Supporting special needs in the mainstream classroom: children's perceptions of the adult role

Abstract

Inclusion of children with significant special educational needs within the ordinary classroom frequently involves additional human resources. In the UK, specialist teachers and classroom assistants (teachers' aides) are now a regular feature of many classrooms. Their purpose is to provide advice and support to the teacher and/or specifically to assist the child with special educational needs in accessing the mainstream curriculum. There has been little research into the impact of these additional adults on children not designated as having special educational needs, although their attitudes and responses are likely to prove critical to the success of any policy of inclusive education. This study examines the responses of 713 children (ages 7-14+) attending 27 schools in London to questions relating to the role of adults supporting special educational needs (SEN) children in their classrooms and to the social desirability of being singled out for support. The findings suggest that the majority of those responding saw the support being directed towards the teacher's needs. The recognition of pupils' needs was less frequently expressed. The desirability of support became challenged by some children in the upper age range of the sample. Reasons for this and the implications for inclusive education are considered.

Liminality and in/exclusion: exploring the work of teaching assistants

“…A number of studies assess their pedagogical effectiveness and impact on pupil attainment (Blatchford et al, 2002;Ofsted, 2002), and there is a focus on the inclusion of children with SEN (Balshaw, 1991;Bowers, 1997;Margerison, 1997;Moran & Abbot, 2002). Most of the above studies concur that TAs now undertake a significant amount of teaching and shared responsibility for children's welfare, which were previously the preserve of teachers, although the evidence is inconclusive on the 'measured' efficacy of TAs' work (see Blatchford et al, 2002;Ofsted, 2002).…”

Children who have complex health needs: parents' experiences of their child's education

“…Achieving real inclusion can, nonetheless, involve many complexities and uncertainties for children, families and staff (Pearson 2007), and schools may not understand the nature of some children's needs (Asprey & Nash 2006). Additional staff are sometimes required to enable children to be fully included in school life, but how this is facilitated requires some thought, to prevent additional adult input detracting from children's integration with their peers (Bowers 1997; Hewitt‐Taylor 2008). Children who have complex health needs may struggle to keep up with their peers academically (Wolfson et al .…”

Teaching Assistants managing behaviour – who knows how they do it? A review of literature

“…Although much rhetoric surrounded the push for, and unprecedented increase in, TA numbers, there was a paucity of specific guidance on how TAs and teachers should work together. Commenting on the introduction of the Code of Practice in 1994, Bowers () stated that, despite the many detailed recommendations, ‘it is quite silent about the ways in which additional adults…should work’. Others (Cremin, Thomas and Vincett, ; Cremin, Thomas and Vincett, ; Mackenzie, ; Marr, Turner, Swann and Hancock, ; Rose, ) concurred that the relationship between adults working together in the classroom was indeed ‘complex’, and that there had been little consideration about the ways TA support worked, with a ‘more empirical’ consideration required.…”