Multiprofessionalität in der inklusiven Schule: Eine empirische Studie zur Kooperation von Lehrkräften und Schulbegleiter/innen (Göttinger Schulbegleitungsstudie GötS)

Meyer, Karina

doi:10.17875/gup2017-1029

Cited by 15 publications

(38 citation statements)

References 22 publications

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“…Further findings from our study demonstrate that LSAs' self-efficacy was related to the quality of collaboration with teachers. These results are in line with previous research (Meyer 2017). This can be interpreted in two ways: The better the cooperation with teachers, the stronger LSAs' self-efficacy, or, perhaps, the stronger the perceived self-efficacy of LSAs, the better the collaboration with teachers.…”

Section: Discussionsupporting

confidence: 91%

“…Collaboration between different professions is not only important for students with and without disabilities (Meyer 2017), but it is also socially supportive for the involved professions. It enables them to bring in a wide range of expertise, which has positive effects on the quality of work and students' academic progress (Meyer, Nonte, and Willems 2017).…”

Section: Multi-professional Collaboration Towards Inclusive Educationmentioning

confidence: 99%

“…In Austria, LSAs are responsible for supporting a specific child for a certain amount of state-approved hours. But these hours do not include time for exchanging information and joint planning of lessons with teachers (Meyer 2017). If LSAs participate in meetings with teachers, for example, these are not considered as working time to be compensated for (Henn et al 2019).…”

Section: Multi-professional Collaboration Towards Inclusive Educationmentioning

confidence: 99%

“…Another factor that can obstruct successful collaboration is the perception that LSAs, due to the absence of qualification requirements in Austria, are unskilled workers (Lübeck 2017). Beside of contextual factors, individual attitudes, such as people's willingness for interdisciplinary cooperation and openness towards other involved professions (Henn et al 2019), as well as self-efficacy beliefs of the involved professions have been recognised as factors that influence effective collaboration in multi-professional teams (Meyer 2017).…”

Section: Multi-professional Collaboration Towards Inclusive Educationmentioning

confidence: 99%

“…Most research has focused on teachers' self-efficacy for inclusive education, yet LSA's self-efficacy has been overlooked (Meyer 2017). Since both professions work in the same field with similar tasks, however, we assume that similar factors that influence teachers' self-efficacy also influence the self-efficacy of LSAs.…”

Section: Self-efficacy Of the Involved Professions Implementing Inclumentioning

confidence: 99%

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The self-efficacy of learning and support assistants in the Austrian inclusive education context

Breyer

Wilfling

Leitenbauer

et al. 2019

European Journal of Special Needs Education

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In inclusive education, learning and support assistants (LSAs) play an increasingly prominent role in supporting students with disabilities in regular classrooms. Previous research has identified various factors that influence the implementation of inclusive education, such as collaboration and the self-efficacy beliefs amongst the involved professions. The present cross-sectional study examined the self-efficacy beliefs of 89 Styrian LSAs in interaction with their age, qualification, specialist knowledge and quality of collaboration with teachers. Our findings reveal that Styrian LSAs show a high amount of self-efficacy beliefs. Correlations confirm that their age, knowledge about special education, assessment of feeling qualified based on completed training and the estimated quality of teacher collaboration relate significantly to their self-efficacy beliefs. Further analyses demonstrate that respondents who had completed a degree in social work have the highest sense of self-efficacy and are thus feel best qualified for supporting children with disabilities due to their previous training. In line with earlier research, these findings strengthen the claim for LSAs to receive training that would impact their self-efficacy beliefs, which, in the long run, could increase the likelihood of inclusive educational practices being successfully implemented.

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Section: Discussionsupporting

confidence: 91%

Section: Multi-professional Collaboration Towards Inclusive Educationmentioning

confidence: 99%

Section: Multi-professional Collaboration Towards Inclusive Educationmentioning

confidence: 99%

Section: Multi-professional Collaboration Towards Inclusive Educationmentioning

confidence: 99%

Section: Self-efficacy Of the Involved Professions Implementing Inclumentioning

confidence: 99%

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The self-efficacy of learning and support assistants in the Austrian inclusive education context

Breyer

Wilfling

Leitenbauer

et al. 2019

European Journal of Special Needs Education

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Multiprofessionelle Kooperation an inklusiven Ganztagsschulen – Fallstudie zur Vernetzung und Arbeit von Förderschulpädagog:innen an einer Ganztagsgrundschule

Kielblock

2024

Z Erziehungswiss

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ZusammenfassungDer flächendeckende Auf- und Ausbau von Ganztagsschulen und die Umsetzung von Inklusion haben in den vergangenen Jahren in Deutschland dazu geführt, dass an Regelschulen zunehmend pädagogisch tätige Personen mit unterschiedlichen beruflichen Hintergründen zusammentreffen. Theoretischen Überlegungen zufolge profitieren Schüler:innen davon, wenn diese unterschiedlichen pädagogisch tätigen Personen miteinander kooperieren. Diese sog. multiprofessionelle Kooperation – mit Fokus auf die Umsetzung von Inklusion an Ganztagsschulen – ist Gegenstand des vorliegenden Beitrags. Die Forschungsfragen lauten, (1.) wie Sonder‑/Förderschulpädagog:innen im Kooperationsnetzwerk an einem Ganztagsschulstandort eingebunden sind und (2.) wie die Einbindung und Arbeit der Sonder‑/Förderschulpädagog:innen im Kooperationsnetzwerk aus Sicht der verschiedenen Beteiligten aussieht. Ein exemplarischer Ganztagsgrundschulstandort wurde als Fallstudie ausgewählt und es wurde versucht, von allen pädagogisch Tätigen (n = 28 Personen; Ausschöpfung 68 %) Daten zu erheben. Für die Datenerhebung wurden Leitfadeninterviews geführt und dabei Ego-zentrierte Netzwerkkarten ausgefüllt. Die Daten wurden netzwerkanalytisch und inhaltsanalytisch ausgewertet. Zusammengenommen zeigen die Ergebnisse, dass die beiden Förderschulpädagoginnen am Fallstudienstandort speziell mit der jeweiligen Klassenlehrer:in, die ein Kind mit identifiziertem sonderpädagogischen Förderbedarf oder ein Kind in sog. vorbeugenden sonderpädagogischen Maßnahmen in der Klasse hat, in einer engeren Kooperationsbeziehung stehen. Weitere enge Kooperationen zu anderen pädagogisch Tätigen – etwa auch zu Kolleg:innen im Ganztagsbetrieb – finden sich eher weniger. Allerdings sind regelmäßige Besprechungen mit der Schulleitung etabliert. Das Aufgabenspektrum und die Zuständigkeiten der Förderschulpädagoginnen werden von den Förderschulpädagoginnen selbst sowie den Lehrkräften teils unterschiedlich wahrgenommen, was Friktionen in der multiprofessionellen Kooperation erzeugt. Die beiden analysierten Förderschulpädagoginnen zeigen zudem, wie unterschiedlich sonderpädagogisch gearbeitet werden kann: Einerseits im Modus der Beratung und andererseits im Modus der Förderung.

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Exploring changes in collaboration through the professionalisation of learning and support assistants: a mixed methods study

Ladenstein

Breyer

Gasteiger‐Klicpera

2022

European Journal of Special Needs Education

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The inclusion of all children in regular classrooms is an important aim in many European countries. For the implementation of inclusion some children rely on support via learning and support assistants. Despite the benefits assistants provide by enhancing student access and progress, assistants' support has also been criticised for contributing to more exclusive than to inclusive processes in class. A necessary precondition for enhancing inclusive processes is the assistants' extension of professional knowledge and competence. This study aims to evaluate the effects of a developed online tool for assistants' professionalisation on the collaboration with teachers and parents. Moreover success factors in assistants' work are identified. The quantitative study sample consisted of 70 assistants, teachers and parents. Focus group interviews with nine assistants and teachers were also conducted. The results of this mixed methods study showed that assistants, teachers and parents have a tendency to evaluate their collaboration more positively after assistants have made use of an online tool for professionalisation. All of them perceived the regular exchange of information to be particularly important. The results of this study also showed that clear definition of the roles and responsibilities of assistants is necessary if they are to work successfully in schools.

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Multiprofessionalität in der inklusiven Schule: Eine empirische Studie zur Kooperation von Lehrkräften und Schulbegleiter/innen (Göttinger Schulbegleitungsstudie GötS)

Cited by 15 publications

References 22 publications

The self-efficacy of learning and support assistants in the Austrian inclusive education context

The self-efficacy of learning and support assistants in the Austrian inclusive education context

Multiprofessionelle Kooperation an inklusiven Ganztagsschulen – Fallstudie zur Vernetzung und Arbeit von Förderschulpädagog:innen an einer Ganztagsgrundschule

Exploring changes in collaboration through the professionalisation of learning and support assistants: a mixed methods study

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