Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P. and Jament, J. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education. 27(2), pp. 171-184. 0885-6257.
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Abstract:
Various models of providing for the inclusion of children with disabilities and special needs exist in different European countries. Central to all these models is the notion that support for children and teachers is pivotal in ensuring effective inclusion. This article draws from three qualitative studies on the role, employment and deployment of support teachers in Italy and teaching assistants in England to examine similarities and differences between the two models of provision. The analysis of questionnaires and interviews show that, despite differences in relation to professional qualifications and responsibilities, both support teachers and TAs carry out similar supportive roles, but also share similar feelings of marginalisation, isolation and professional dissatisfaction. The paper raises questions about the effectiveness of providing support from additional adults when such adults are not fully included in the life of the school.
Uncontrolled Keywords:
inclusion, collaboration, support teachers, teaching assistants, special educational needs, roles
Subjects:
Creators:
Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P. and Jament, J.
Publisher:
Taylor & Francis
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > China and Emerging Economies Centre
Research Centres > China and Emerging Economies Centre
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > China and Emerging Economies Centre
Research Centres > China and Emerging Economies Centre
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
Date:
2012
Date Type:
Publication
Page Range:
pp. 171-184
Journal or Publication Title:
European Journal of Special Needs Education
Volume:
27
Number:
2
Language:
English
ISSN:
0885-6257
Status:
Published / Disseminated
Refereed:
Yes
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