Teaching Assistants working with teachers

Anderson, Vikki; Lyn-Cook, Linda

doi:10.4324/9781315687766-8

“…Results from other research attest to the inadequate quality and level of training relating to SEN available to trainee teachers (Hodkinson, , ; Anderson & Finney, ; Lamb, ). Taken together, findings from the available research suggest the existence of a knowledge deficit when it comes to successfully educating pupils with SEN in mainstream settings.…”

Section: Introductionmentioning

confidence: 89%

Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools

Webster

¹

,

Blatchford

²

2014

British Educational Res J

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from the Deployment and Impact of Support Staff (DISS) project showed that support from teaching assistants (TAs) had a strong negative impact on the academic progress of pupils, and this applied particularly to pupils with a statement of special educational needs (SEN). Although the DISS project found that such pupils experienced less contact with teachers, little is known about school-and classroom-level decision-making relating to provision. This paper addresses the nature and quality of the educational experiences of pupils with statements, and who has responsibility for putting in place and delivering provision for these pupils within schools. Results come from the Making a Statement (MAST) project, which tracked the educational experiences of 48 9-and 10-year-old pupils with the highest level of SEN, attending mainstream primary schools in England. The study involved the thematic analysis of 48 detailed pupil case studies, drawing on interview, documentation and field note data. Results are presented in terms of four key themes: (1) the explicit and subtle forms of separation these pupils experience daily; (2) the high level of pedagogical decision-making TAs have for pupils with statements; (3) the impoverished pedagogical diet pupils with statements receive, compared to their peers; and (4) the gaps in teachers' and TAs' knowledge concerning meeting the needs of pupils with statements. The findings have particular implications for the deployment of TAs and for provision for pupils with SEN, with and without statements.

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“…Iz navedenog primjećujemo kako je pomoćnik u nastavi velika podrška, jedan od ključnih čimbenika za uspješno usvajanje znanja i vještina i pomoć djetetu u socijalnom razvoju (McConkey i Abbott, 2011;Anderson i Finney, 2008;Bentham i Hutchins, 2006). Nastava tako postaje manje stresna za samo dijete s teškoćama, učitelja, ali i za čitav razred (Tabak, 2013).…”

Section: Pomoćnici U Nastaviunclassified

“…Oni naime teže pronalaze vrijeme zbog drukčije organiziranosti u predmetnoj nastavi što predstavlja velik nedostatak i problem u ostvarivanju suradnje (Marinić, Matejčić i Igrić, 2019). Zaključujemo stoga kako je važno uvažavati perspektivu pomoćnika u nastavi, zajedno planirati i komunicirati s njima i jasno definirati njihove obveze (Anderson i Finney, 2008). Iznimno je važna i kvalitetna i pravovremena suradnja s roditeljima učenika s teškoćama u razvoju kojem pružaju neposrednu podršku.…”

Section: Suradnja Među Sudionicima Inkluzijeunclassified

Od Mosta Prema Trokutu Inkluzivne Podrške Učenicima S Teškoćama U Razvoju

Maltar Okun,

Doutlik

2024

Persons With Disabilities in Arts, Science and Education: Inclusive Policies and Practices

0

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School is an educational institution where students acquire knowledge, develop various abilities and skills, and acquire habits, but also accept certain values and universal and social norms. A student's development requires nurturing and developing relationships with other students, particularly with those with a certain difference, i.e., distinctiveness. Inclusive education, which is based on tolerance, promotion, acceptance, and respect for differences and their inclusion, comes as an answer to discrimination, violations of rights, prejudices, and the exclusion of those who are different. The basic aim of inclusive education is to encourage the development of all students and their potential while at the same time respecting their developmental and educational potential, abilities, and special needs. The teacher's role in the concept of inclusive education is rather demanding. For the successful implementation of inclusive education in regular schools, teachers need support. One of the forms of support for teachers is assistance, i.e., the participation of assistants in teaching students with developmental difficulties. Namely, teaching assistants exemplify a bridge connecting the teacher and student with developmental difficulties in overcoming obstacles during the educational process. However, successful inclusion does not only imply quality cooperation between the teacher and the teaching assistant but also with the parents of students with developmental difficulties. Together, they create a triangle of inclusive support for students with developmental difficulties, while quality and constructive cooperation, communication, and partnership between them also contribute to the quality of the implementation of inclusive education. The paper examines the assessments of teachers, teaching assistants, and parents of students with disabilities on cooperation, as well as the existence of statistically significant differences in their assessments.

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“…Iz navedenog primjećujemo kako je pomoćnik u nastavi velika podrška, jedan od ključnih čimbenika za uspješno usvajanje znanja i vještina i pomoć djetetu u socijalnom razvoju (McConkey i Abbott, 2011;Anderson i Finney, 2008;Bentham i Hutchins, 2006). Nastava tako postaje manje stresna za samo dijete s teškoćama, učitelja, ali i za čitav razred (Tabak, 2013).…”

Section: Pomoćnici U Nastaviunclassified

“…Oni naime teže pronalaze vrijeme zbog drukčije organiziranosti u predmetnoj nastavi što predstavlja velik nedostatak i problem u ostvarivanju suradnje (Marinić, Matejčić i Igrić, 2019). Zaključujemo stoga kako je važno uvažavati perspektivu pomoćnika u nastavi, zajedno planirati i komunicirati s njima i jasno definirati njihove obveze (Anderson i Finney, 2008). Iznimno je važna i kvalitetna i pravovremena suradnja s roditeljima učenika s teškoćama u razvoju kojem pružaju neposrednu podršku.…”

Section: Suradnja Među Sudionicima Inkluzijeunclassified

Persons with disabilities in arts, science and education: Inclusive Policies and Practices

2024

0

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Teaching Assistants working with teachers

Cited by 4 publications

References 1 publication

Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools

Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools

Od Mosta Prema Trokutu Inkluzivne Podrške Učenicima S Teškoćama U Razvoju

Persons with disabilities in arts, science and education: Inclusive Policies and Practices

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