A survey of professional tasks and training needs of teaching assistants in New South Wales mainstream public schools

Carter, Mark; Stephenson, Jennifer; Webster, Amanda

doi:10.3109/13668250.2018.1462638

Cited by 14 publications

(17 citation statements)

References 29 publications

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“…When children are placed in regular classrooms from the point of school entry, a range of supports may also be provided. This may include generic (non-autism specific) assistance, which may take the form of school-based special education support and there is often extensive reliance on teacher aide support (Butt, 2015;Carter, Stephenson, & Webster, 2018;Giangreco, Doyle, & Suter, 2012;Sharma & Salend, 2016). Autism specific support services may also be offered.…”

Section: Models For Transition and Supportmentioning

confidence: 99%

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success

Carter

Stephenson

Clark

et al. 2019

Research in Autism Spectrum Disorders

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Background: There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes.Method: A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years).Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery.Results: Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success.Conclusions: The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented.

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Section: Models For Transition and Supportmentioning

confidence: 99%

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success

Carter

Stephenson

Clark

et al. 2019

Research in Autism Spectrum Disorders

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“…Ware et al (2011) also reported non-academic prompting by teaching assistants to help some children to say on task and Morningstar et al (2015) noted that teaching assistants were observed to use prompts that were ineffective in keeping students on task. In a recent survey of teaching assistants in NSW, Carter et al (2019) found that the most frequently performed responsibility reported by teaching assistants was to help students to stay on task. More significantly, in the current study, there was limited evidence that schools utilised any systematic programs to facilitate student development of task-related behaviour or to fade teaching assistant support.…”

Section: Adjustmentsmentioning

confidence: 99%

“…This finding is to some degree inconsistent with prior research, where assistants have been reported as taking on inappropriate degrees of responsibility. For example, Carter et al (2019) found that over 30% of teaching assistants they surveyed reported providing adjustments for students without direction from teachers at least once a day. Similarly, Ware et al (2011) noted assistants were observed to go beyond their defined role and in some instances 'appeared to be making teaching decisions without referring to a teacher' (p. 71).…”

Section: Adjustmentsmentioning

confidence: 99%

The Nature of Adjustments and Monitoring for Students With Special Educational Needs in Mainstream Schools

Carter¹,

Webster²,

Stephenson³

et al. 2021

Australas. j. spec. incl. educ.

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The current study was conducted to examine the types of adjustments used to support students with special educational needs in mainstream classrooms and how schools monitored the effectiveness of the adjustments they use. A range of stakeholders were interviewed in 22 mainstream schools across New South Wales, Australia, and the interviews were analysed for key themes. Some schools had a narrow focus on a few key areas, with teaching assistants being the most commonly reported adjustment. Few schools used formal formative monitoring to evaluate the effectiveness of adjustments. Options for improvement schools could consider include examining the breadth of adjustments, establishing clear measurable goals, considering alternative strategies for use of teaching assistants, and ensuring adjustments are monitored.

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“…Guru pendidikan khusus merupakan seseorang yang memiliki keterampilan, keahlian, dan pengetahuan untuk menangani kebutuhan anak disabilitas terutama dalam memberikan pengajaran untuk siswa disabilitas. Temuan tersebut sejalan dengan studi Carter et al (2019) dan Goransson (2017) bahwa guru pendidikan khusus merupakan orang yang memiliki gelar kekhususan dibidangnya dan sudah terlatih atau berpengalaman dalam menangani anak disabilitas. Guru pendidikan khusus yang kompeten dapat membantu terlaksananya keberhasilan pembelajaran siswa disabilitas (Giangreco, 2013).…”

Section: Hasil Penelitian Dan Pembahasanunclassified

Studi Literatur: Peran Guru Pendidikan Khusus di Sekolah Inklusi

Amalia

Kurniawati

2021

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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The research was carried out to know the role played by teacher assistants in inclusive schools. The research method used for this study is a systematic review by capturing articles related to the research topic published between 2009-2019 through the electronic search engine Taylor and Francis Online. The initial search found 24 articles and then selected based on exclusive criteria, in which there were ten articles identified using thematic data analysis techniques. The results found that role of a teacher assistant is role pedagogic and non-pedagogic. Pedagogic roles include learning, giving assignments, helping students complete assignments, performing assignments, making IEP (individualized educational program), assessing and managing student behavior while non-pedagogic roles include emotional support, consulting, facilitating teachers, students, and parents. The results also show the importance of teacher assistants having competencies according to their educational background and building collaborative learning between classroom teachers and teacher assistants in the classroom. Limitations and recommendations for future research are discussed in this paper.

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A survey of professional tasks and training needs of teaching assistants in New South Wales mainstream public schools

Cited by 14 publications

References 29 publications

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success

The Nature of Adjustments and Monitoring for Students With Special Educational Needs in Mainstream Schools

Studi Literatur: Peran Guru Pendidikan Khusus di Sekolah Inklusi

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