NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ968746
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0885-6257
Inclusive Classrooms in Italy and England: The Role of Support Teachers and Teaching Assistants
Devecchi, Cristina; Dettori, Filippo; Doveston, Mary; Sedgwick, Paul; Jament, Johnston
European Journal of Special Needs Education, v27 n2 p171-184 2012
Various models of providing for the inclusion of children with disabilities and special needs exist in different European countries. Central to all these models is the notion that support for children and teachers is pivotal in ensuring effective inclusion. This article draws from three qualitative studies on the role, employment and deployment of support teachers in Italy and teaching assistants in England to examine similarities and differences between the two models of provision. The analysis of questionnaires and interviews show that, despite differences in relation to professional qualifications and responsibilities, both support teachers and TAs carry out similar supportive roles, but also share similar feelings of marginalisation, isolation and professional dissatisfaction. The paper raises questions about the effectiveness of providing support from additional adults when such adults are not fully included in the life of the school.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy; United Kingdom (England)