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Transitioning towards Inclusion: A Triangulated View of the Role of Educational Assistants
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Bennett, Sheila; Gallagher, Tiffany; Somma, Monique; White, Rebecca – Journal of Research in Special Educational Needs, 2021
The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district's transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this…
Descriptors: Foreign Countries, Teacher Aides, Inclusion, Students with Disabilities
Ideology Influencing Action: Special Educational Needs Co-Ordinator and Learning Support Assistant Role Conceptualisations and Experiences of Special Needs Education in England
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Maher, Anthony John; Vickerman, Philip – Journal of Research in Special Educational Needs, 2018
One outcome of England's Code of Practice' (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co-ordinator (SENCO). Semi-structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose…
Descriptors: Special Education, Special Needs Students, Foreign Countries, Social Justice
Researching the Influence of Teaching Assistants on the Learning of Pupils Identified with Special Educational Needs in Mainstream Primary Schools: Exploring Social Inclusion
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Saddler, Helen – Journal of Research in Special Educational Needs, 2014
As a result of their high contact time with children, particularly children identified with special educational needs, it is widely acknowledged that teaching assistants (TAs) have great influence on pupils' education (Balshaw). However, recent research into the impact of TAs on pupils' learning has questioned TAs' usefulness in…
Descriptors: Special Education, Special Needs Students, Mainstreaming, Teacher Aides
A Pilot Evaluation of the Reading Intervention 'Own-Voice Intensive Phonics'
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Gwernan-Jones, Ruth; Macmillan, Philip; Norwich, Brahm – Journal of Research in Special Educational Needs, 2018
This paper describes the mixed methodology evaluation of the Own-Voice Intensive Phonics (OVIP) programme with 33 secondary students with persistent literacy difficulties. The evaluation involved a quasi-experimental evaluation in which 33 students in years 7-9 in four schools used OVIP over an 8 week period and were monitored at three times for…
Descriptors: Pilot Projects, Phonics, Reading Instruction, Reading Achievement
Professional Development in International Schools; Issues of Inclusion Identified by a Group of International School Teaching Assistants
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Tarry, Estelle; Cox, Anna – Journal of Research in Special Educational Needs, 2014
With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts,…
Descriptors: Foreign Countries, Teacher Aides, International Schools, Faculty Development
School Factors that Facilitate or Hinder the Ability of Teaching Assistants to Effectively Support Pupils with Autism Spectrum Disorders (ASDs) in Mainstream Secondary Schools
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Symes, Wendy; Humphrey, Neil – Journal of Research in Special Educational Needs, 2011
Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated…
Descriptors: Secondary Schools, School Culture, Autism, Peer Groups