Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence

Abstract

A significant increase in the paraprofessional workforce has occurred internationally, aimed at facilitating inclusive education. Within Ireland, this is evidenced in the SNA scheme for pupils with significant care needs. This paper focuses on the constructs of SNA support and pupil independence, as based on large-scale research across 20 Irish mainstream primary classes. The study was modelled on Strand 2 Wave 1 of the UK's 'Deployment and Impact of Support Staff' project, involving systematic observations and case studies. Following qualitative and quantitative analysis, findings serve to expand the construct of pupil independence beyond adaptive behaviour to include themes of pupil voice and psychological empowerment. The research also highlights both positive and negative educational practices to support pupil independence including SNA rotation, SNA-pupil proximity and prompting. Results are discussed in light of previous national and international research. Future directions of the SNA scheme are presented, including the potential of scaffolding theory to advance applied practices. Limitations of the research are acknowledged, including implications for research, theory, policy and practice. This research presents as the first Irish study to examine the SNA role using systematic observations, serving to extend existing research on the complex relationship between paraprofessional support and pupil independence.

Perceptions of Importance and Reported Frequency of Instruction of Self-Determination by Teaching Assistants in New South Wales Schools

“…Teaching assistants appeared to recognise the importance of self-determination competencies but previous research on their behaviours suggests that they may engage in instructional practices that inhibit self-determination rather than foster independence Butt, 2016;Butt & Lowe, 2012;M. Carter et al, 2019;Giangreco, 2010b;Giangreco, 2013;Giangreco & Broer, 2007;Griffin & Blatchford, 2021;Rubie-Davies et al, 2010;Sharma & Salend, 2016). Self-determination competencies can be taught both formally and informally using a wide variety of curricula materials across the school day (Lane et al, 2012) and the importance of teaching self-determination across curricular areas is recognised (Palmer et al, 2004).…”

“…Teaching assistants in the current study had the opportunity for ongoing regular contact, typically working with students across classrooms, and presumably across curricular areas. However, the issue of the appropriate frequency of changing of teaching assistants has been raised (Giangreco, 2021;Griffin & Blatchford, 2021). There are potential advantages and disadvantages of retaining or regularly changing teaching assistants working with a child and, unfortunately, there is a paucity of research on this topic (Giangreco, 2021).…”

“…In addition to the often inappropriate divestiture of instructional responsibilities, teaching assistants may engage in roles or practices that are counterproductive to the development of self-determination. For example, they may focus on supplying answers (Griffin & Blatchford, 2021;Rubie-Davies et al, 2010;Vogt et al, 2021) or on facilitating task completion (Butt & Lowe, 2012;M. Carter et al, 2019;Giangreco, 2010b;Griffin & Blatchford, 2021;Vogt et al, 2021) rather than systematically teaching students to complete tasks independently.…”

“…For example, they may focus on supplying answers (Griffin & Blatchford, 2021;Rubie-Davies et al, 2010;Vogt et al, 2021) or on facilitating task completion (Butt & Lowe, 2012;M. Carter et al, 2019;Giangreco, 2010b;Griffin & Blatchford, 2021;Vogt et al, 2021) rather than systematically teaching students to complete tasks independently. In particular, overuse of teaching assistants may lead students to become overly dependent on adult help Butt, 2016;Giangreco, 2013;Giangreco & Broer, 2007;Griffin & Blatchford, 2021;Sharma & Salend, 2016).…”

“…Carter et al, 2019;Giangreco, 2010b;Griffin & Blatchford, 2021;Vogt et al, 2021) rather than systematically teaching students to complete tasks independently. In particular, overuse of teaching assistants may lead students to become overly dependent on adult help Butt, 2016;Giangreco, 2013;Giangreco & Broer, 2007;Griffin & Blatchford, 2021;Sharma & Salend, 2016). Given that previous researchers have found that opportunity to make decisions and engage in problem-solving is key to the development of self-determination, the actions of teaching assistants could directly impact the student's opportunities to develop self-determination skills needed for future success (Wehmeyer et al, 2017).…”