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ABSTRACT
This paper reports a small-scale qualitative research project, carried out in the south of England. Ten children (aged ten-eleven) with a range of SEN, from mainstream primary schools, took part in individual semi-structured interviews about their TA support. Child-friendly interviews utilised toy props and a creative ‘Ideal TA’ activity to aid communication and engagement. Data were analysed using thematic analysis. Participants’ perspectives highlighted the ways in which their TAs had been deployed, which they perceived to enable helpful scaffolding of learning, but also caused a significant degree of separation from teachers. The nurturing characteristics of TAs were appreciated, and the positive impacts of TA support on pupils’ social inclusion and emotional well-being were emphasised.
Acknowledgments
I would like to thank Professor Melanie Nind (University of Southampton) for supervising this research - providing encouragement, challenge and inspiration each step of the way.
Disclosure statement
No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Hayley Pinkard
Hayley Pinkard is an Educational Psychologist working for Southampton City Council. Her role involves working collaboratively with children and their families, and members of school staff, to promote more positive academic and social-emotional outcomes. She has a particular interest in empowering young people with special educational needs to share their views and to become more involved in decisions about the provision that they receive. She completed a doctorate in Educational Psychology at the University of Southampton in 2016 and an undergraduate degree in Psychology at the University of Exeter in 2009.