ERIC Number: EJ870780
Record Type: Journal
Publication Date: 2009-Dec
Abstractor: As Provided
Reference Count: 73
Professional Development and Teacher Aides in Inclusive Education Contexts: Where to from Here?
Bourke, Patricia E.
International Journal of Inclusive Education, v13 n8 p817-827 Dec 2009
During the past 10 years in Australia teacher aides have been employed in mainstream schools as support personnel in special education intervention programmes, and their numbers are increasing. At the same time workplace reform in relation to inclusive education is impacting on their employment and deployment in schools to support students with disabilities and learning difficulties. In Queensland, teacher aides have been offered formal career paths, with increased pay scales, based on the recognition and continuing attainment of qualifications or credentials. However, there is increasing recognition in the educational research community that professional development for any change, and especially the complex changes in culture needed for inclusive education, is about developing and managing a collaborative process of change through reflection on, learning about, and sharing meanings and understandings about effective support of all students, in ways that value the diversities and celebrate the differences of the perspectives of the whole school community. How can we move the process of professional development for teacher aides forward? The experiences and knowledge that teacher aides already can have further inform this process of change through professional development.
Descriptors: Mainstreaming, Inclusive Schools, Teacher Aides, Special Needs Students, Disabilities, Educational Change, Foreign Countries, Staff Development, School Culture, Student Diversity
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia