ERIC Number: EJ1017944
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: N/A
Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives
Giangreco, Michael F.
Australasian Journal of Special Education, v37 n2 p93-106 Dec 2013
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.
Descriptors: Teacher Aides, Foreign Countries, Special Education, Paraprofessional School Personnel, Inclusion, Delivery Systems, Regular and Special Education Relationship, Educational Practices, Educational Research, Educational Opportunities
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: firstname.lastname@example.org; Web site: http://journals.cambridge.org/JSE
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia