Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research

Sharma, Umesh; Salend, Spencer J.

doi:10.14221/ajte.2016v41n8.7

Cited by 106 publications

(94 citation statements)

References 54 publications

(103 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One way that schools work towards more inclusive classrooms is through the use of teaching assistants (TAs). The recent move toward inclusive provision has been accompanied by a huge increase in the number of teaching assistants (TAs) working in mainstream schools [11,44]. However, evidence from recent reviews suggests that TAs rarely receive the necessary support and training they need, and that this can have negative effects on academic progress for pupils with additional support needs [11,17].…”

Section: Inclusive Education Technologiesmentioning

confidence: 99%

Voice User Interfaces in Schools

Metatla

Oldfield

Ahmed

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

Voice user interfaces (VUIs) are increasingly popular, particularly in homes. However, little research has investigated their potential in other settings, such as schools. We investigated how VUIs could support inclusive education, particularly for pupils with visual impairments (VIs). We organised focused discussions with educators at a school, with support staff from local authorities and, through bodystorming, with a class of 27 pupils. We then ran a series of co-design workshops with participants with mixed-visual abilities to design an educational VUI application. This provided insights into challenges faced by pupils with VIs in mainstream schools, and opened a space for educators, sighted and visually impaired pupils to reflect on and design for their shared learning experiences through VUIs. We present scenarios, a design space and an example application that show novel ways of using VUIs for inclusive education. We also reflect on co-designing with mixed-visual-ability groups in this space. CCS CONCEPTS • Human-centered computing → Participatory design; Accessibility design and evaluation methods; • Applied computing → Collaborative learning.

show abstract

Section: Inclusive Education Technologiesmentioning

confidence: 99%

Voice User Interfaces in Schools

Metatla

Oldfield

Ahmed

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…Ashbaker & Morgan, 2012;Cajkler & Tennant 2009;Farrell, Alborz, Howes & Pearson, 2010;Giangreco, Suter, & Doyle, 2010;Saddler, 2014;Sharma & Salend, 2016). These studies imply that blurred professional roles, insufficient communication and opportunities for collaboration and training for teacher-aides and teachers results in teacher-aides managing substantial educational roles that unintentionally destabilise the professional responsibility of teachers and the inclusion of students with disabilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Autism Spectrum Disorder Coursework for Teachers and Teacher-aides: An Investigation of Courses Offered in Queensland, Australia

Coates

Lamb

Bartlett

et al. 2017

AJTE

View full text Add to dashboard Cite

“…The kind of support that is offered to the teacher is very important and has to be constantly reviewed (Sharma & Salend, 2016), to prevent the situations that Symes & Humphery (2012) describe in research they carried out on inclusion in the classroom of autistic children. The results of this research showed that support teachers were the principal tool for inclusion of these children, but depending on how they carried out their role they could create a negative impact.…”

Section: Role Of the Support Teachermentioning

confidence: 99%

Inclusive practices: the role of the support teacher

Pérez¹,

Llanos²,

Guasp³

2017

AULA_ABIERTA

View full text Add to dashboard Cite

The aim of this article is to reflect on the need for a change in the role of the support teacher, moving from therapeutic or integrative positions towards an inclusive educational model based on the results found in a longitudinal case study carried out in an ordinary school in Catalonia. The results of this research allow us to discover and analyse the functions, tasks and actions of support teachers in inclusive classrooms.This research is based on three key axes: the transition from integration to inclusion as a conceptual and attitudinal change necessary to modify paths to inclusion; the conceptualisation of what can be considered and defined as good inclusive practice; and the role of the support teacher in ensuring the presence, participation and progress of each one of the students in the classroom, whatever their characteristics. The concept of inclusion.Inclusive educational approaches are a response to discriminatory models. For this reason, international organisations like the UN and UNESCO have been working for years to ensure a fairer approach, respecting individual differences and the charsacteristics of each child. This work is based on the Declaration of Salamanca, in which the need for schools for all was manifested (OHCHR, 2013;Muntaner, 2010). ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning. Prácticas inclusivas: el rol del docente de apoyoRESUMEN El propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relaciona...

show abstract

Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research

Cited by 106 publications

References 54 publications

Voice User Interfaces in Schools

Voice User Interfaces in Schools

Autism Spectrum Disorder Coursework for Teachers and Teacher-aides: An Investigation of Courses Offered in Queensland, Australia

Inclusive practices: the role of the support teacher

Contact Info

Product

Resources

About