on staffing for pupils with special educational needs is discussed. The statement proposes a staffing model that includes ratios of primary teachers, secondary teachers, and special support assistants based on students' levels of learning difficulty. (Author/JDD)

After interviews with seven English special needs assistants found that they lacked clear ideas about expectations and reported poor classroom communication, the assistants were attached to one subject area rather than to specific pupils. Results found the assistants all felt happier in their work and accepted as members of the team. (Author/CR)

Describes a survey of services provided by schools for pupils with learning difficulties and challenging behavior in Britain. Analysis of the responses of 80 teachers indicated a need for in-class staff support, curriculum access, and additional facilities and resources for such pupils. The value of teacher collaboration in solving problems is…

This case study looks at how a pupil with Down syndrome is supported during dedicated numeracy time in a mainstream primary school. It examines the relationship among whole-class, group, and individual teaching, the nature of the support the student receives, and his educational and behavioral responses. (Contains references.) (Author/CR)

Twenty-seven classroom assistants in British special schools were surveyed. Results are summarized in the following areas: job title; length of service; training and qualifications; union membership, job description, and contracts; duties; relationships between teachers and assistants; relationships with children; and aspirations. A comparison…