ERIC Number: ED486692
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 82
Working with Support in the Classroom
Campbell, Anne, Ed.; Fairbairn, Gavin, Ed.
Given that the government is committed to recruiting 50,000 extra teaching and teaching assistants by 2006 (Smithers, Guardian 18 October 2002), arguably the best use of teaching assistants can be achieved when they are properly briefed about the learning outcomes, content and appropriate styles of presentation for the group of pupils with whom they will be working. The frequent use of teaching assistants in supporting children who have special needs requires high levels of personal skills and the ability to empathize with the various difficulties encountered by children. It is untenable for the most needy pupils to be entrusted to the least qualified person in the room. It is the duty of the teacher to ensure that the teaching assistants can undertake the task of supporting children with special needs at least as well as he or she can, otherwise there is no rationale for having a teaching assistant working with these children (for further details of special educational needs and the role of the teaching assistant, see Hall, 2004). A well informed teaching assistant and a teacher willing to make the most of the partnership will ultimately raise the standard of all pupils, not just the most capable. They can make inclusion a reality in every classroom, not just a word to be emblazoned on documents. The contents of this book include: (1) Introduction (Anne Campbell and Gavin Fairbairn); (2) Valuing Diversity: The Role of Support Workers in the Early Years (Wendy Bignold); (3) Making the Most of the Teaching Assistant for Special Educational Needs (Wendy Hall); (4) Learning Mentors in Primary Classrooms and Schools (Pat Hughes); (5) Partners in Mathematical Learning (Sue Cronin and Christine Bold); (6) Working with Support to Enhance the Use of ICT (Sue Crowley and Mike Richardson); (7) The Teacher and the Nursery Nurse: Building the Partnership (Ann-Marie Jones); (8) Making the Most of an Extra Pair of Hands: 103 Teachers and Student Teachers in the Classroom (Deborah Smith and Deirdre Hewitt); (9) All Different, All Equal: A Case Study of Support at Temple Primary School (Anne Campbell); (10) Peering into the Future: Two Conversations with Headteachers (Anne Campbell); and (11) Developing Successful Practice with Support Staff (Anne Campbell). Also included are a preface, list of contributors, list of references, and an index.
Descriptors: Special Needs Students, Educational Needs, Teacher Aides, Student Teachers, Information Technology, Mentors, Case Studies, Mathematics, Interprofessional Relationship
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Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: N/A
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