An examination of teacher–student interactions in inclusive classrooms: teacher interviews and classroom observations

Abstract

Teacher–student interactions in 17 inclusive classrooms were examined using a mixed‐methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow‐up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast majority of interactions provided by general educators to the whole class, followed by brief intervals of 1 : 1 interactions directed towards individual students, most frequently children with disabilities. Interview findings suggest that teachers were aware of the greater individual attention devoted to students with disabilities and described a number of ways that they adapt their instruction that are consistent with the research on effective teaching. In addition, participants struggled with the dilemma of balancing their attention between students whom they perceived as needing it most and ensuring that the class as a whole made adequate progress. The analysis of both observational and interview data indicates that paraprofessionals were responsible for a large portion of instruction and curricular decision making for children with severe disabilities in these classrooms.

Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research

“…The results of research also suggest that the TAs are performing significant pedagogical, assessment, socialization and behavioural roles (Carter et al, 2008;Groom & Rose, 2006;Healy, 2011;Howard & Ford, 2007;Keating & O'Connor, 2012;Liston et al, 2009;Wasburn-Moses et al, 2013;, and making important decisions about the educational programs of students with disabilities (Cameron, 2014;Liston et al, 2009). For instance, Giangreco and Broer (2005) found that the majority of TAs surveyed reported that they make teaching and curricular decisions without consulting teachers.…”

“…For instance, Giangreco and Broer (2005) found that the majority of TAs surveyed reported that they make teaching and curricular decisions without consulting teachers. Providing individualized and small group instruction to students with disabilities and managing student behaviours appeared to be the major instructional roles of TAs (Cameron, 2014;Carter et al, 2008;Gibson et al, 2014;Fisher & Pleasants, 2012;Harris & Aprile, 2015;Hughes & Valle-Riestra, 2008;Patterson, 2006;Webster & Blatchford 2013). For example, Webster et al (2010) analyzed the timelogs of TAs, which showed that TAs typically spent more than 50% of the school day performing individualized and small group direct pedagogical roles with students with disabilities, and Suter and Giangreco (2008) and Giangreco, Suter and Hurley (2013) reported that their TAs spent approximately 75% of their time delivering instruction and providing behavioural supports, respectively.…”

“…Observational studies reveal that: (a) TAs frequently taught students with disabilities separately in individual and small groups, which led to students with disabilities rarely being included in whole class instruction, spending less time in the classroom, and having fewer interactions with their teachers and classmates (Cameron, 2014;Webster & Blatchford, 2013;; (b) students with disabilities who received the services of TAs were less likely to be independent, support the learning of their classmates, and socialize with classmates than students with disabilities who do not receive the services of TAs (Symes & Humphrey, 2012); and (c) TA proximity had a significantly negative impact on the number of interactions students with disabilities had with their peers (Malmgrem & Causton-Theoharis, 2006). …”

The amount of instruction provided by teachers versus the amount of instruction actually received by their students in special education

“…Given the premise that teachers place much emphasis on approaching EBD students individually (Steenbeek, Jansen, and van Geert 2012;Cameron 2014) and students with disabilities actually require individual instruction (Cameron, Cook, and Tankersley 2012), the scarce occurrence of individual instruction found overall may be insufficient for meaningful learning gains. Moreover, almost half of the students did not receive any individual instruction.…”

“…Namely, given the special needs of these students and the fact that intense reciprocal interaction is necessary to keep them learning (Haydon et al 2012), it is conceivable that teachers place much emphasis on approaching these students individually Vaughn et al 2002;Steenbeek, Jansen, and van Geert 2012;Cameron 2014) or in small groups (Baker, Clark, Maier, and Viger 2008;Maggin et al 2009;Hart et al 2011). Generally, based on didactic principles, teachers start their lesson by addressing the whole group, reviewing prerequisite learning, followed by clear statements of the instructional goals, presentation and explanation of new material and guided practice.…”