First-Year Early Childhood Special Education Teachers and Their Assistants: “Teaching along with Her”

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

“…The roles performed by TAs also appear to be affected by teachers and TAs having differing views of the roles of TAs in inclusive classrooms (Keating & O'Connor, 2012), with TAs viewing their primary roles as providing academic support to students with disabilities and teachers identifying the primary roles of TAs as aiding teachers in delivering instruction and managing student behaviour (Butt & Lowe, 2012). Appl (2006) concluded that age as well as experiential and philosophical differences are factors that impact the relationships between beginning teachers and TAs. Carter et al (2008) found that the frequency of the roles performed by TAs was related to students' grade levels (i.e., primary versus secondary), and disability categories (i.e., high-incidence versus low-incidence).…”

An Analysis of Teachers’ and Paraeducators’ Roles and Responsibilities with Implications for Professional Development

“…For example, there can be confusion over job descriptions, school policies and procedures, the line of command, times for meetings, and the processes for planning and assessment. Appl (2006) and Wallace, Shin, Bartholomay, and Stahl (2001) have suggested that many beginning teachers report that they are not competent or prepared to supervise another adult in a learning environment. Moreover, Hans and Korfmacher (2002) have suggested that many paraeducators lack formal education, are reluctant to discuss uncomfortable topics, hold different views than teachers on parenting and early childhood education, and have difficulty in developing professional behavior and work ethic.…”

Inclusion Assistants in General Education Settings - A Model for In-service Training

“…However, studies in the US, such as by Appl [34] have shown that novice teachers do not know how to supervise or monitor mature staff members who are ostensibly in their charge, and are incapable of properly guiding the IAs assigned to their classroom, since they themselves have not received any appropriate training to this end during their course of studies. A study done by Avisar and colleagues [35] in Israel regarding policy makers' perceptions with respect to the inclusion of SEN students into the general educational system indicated that during their pedagogical training, general education teachers are not taught how to meet the needs of inclusive students, let alone instruct IAs on how to support these students.…”