S. Minondo et al., The role and responsibilities of teaching assistants in inclusive education: What's appropriate?, J ASSN PERS, 26(2), 2001, pp. 114-119
Citations number
21
Categorie Soggetti
Rehabilitation
Journal title
JOURNAL OF THE ASSOCIATION FOR PERSONS WITH SEVERE HANDICAPS
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.