Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives

In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the Australian Association of Special Education, held jointly with the annual conference of the Tasmanian Principals Association in Hobart, Tasm...

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Bibliographic Details
Published in:Australasian journal of special and inclusive education 2013-12, Vol.37 (2), p.93-106
Main Author: Giangreco, Michael F.
Format: Article
Language:English
Subjects:
Alternative education
Assistants
Australia
Classrooms
Cross Cultural Studies
Delivery Systems
Educational Needs
Educational Opportunities
Educational Policy
Educational Practices
Educational quality
Educational Research
Foreign Countries
Inclusion
Inclusive education
Mainstreaming
Paraprofessional School Personnel
Regular and Special Education Relationship
School principals
Special Education
Special needs students
Staff utilisation
Students with Disabilities
Teacher Aides
Teacher evaluations
Teacher workload
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Summary:In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the Australian Association of Special Education, held jointly with the annual conference of the Tasmanian Principals Association in Hobart, Tasmania. The address focused on three major topics pertaining to the utilisation of teacher assistants in inclusive schools: (a) persistent and emerging research trends, (b) contemporary conceptual and data-based concerns, and (c) ideas about what schools can do to provide improved educational opportunities and supports for students with special educational needs in inclusive classrooms. The article concludes that the potential overuse or misuse of teacher assistants is a symptom, not cause. Building integrated models of general and special service delivery in schools can address the challenges associated with questionable teacher assistant utilisation.
ISSN:1030-0112
2515-0731
1833-6914
2515-074X
DOI:10.1017/jse.2013.1