Integration in Early Childhood Programs in Three Countries

Abstract

Programs which integrate young children with special needs in the year before compulsory school were studied in three countries using grounded theory. The core variable which emerged through constant comparative analysis was the role of the assistant teacher. Across all programs, the assistant assumed a primary caregiver relationship with the child with special needs, engaged in teaming with other teachers, and interacted in mutually supportive ways with parents. The differences in roles revealed the complex multidimensionality of the assistant role and raised questions for further study in each country as well as across countries. RESUME Les programmes qui intègrent les enfants handicapés dans l'année précédant la scolarité obligatoire ont été étudiés dans trois pays en utilisant la méthode qualitative inductive. La variable centrale qui ressortit de l'analyse comparée constate fut le rôle de l'instituteur assistant. Dans tous les programmes l'assistant assumait une relation de type parental avec l'enfant handicapé, participait dans un travail d'équipe et collaborait avec les parents. Les differences dans les roles révélèrent l'aspect multidimensionnel complexe du rôle de l'assistant et soulevèrent des questions qui restent à étudier dans chaque pays et entre les pays.RESUMEN Programas que incluyen niños con necesidades especiales antes de iniciar la educación primaria fueron estudiados en tres paises usando investigación cualitativa. La variable central que surgió por medio del constante análisis comparativo fue el papel del asistente del maestro. A traves de todos los programas el asistente asume una relación principal del cuidado del niño de necesidades especiales, cooperó con otros maestros, y interactivamente dio un apoyo mutuo a los padres. Las diferentes responsabilidades del asistente reveló el complejo multidimensional de su papel ocasionando preguntas para estudios posteriores tanto en cada país como a través de paises.0966-9760/97/020107-11

The invisible professionals: English school nursery nurses talk about their jobs

“…In fact, their role can be seen to complement that of a teacher in critical ways. For example, in Carlson & Karp's (1997) comparison of the way children with special needs are integrated into early years' classrooms in the United Kingdom, United States of America and Sweden, 'teaching assistants' turn out to be key figures in all three countries. It seems that personnel not in overall charge of classrooms (the assistants in Carlson & Karp's UK study were nursery nurses) are able to develop and sustain more personally attentive roles than teachers can manage, given the latters' broader responsibilities.…”