TITLE

Collaboration Between Teachers and Special Needs Assistants in Mainstream Primary Schools

AUTHOR(S)
Logan, Anna
PUB. DATE
June 2001
SOURCE
Reach;Jun2001, Vol. 15 Issue 1, p33
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The provision of large numbers of special needs assistants to support pupils in mainstream classes has become a trend in Irish education. In the absence of research in Ireland into the deployment of such additional personnel, the author discusses research carried out in Britain. She concludes that effective work practices must begin with clarification of the complementary roles of the teacher and the assistant and must develop through ongoing communication and collaboration.
ACCESSION #
56544652

 

Related Articles

  • Autism aces. Roberts, Caroline // Secondary Teachers;2009, Issue 63, p20 

    The article focuses on the condition of teachers who are teaching children with special education needs (SEN) at Blatchington Mill School in East Sussex, England. It mentions that several teaching assistants (TA) at the institution have maintained their teaching services to students with...

  • Forging Collaborative Relationships to Meet the Demands of Inclusion. Cahill, Susan M.; Mitra, Sue // Kappa Delta Pi Record;Summer2008, Vol. 44 Issue 4, p149 

    The article discusses the need of developing collaborative relationships in providing instructions to students with special needs. It states that though the teachers in the U.S. are embracing inclusive practices, they feel inadequately prepared to meet the demands of inclusive education. It...

  • Empirically derived subtypes of child academic and behavior problems: co-occurrence and distal outcomes. Reinke, Wendy M.; Herman, Keith C.; Petras, Hanno; Ialongo, Nicholas S. // Journal of Abnormal Child Psychology;Jul2008, Vol. 36 Issue 5, p759 

    The aim of this study was to identify classes of children at entry into first grade with different patterns of academic and behavior problems. A latent class analysis was conducted with a longitudinal community sample of 678 predominantly low-income African American children. Results identified...

  • IDENTIFYING COMPETENCIES FOR MAINSTREAM TEACHERS THROUGH THE PERCEPTIONS OF STATE DIRECTORS OF SPECIAL EDUCATION. Monaco, Theresa M.; Chiappetta, Eugene L. // Education;Fall78, Vol. 99 Issue 1 

    Identifies the skills and knowledge that all mainstream teachers should possess to work with integrated classrooms in the kindergarten through the 12th grades in the United States. Accomplishment of competency identification using a three-round procedure; Importance given on competencies...

  • Inclusive Education: What is it, and for whom? Definitions and Limitations. Jerlinder, Kajsa // Reach;Jan2003, Vol. 16 Issue 2, p104 

    Many authors would agree that inclusion, integration and special needs education are problematic concepts to define. The aim of this paper is to develop the concept of inclusive education by analysing the pedagogical theories that underlie its assumptions. Existing curricula, SEN research...

  • Developing Positive Partnerships with Parents. Winter, Eileen C. // Reach;Jan2005, Vol. 18 Issue 2, p89 

    Working in positive partnerships with parents is one of the keys to the educational success of children with special educational needs (SEN). While this is a worthy goal, negotiating positive partnerships may be elusive in many educational contexts. This paper discusses the key issues in working...

  • First-Year Early Childhood Special Education Teachers and Their Assistants: "Teaching Along With Her". Appl, Dolores // Teaching Exceptional Children;Jul/Aug2006, Vol. 38 Issue 6, p34 

    The article focuses on the professional relations between first-year early childhood special education teachers and their assistants in the U.S. The use of paraprofessionals in early intervention and special education is steadily increasing becuase of the rise in the number of children with...

  • KOMPETENCE UÄŒITELÅ® TÄ”LESNÉ VÝCHOVY VE VZTAHU K INTEGRACI ŽÁKÅ® SE SPECIÁLNÍMI VZDÄ”LÁVACÍMI POTŘEBAMI VE Å KOLNÍ TÄ”LESNÉ... Kudláček, Martin; Ješina, Ondřej; Bláha, Ladislav; Janečka, Zbyněk // Physical Culture / Telesna Kultura;2010, Vol. 33 Issue 1, p41 

    The purpose of this article is to present phenomena of inclusive physical education from the point of view of needs of students with SEN, teachers from the point of view of support and university PE teacher preparation programs (PETE).Inclusion of students with special educational needs (SEN) in...

  • MAINSTREAMING: A STUDY OF THE VARIABLES AFFECTING TEACHER ATTITUDE. Larrivee, Barbara; Cook, Linda // Journal of Special Education;Fall79, Vol. 13 Issue 3, p315 

    Investigates the effect of selected institutional variables on the attitude of the regular classroom teacher toward mainstreaming special-needs children using an attitude scale. Utility of a step-wise multiple regression analysis; Deviations of teachers' composite scores on the attitude scale;...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics