Citations (35)
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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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Thomas Rogan. (2023) The role of classroom assistants: perceptions and challenges. Irish Educational Studies 42:4, pages 527-541.
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Wing Sze Emily Chow, Kate de Bruin & Umesh Sharma. (2023) A scoping review of perceived support needs of teachers for implementing inclusive education. International Journal of Inclusive Education 0:0, pages 1-20.
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Julia Ladenstein, Caroline Breyer & Barbara Gasteiger-Klicpera. (2023) Exploring changes in collaboration through the professionalisation of learning and support assistants: a mixed methods study. European Journal of Special Needs Education 38:3, pages 394-407.
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Jeremy Hodgen, Michael Adkins & Shaaron Elizabeth Ainsworth. (2023) Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial. Cambridge Journal of Education 53:2, pages 215-235.
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Denisa Denglerová, Jan Kalenda, Radim Šíp & Markéta Košatková. (2022) Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020. International Journal of Inclusive Education 0:0, pages 1-18.
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Johan Edin. (2022) The identity making of teachers, pupil assistants and the diagnosed pupil: discourses in the context of segregated special education units. Emotional and Behavioural Difficulties 27:4, pages 344-356.
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Bettina Fritzsche & Andreas Köpfer. (2022) (Para-)professionalism in dealing with structures of uncertainty – a cultural comparative study of teaching assistants in inclusion-oriented classrooms. Disability & Society 37:6, pages 972-992.
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Joy Chikaodi Nwoko, Melissa J. Crowe, Aduli E. O. Malau-Aduli & Bunmi S. Malau-Aduli. (2022) Exploring private school teachers’ perspectives on inclusive education: a case study. International Journal of Inclusive Education 26:1, pages 77-92.
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Caroline Breyer, Julia Lederer & Barbara Gasteiger-Klicpera. (2021) Learning and support assistants in inclusive education: a transnational analysis of assistance services in Europe. European Journal of Special Needs Education 36:3, pages 344-357.
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Andrew J. Martin, Iva Strnadová, Zbyněk Němec, Vanda Hájková & Lea Květoňová. (2021) Teacher assistants working with students with disability: the role of adaptability in enhancing their workplace wellbeing. International Journal of Inclusive Education 25:5, pages 565-587.
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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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Andrea Jardí, Ignasi Puigdellívol, Cristina Petreñas & Dorys Sabando. (2021) The role of teaching assistants in managing behaviour in inclusive Catalan schools. European Journal of Special Needs Education 36:2, pages 265-277.
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Franziska Vogt, Annette Koechlin, Annina Truniger & Bea Zumwald. (2021) Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms. European Journal of Special Needs Education 36:2, pages 215-230.
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Andrea Jardí, Ignasi Puigdellívol & Cristina Petreñas. (2021) Teacher assistants’ roles in Catalan classrooms: promoting fair and inclusion-oriented support for all. International Journal of Inclusive Education 25:3, pages 313-328.
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Mark Carter, Jennifer Stephenson & Amanda Webster. (2019) A survey of professional tasks and training needs of teaching assistants in New South Wales mainstream public schools. Journal of Intellectual & Developmental Disability 44:4, pages 447-456.
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Edwina Slater & Louise Gazeley. (2019) Deploying teaching assistants to support learning: from models to typologies. Educational Review 71:5, pages 547-563.
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Marta Sandoval Mena, Cecilia Simón Rueda & Gerardo Echeita Sarrionandia. (2019) A critical review of education support practices in Spain. European Journal of Special Needs Education 34:4, pages 441-454.
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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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Articles from other publishers (16)
Laura Boundy, Stephanie Hargreaves, Rebecca Baxter, Sarah Holton & Kelly Burgoyne. (2023) Views of educators working with pupils with Down syndrome on their roles and responsibilities and factors related to successful inclusion. Research in Developmental Disabilities 142, pages 104617.
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Bethany D. Devenish, Ana Mantilla, Katherine Bussey, Jane McGillivray & Nicole J. Rinehart. (2023) Preliminary Effectiveness of Professional Learning about Disability-Specific Evidence-Based Classroom Practices for Education Support Staff. Education Sciences 13:9, pages 911.
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Esther Polo-Márquez, Juan J. Leiva & Antonio Matas. (2023) Análisis del Potencial Pedagógico Inclusivo de los Asistentes de Aula. Revista Iberoamericana de Evaluación Educativa 16:1, pages 85-98.
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Elena Samsonova. (2023) Self-assessment of professional competencies by students for tutor support of students with special educational needs in the conditions of inclusive educationter. SSRN Electronic Journal.
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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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Mark Carter, Amanda Webster & Jennifer Stephenson. (2022) Perceptions of Importance and Reported Frequency of Instruction of Self-Determination by Teaching Assistants in New South Wales Schools. Australasian Journal of Special and Inclusive Education 46:1, pages 33-46.
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Mark Carter, Amanda Webster, Jennifer Stephenson, Neale Waddy, Robert Stevens, Melissa Clements & Talia Morris. (2021) The Nature of Adjustments and Monitoring for Students With Special Educational Needs in Mainstream Schools. Australasian Journal of Special and Inclusive Education 46:1, pages 1-18.
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Maxwell P. Opoku. (2022) Special educators’ intentions towards supporting practice of inclusive education for students with disabilities in secondary schools in Ghana. African Journal of Disability 11.
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Andrea Jardí, Rob Webster, Cristina Petreñas & Ignasi Puigdellívol. (2022) Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter?. Teaching and Teacher Education 109, pages 103523.
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Cristina Nieto & Anabel Moriña. (2021) Mainstream or Special Educational Settings: The Views of Spanish People With Intellectual Disability. Journal of Policy and Practice in Intellectual Disabilities 18:3, pages 187-196.
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Zbyněk Němec. (2021) "They went on the so-called front-line": Headteachers on the importance of teacher assistants supporting Roma students during Covid-19 pandemic. e-Pedagogium 21:2, pages 7-17.
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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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Richard Rose & Michael Shevlin. (2019) Support provision for students with Special Educational Needs in Irish Primary Schools. Journal of Research in Special Educational Needs 20:1, pages 51-63.
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Mark Carter, Jennifer Stephenson, Trevor Clark, Debra Costley, Jon Martin, Katrina Williams, Susan Bruck, Louise Davies, Leah Browne & Naomi Sweller. (2019) A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success. Research in Autism Spectrum Disorders 68, pages 101452.
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Bronwyn M Sutton, Amanda A Webster & Marleen F Westerveld. (2018) A systematic review of school-based interventions targeting social communication behaviors for students with autism. Autism 23:2, pages 274-286.
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