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International Journal of Inclusive Education Volume 16, 2012 - Issue 8
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Original Articles

In, out or somewhere in between? Disabled students' and teacher aides' experiences of school

Gill Rutherford College of Education, University of Otago, Dunedin, New ZealandCorrespondence[email protected]
Pages 757-774 | Received 24 May 2010, Accepted 29 Jun 2010, Published online: 11 Jan 2012

Citations (30)

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Read on this site (16)

Hazel RyanSheehan. (2023) Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools. Irish Educational Studies 42:4, pages 507-526.
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Gill Rutherford. (2023) Teacher education: doing justice to UNCRPD Article 24?. International Journal of Inclusive Education 27:10, pages 1133-1147.
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Zhenzhen Zhang, Weihao Xin, Lei Wang, Tingrui Yan & Chunling Liu. (2023) Teaching assistant support for students with intellectual and developmental disabilities in Chinese elementary schools: general education teachers’ perceptions. International Journal of Developmental Disabilities 0:0, pages 1-15.
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Roseanna Bourke, Ros Pullen & Nicole Mincher. (2021) Understanding ethical drift in professional decision making: dilemmas in practice. International Journal of Inclusive Education 0:0, pages 1-18.
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Una O’Connor & Joanne McNabb. (2021) Improving the participation of students with special educational needs in mainstream physical education classes: a rights-based perspective. Educational Studies 47:5, pages 574-590.
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Sarah M. Hart, Mary F. Hill & Janet S. Gaffney. (2021) Timetabling a transition with dignity: Perspectives of young adults with significant support needs. Journal of Intellectual & Developmental Disability 46:3, pages 227-238.
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Michael F. Giangreco. (2021) Maslow’s Hammer: teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education 36:2, pages 278-293.
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Michael Gaffney. (2020) Peer reciprocity and friendship in the classroom: a disabled student's experience. Ethnography and Education 15:4, pages 462-478.
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Sophia Attwood, Jude MacArthur & Alison Kearney. (2019) Beginner secondary teacher preparedness for inclusion. International Journal of Inclusive Education 23:10, pages 1032-1048.
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Anne van Bysterveldt, Marleen Westerveld & Susanne Garvis. (2019) Parents’ and teacher aides’ perceptions and expectations of the language and communication abilities of children with Down syndrome. Speech, Language and Hearing 22:3, pages 160-171.
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Rosemary Butt. (2018) ‘Pulled in off the street’ and available: what qualifications and training do Teacher Assistants really need?. International Journal of Inclusive Education 22:3, pages 217-234.
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S. Graves & K. Williams. (2017) Investigating the role of the HLTA in supporting learning in English schools. Cambridge Journal of Education 47:2, pages 265-276.
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Rosemary Butt. (2016) Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education 20:9, pages 995-1007.
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Casey Woodfield & Christine Ashby. (2016) ‘The right path of equality’: supporting high school students with autism who type to communicate. International Journal of Inclusive Education 20:4, pages 435-454.
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Susan Graves. (2014) New roles, old stereotypes – developing a school workforce in English schools. School Leadership & Management 34:3, pages 255-268.
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Sarah McGillicuddy & Grainne M. O'Donnell. (2014) Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland. International Journal of Inclusive Education 18:4, pages 323-344.
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Articles from other publishers (14)

Gill Rutherford. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 228 237 .
Katarína Slezáková, Lenka Kissová & Lenka Felcmanová. (2022) When policy clashes with practice: The case of teaching assistants in the Czech Republic. Journal of Pedagogy 13:2, pages 77-103.
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Maxwell Peprah Opoku. (2022) A novel approach to enhancing the implementation of inclusive education?. Support for Learning 37:4, pages 553-572.
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Jeanette Quill & Ella R. Kahu. (2022) Building a Bridge to Learning: The Critical Importance of Teacher Aide–Student Relationships in the Primary School Classroom. Australasian Journal of Special and Inclusive Education, pages 1-14.
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Emily E. Sobeck, Sarah N. Douglas, Ritu Chopra & Stephanie Morano. (2020) Paraeducator supervision in pre‐service teacher preparation programs: Results of a national survey. Psychology in the Schools 58:4, pages 669-685.
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Rackeb Tesfaye, Valerie Courchesne, Afiqah Yusuf, Tal Savion-Lemieux, Ilina Singh, Keiko Shikako-Thomas, Pat Mirenda, Charlotte Waddell, Isabel M Smith, David Nicholas, Peter Szatmari, Terry Bennett, Eric Duku, Stelios Georgiades, Connor Kerns, Tracy Vaillancourt, Anat Zaidman-Zait, Lonnie Zwaigenbaum & Mayada Elsabbagh. (2019) Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities. Autism 23:8, pages 1882-1896.
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Dianne Gibson, Louise Paatsch & Dianne Toe. (2015) An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides. Australasian Journal of Special Education 40:1, pages 1-20.
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Rob Webster. (2015) The classroom experiences of pupils with special educational needs in mainstream primary schools-1976 to 2012. What do data from systematic observation studies reveal about pupils’ educational experiences over time?. British Educational Research Journal 41:6, pages 992-1009.
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Evelyn Deacy, Fiona Jennings & Ailbhe O'Halloran. (2015) Transition of students with autistic spectrum disorders from primary to post-primary school: a framework for success. Support for Learning 30:4, pages 292-304.
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Michael F. GiangrecoJesse C. Suter. (2015) Precarious or Purposeful? Proactively Building Inclusive Special Education Service Delivery on Solid Ground. Inclusion 3:3, pages 112-131.
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Rob Webster & Peter Blatchford. (2015) Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools. British Educational Research Journal 41:2, pages 324-342.
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Kate Holland. 2015. Disability Studies. Disability Studies 43 56 .
Gill Rutherford. 2014. Tales from School. Tales from School 239 254 .
Michael F. Giangreco. (2013) Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives. Australasian Journal of Special Education 37:2, pages 93-106.
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