Teachers’ Aides’ Perceptions of their Training Needs in Relation to their Roles in State Secondary Schools in Victoria

Gibson, Dianne

doi:10.1007/978-94-6300-199-1_2

Cited by 1 publication

(1 citation statement)

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“…That said, outside this context, there seems to be a persistent problem in that TAs are not generally trained for specialised behaviour interventions (Cardinal et al 2017). Gibson's (2015) descriptive study noticed that implementing behaviour management programmes is one of the three tasks for which TAs feel least prepared. In a Northern Ireland study, behaviour management was identified as the greatest challenges by 84% of TAs (McConkey and Abbott 2011).…”

Section: Introductionmentioning

confidence: 99%

The role of teaching assistants in managing behaviour in inclusive Catalan schools

Jardí

Aguadé

Petreñas

et al. 2021

European Journal of Special Needs Education

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Inclusive behaviour management and the roles of the various stakeholders involved continues to be of concern in education. As paraprofessionals within mainstream classrooms, many teaching assistants (TAs) assist with managing disruptive behaviour. This article explores how TA and teacher teams manage disruptive behaviour situations in 14 inclusive urban schools in Catalonia. Behaviour cases were reported by 17 TAs and 12 teachers through semi-structured interviews. A thematic analysis produced three main categories under which results are organised: roles; coordination; and behaviour management procedures. The experiences reported reflect the importance of having more than one adult in a classroom to manage quality, reciprocity and to avoid excessive responsibility delegation. Limits must be consensual, coherent, contextualised and consistent between all stakeholders involved in education, including the students themselves. Finally, teachers and TAs share proactive strategies for prevention and anticipation, and reactive strategies for de-escalating behaviours.

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Section: Introductionmentioning

confidence: 99%