Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with complex needs?

Abbott, Lesley; McConkey, Roy; Dobbins, Michael

doi:10.1080/08856257.2011.563608

Cited by 16 publications

(17 citation statements)

References 21 publications

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“…These can be considered in relation to three key areas: professional identity; training and professional development; and professional relationships. (Bourke and Carrington 2007;Abbott et al 2011;Mäensivu et al 2012). Although the nature of classroom support has evolved elsewhere, in Ireland its status remained categorically non-teaching in nature (Logan 2006).…”

Section: Discussionmentioning

confidence: 98%

The shifting role of the special needs assistant in Irish classrooms: a time for change?

Keating¹,

O’Connor²

2012

European Journal of Special Needs Education

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The education of pupils with special educational needs in Ireland has generally been influenced by national and international inclusion policy and legislation so that the majority of these children now take their place alongside peers in mainstream classrooms. In Ireland, a support network comprising the teacher and additional classroom assistance now characterises much inclusive school provision. Such support is often provided via learning support teachers, resource teachers and special needs assistants (SNAs), the latter group being the focus of this article. Whilst the professional credentials of this post have evolved in other jurisdictions, the position of the SNA in Ireland has remained largely unchanged, with a job specification that continues to emphasise its caring, nonteaching nature. This article will consider the juxtaposition of the statutory functions of SNAs with their reported role(s) in Irish classrooms. Using quantitative and qualitative data, it will explore the professional profile of the SNA, identify current perceptions on the nature of this post and consider its collaborative potential within an inclusive education system.

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Section: Discussionmentioning

confidence: 98%

The shifting role of the special needs assistant in Irish classrooms: a time for change?

Keating¹,

O’Connor²

2012

European Journal of Special Needs Education

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“…It is interesting to note that personal attributes and attitudes were not included in the background theory to the WPR model, whereas research has identified that children recognise personal characteristics of LSAs, such as being patient and caring, as an important contribution to their role (Fraser and Meadows, ). As found in other research (Abbott et al ., ), LSAs could readily identify areas in which they felt training would enable them to further support the children with whom they work, including training around attention deficit hyperactivity disorder (ADHD), behaviour management, dyslexia and social skills.…”

Section: Discussionmentioning

confidence: 99%

Using the Wider Pedagogical Role model to establish learning support assistants' views about facilitators and barriers to effective practice

Cockroft¹,

Atkinson

2015

Support for Learning

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This article reports on small-scale research exploring the views of learning support assistants (LSAs) about facilitators and barriersto effective practice. A focus group was conveyed involving all the LSAs working in one mainstream primary school in the north-west of England and thematic analysis was used to interrogate the resultant dataset. The Wider Pedagogical Role (WPR) model (Webster et al., 2011) was used as a deductive framework to conceptualise these findings under the headings of practice, deployment, conditions of employment, preparedness and characteristics. Findings revealed that LSAs could readily identify current facilitators and barriers under each of the five components, highlighting the usefulness of the WPR model. Possibilities for future research, including the refinement and further development of the WPR, are briefly discussed.

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“…On the contrary, assistants working with pupils with health disabilities aim all their activities at a direct support of pupils with health disabilities. These assistants often overtake the role of primary educators of pupils with health disabilities (Abbott et al, 2011;Balshaw, 2010;Egilson & Traustadottir, 2009;Symes & Humphrey, 2011Šándorová, 2011; Webster et al, 2005).…”

Section: Resultsmentioning

confidence: 99%

“…Abbott, McConkey and Dobbins (2011) focused the research study on the teacher assistants working with pupils with multiple disabilities in Northern Ireland. The final results provided information that the activity of these assistants was based on the pedagogical support and health support.…”

Section: Work Of Assistant With Pupilsmentioning

confidence: 99%

Teacher Assistant in the Inclusive School Environment

Viktorin¹

2018

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The literature review deals with the issue of a teacher assistant for pupils with special educational needs in the inclusive school environment, especially the preferred level of education of teacher assistants, qualification assumptions, risks associated with improper involvement of assistants in teaching and the quality and intensity of cooperation between a teacher and a teacher assistant. An analysis of selected studies was used according to two basic thematic criteria: a teacher assistant for pupils with special educational needs and the inclusive school environment. The results of the study have shown that the intensive cooperation of a teacher assistant with a teacher, systematic preparation for lessons and a collective evaluation of assistants' previous work are the most important preconditions for the effective performance. Other factors for the successful teacher assistant's work are an appropriate level of education, knowledge, helpful approach to pupils, empathy and tolerance.

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Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with complex needs?

Cited by 16 publications

References 21 publications

The shifting role of the special needs assistant in Irish classrooms: a time for change?

The shifting role of the special needs assistant in Irish classrooms: a time for change?

Using the Wider Pedagogical Role model to establish learning support assistants' views about facilitators and barriers to effective practice

Teacher Assistant in the Inclusive School Environment

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