Transitioning towards inclusion
A triangulated view of the role of educational assistants
Bibliographic Data
| ID | 21723044 |
|---|---|
| Authors | Sheila Bennett (0000-0002-0119-8595, Brock University, corresponding author), Tiffany L Gallagher (0000-0003-3006-9773, Brock University), Tiffany Gallagher (Brock University), Monique Somma (0000-0003-4910-3396, Brock University), Rebecca White (0000-0002-2145-5106, Brock University) |
| Year | 2021 |
| Volume | 21 |
| Issue | 3 |
| Pages | 187-197 |
| Publication date | 2021-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12508 |
| OpenAlex | W3129714682 |
| Language | EN |
| Citations received | 5 |
| References cited | 30 |
The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog‐style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community
Focus group · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Special education · Viewpoints · Collaborative Teaching and Inclusion · Family and Disability Support Research · Psychology · Social Psychology · Teacher Education and Leadership Studies
‘ I never feel like I am prepared enough ’
Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools
A work in progress
School assistants’ experiences of belonging
Exploring the role and experience of classroom assistants supporting pupils with visual impairment
Qualitative research in health care
We are inclusive. We are a team. Let's just do it’
Teaching assistants and class teachers
Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools
Classroom contexts for learning at primary and secondary school
Paraeducators in Inclusive Classrooms
Generic Qualitative Approaches
| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2024 (3) |
| Highly cited | No |