The role and responsibilities of teaching assistants in inclusive education: What's appropriate?

This study describes a social validation of appropriate roles and responsib ilities for teaching assistants (TAs) in inclusive classrooms. A self-repor t survey was rated by a sample of general education teachers, special educa tion teachers, and TAs employed in urban and rural inclusive programs. Test -retest reliability of the survey was established for the TA sample. A fact or analysis of all ratings suggested five major role components. (a) instru ctional; (b) school support; (c) liaison; (d) personal support; and (e) one -to-one in-class support. Statistically significant differences between mea n group ratings indicate a lack of clarity regarding the appropriateness of these role components for TAs. We discuss how school districts might utili ze our list to clarify TA fob descriptions and shared understandings regard ing roles and responsibilities among educational team members.