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Teaching assistants in inclusive classrooms : A systematic analysis of the international research

The Australian journal of teacher education, 2016-08, Vol.41 (8), p.118-134 [Peer Reviewed Journal]

ISSN: 0313-5373 ;EISSN: 1835-517X ;DOI: 10.14221/ajte.2016v41n8.7

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Title:
Teaching assistants in inclusive classrooms : A systematic analysis of the international research
Author: Sharma, Umesh ; Salend, Spencer J
Subjects: Cooperation ; Disabilities ; Foreign Countries ; Impact studies ; Inclusion ; Inclusive education ; Literature Reviews ; Mainstreaming ; Paraprofessional School Personnel ; Primary secondary education ; Program Effectiveness ; Regular and Special Education Relationship ; Reliability ; Role ; Search Strategies ; Staff Development ; Systematic reviews ; Teacher Aides ; Teaching effectiveness ; Work Environment
Is Part Of: The Australian journal of teacher education, 2016-08, Vol.41 (8), p.118-134
Description: This article reviewed international data from English-language peer-reviewed studies on the use of Teaching assistants (TAs) in inclusive classrooms from the past 10 years concerning: (a) the roles of TAs; (b) the impact of TAs on students, educators, and inclusive education; and (c) the factors that influence the performance of TAs. These studies suggest that unclear professional roles, limited communication and opportunities for collaboration and training for TAs and teachers contribute to TAs assuming significant instructional, classroom management, and socialisation roles, and providing ineffective and separate instruction that inadvertently undermine the inclusion, learning, socialisation and independence of students with disabilities and the pedagogical roles of their teachers. Recommendations to inform decisions about whether to employ TAs and ways to enhance the efficacy and the practices of TAs and the professionals who work with them are discussed as well as the limitations of this review and implications for future research. [Author abstract]
Publisher: Edith Cowan University
Language: English
Identifier: ISSN: 0313-5373
EISSN: 1835-517X
DOI: 10.14221/ajte.2016v41n8.7
Source: ERIC Full Text Only (Discovery)
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Teaching assistants in inclusive classrooms : A systematic analysis of the international research

ISSN: 0313-5373 ;EISSN: 1835-517X ;DOI: 10.14221/ajte.2016v41n8.7

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