Teacher aides have been part of New Zealand classrooms for many decades. Initially, they were employed to perform clerical and supervisory duties that required no professional training, such as typing, duplicating and playground supervision. Over the years, however, their role has changed significantly. They now play a pivotal role as a 'people resource' in supporting the New Zealand Ministry of Education's philosophy of inclusion. The most effective teacher aides are working in positive inclusive contexts in which they are respected and valued, however, their role is full of inconsistencies and will likely to remain so until there are some systemic changes made in government policy. This paper argues that teacher aides can be a powerful resource; however their use must be carefully considered so that the fine art of balancing the social and academic needs of a student with special educational needs is sensitively planned, and where possible, underpinned by the professed needs of that student and their family. Teacher capability needs to be built so there is increased ownership for all students. "… nowhere is education an uncomplicated 'good'; it produces both justice and injustice, equity and inequity and the issue is to understand why, when and how" (Walker, 2003, cited in Rutherford, 2009, p.90).