Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools

References

• Bennett, S., T. Gallagher, M. Somma, and R. White. 2021. “Transitioning Towards Inclusion: a Triangulated View of the Role of Educational Assistants.” Journal of Research in Special Educational Needs 21 (3): 187–197. doi:10.1111/1471-3802.12508
   Web of Science ®Google Scholar
• Bowles, D., J. Radford, and I. Bakopoulou. 2018. “Scaffolding as a Key Role for Teaching Assistants: Perceptions of Their Pedagogical Strategies.” British Journal of Educational Psychology 88 (3): 499–512. doi:10.1111/bjep.12197
   PubMed Web of Science ®Google Scholar
• Bronfenbrenner, U. 1974. “Developmental Research, Public Policy, and the Ecology of Childhood.” Child development 45 (1): 1–5. doi:10.2307/1127743.
   Web of Science ®Google Scholar
• Butt, R. 2016. “Teacher Assistant Support and Deployment in Mainstream Schools.” International Journal of Inclusive Education 20 (9): 995–1007. doi:10.1080/13603116.2016.1145260.
   Web of Science ®Google Scholar
• Carrig, M. 2004. “Changing Role of the Special Needs Assistant: Perspectives of a Special School Staff.” Reach 17 (2): 119–126.
   Google Scholar
• Creswell, J. W. 2015. A Concise Introduction to Mixed Methods Research. London: Sage Publications.
   Google Scholar
• Danyluk, P. J., A. Burns, and D. Scott. 2020. “Becoming a Teacher in a Rural or Remote Community: The Experiences of Educational Assistants.” Rural Teacher Education: Connecting Land and People, 183–202. doi:10.1007/978-981-15-2560-5_9
   Google Scholar
• Department of Education and Skills (DES). 2014. “Circular 0030/2014, The Special Needs Assistant (SNA) Scheme to Support Teachers.” Meeting the Care Needs of some Children with Special Educational Needs, Arising from a Disability. Dublin: DES.
   Google Scholar
• Ferguson, M. 2022. “Teacher Aides: The Fine Art of Balance.” Kairaranga 15 (2): 56–63. doi:10.54322/kairaranga.v15i2.251
   Google Scholar
• Forde, D. 2023. “Claiming a New Public Education for Children with Special Educational Needs.” In The New Publicness of Education: Democratic Possibilities after the Critique of Neo-Liberalism, 42. doi:10.4324/9781003289067-7.
   Google Scholar
• Fritzsche, B., and A. Köpfer. 2022. “(Para-) professionalism in Dealing with Structures of Uncertainty–a Cultural Comparative Study of Teaching Assistants in Inclusion-oriented Classrooms.” Disability and Society 37 (6): 972–992. doi:10.1080/09687599.2020.1867068
   Web of Science ®Google Scholar
• Giangreco, M. F. 2013. “Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives.” Australasian Journal of Special Education 37 (2): 93–106. doi:10.1017/jse.2013.1.
   Google Scholar
• Giangreco, M. F. 2021. “Maslow’s Hammer: Teacher Assistant Research and Inclusive Practices at a Crossroads.” European Journal of Special Needs Education 36 (2): 278–293. doi:10.1080/08856257.2021.1901377.
   Web of Science ®Google Scholar
• Giangreco, M. F., E. W. Carter, M. B. Doyle, and J. C. Suter. 2010. “Supporting Students with Disabilities in Inclusive Classrooms: Personnel and Peers.” In Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Schools, edited by R. Rose, 247–263. Abingdon: Routledge.
   Google Scholar
• Giangreco, M. F., and M. B. Doyle. 2007. “Teacher Assistants in Inclusive Schools.” In The SAGE Handbook of Special Education, edited by L. Florian, 429–439. London, UK: Sage. doi:10.4135/9781848607989.n33
   Google Scholar
• Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. “Paraprofessionals in Inclusive Schools: A Review of Recent Research.” Journal of Educational and Psychological Consultation 20 (1): 41–57. doi:10.1080/10474410903535356.
   Web of Science ®Google Scholar
• Government of Ireland. 2004. Education for Persons with Special Educational Needs Act. Dublin: The Stationary Office.
   Google Scholar
• Howard, R., and J. Ford. 2007. “The Roles and Responsibilities of Teacher Aides Supporting Students with Special Needs in Secondary School Settings.” Australasian Journal of Special Education 31 (1): 25–43. doi:10.1080/10300110701268461.
   Google Scholar
• Jackson, C., U. Sharma, D. Odier-Guedj, and J. Deppeler. 2021. “Teachers’ Perceptions of their Work with Teacher Assistants: A Systematic Literature Review.” Australian Journal of Teacher Education (Online) 46 (11): 69–88. doi:10.3316/informit.274737493638477.
   Web of Science ®Google Scholar
• Kenny, N., S. McCoy, and G. Mihut. 2020. “Special Education Reforms in Ireland: Changing Systems, Changing Schools.” International Journal of Inclusive Education, 1–20. doi:10.1080/13603116.2020.1821447.
   Web of Science ®Google Scholar
• Kerins, P., A. M. Casserly, E. Deacy, D. Harvey, D. McDonagh, and B. Tiernan. 2018. “The Professional Development Needs of Special Needs Assistants in Irish Post-primary Schools.” European Journal of Special Needs Education 33 (1): 31–46. doi:10.1080/08856257.2017.1297572.
   Web of Science ®Google Scholar
• Kerins, P., and D. McDonagh. 2015. “The Special Needs Assistant Scheme to Support Teachers in Meeting the Care Needs of Some Children with Special Educational Needs Arising from a Disability: Potential Implications for Post- primary Schools.” REACH: Journal of Special Needs Education in Ireland 28: 31–42.
   Google Scholar
• Köpfer, A., and U. Böing. 2020. “Students’ Perspectives on Paraprofessional Support in German Inclusive Schools: Results from an Exploratory Interview Study with Students in Northrhine Westfalia.” International Journal of Whole Schooling 16 (2): 70–92.
   Web of Science ®Google Scholar
• Lawlor, L., and Á Cregan. 2003. “The Evolving Role of the Special Needs Assistant: Towards a New Synergy.” REACH: Journal of Inclusive Education in Ireland 16 (2): 82–93.
   Google Scholar
• Logan, A. 2006. “The Role of the Special Needs Assistant Supporting Pupils with Special Educational Needs in Irish Mainstream Primary Schools.” Support for Learning 21 (2): 92–99. doi:10.1111/j.1467-9604.2006.00410.x.
   Google Scholar
• Marshall, C., G. Rossman, and G. Blanco. 2022. Designing Qualitative Research. Sage publications.
   Google Scholar
• Morrissey, B. 2020. “Vehicle for Inclusion or Costly illusion? A Critical Policy Analysis of the Special Needs Assistant Scheme in Ireland.” British Journal of Special Education 47 (4): 467–488. doi:10.1111/1467-8578.12330
   Web of Science ®Google Scholar
• NCSE (National Council for Special Education). 2018. “Comprehensive Review of the Special Needs Assistants Scheme.” NCSE Policy Advice Paper 6. Trim: NCSE.
   Google Scholar
• NCSE (National Council for Special Education). 2018. Policy Advice on Special Schools and Classes: Progress Report. Trim: NCSE.
   Google Scholar
• O’Brien, E. 2010. “Teachers and Special Needs Assistants in Irish Classrooms: An Evaluation of a Model of Reflective Teamwork.” REACH: Journal of Inclusive Education in Ireland 23 (2): 81–94.
   Google Scholar
• O’Connor, U., and S. Keating. 2012. “The Shifting Role of the Special Needs Assistant in Irish Classrooms: A Time for Change?” European Journal of Special Needs Education 27 (4): 533–544. doi:10.1080/08856257.2012.711960.
   Web of Science ®Google Scholar
• O’Neill, A., and R. Rose. 2008. “The Changing Roles of Teaching Assistants in England and Special Needs Assistants in Ireland: A Comparison.” Reach 22 (1): 48–58.
   Google Scholar
• Paju, B., A. Kajamaa, R. Pirttimaa, and E. Kontu. 2018. “Contradictions as drivers for improving inclusion in teaching pupils with special educational needs.” Journal of Education and Learning 7(3), 11–22. doi:10.5539/jel.v7n3p11.
   Google Scholar
• Quill, J., and E. 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 46 (2): 164–177. doi:10.1017/jsi.2022.12
   Google Scholar
• Rose, R., M. Shevlin, E. Winter, and P. O’Raw. 2015. Project IRIS – Inclusive Research in Irish Schools, National Council for Special Education Research Report. Meath: National Council for Special Education.
   Google Scholar
• Rutherford, G. 2012. “In, Out or Somewhere in Between? Disabled Students’ and Teacher aides’ Experiences of School.” International Journal of Inclusive Education 16 (8): 757–774. doi:10.1080/13603116.2010.509818
   Web of Science ®Google Scholar
• Sharma, U., and S. J. Salend. 2016. “Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research.” Australian Journal of Teacher Education 41 (8): 118–134. doi:10.3316/ielapa.434053509685366.
   Web of Science ®Google Scholar
• Sharples, J., R. Webster, and P. Blatchford. 2015. Making Best Use of Teaching Assistants. London: Education Endowment Foundation.
   Google Scholar
• Shevlin, M., and J. Banks. 2021. “Inclusion at a Crossroads: Dismantling Ireland’s System of Special Education.” Education Sciences 11 (4): 161. doi:10.3390/educsci11040161
   Web of Science ®Google Scholar
• Takala, M. 2007. “The Work of Classroom Assistants in Special and Mainstream Education in Finland.” British Journal of Special Education 34 (1): 50–57. doi:10.1111/j.1467-8578.2007.00453.x.
   Google Scholar
• Trent, J. 2014. “‘I’m Teaching, but I’m Not Really a Teacher’. Teaching Assistants and the Construction of Professional Identities in Hong Kong schools.” Educational Research 56 (1): 28–47. doi:10.1080/00131881.2013.874147
   Web of Science ®Google Scholar
• UNCRPD (United Nations Committee on the Rights of the Persons with Disabilities). 2016. General Comment No. 4 (2016), Article 24: Right to Inclusive Education. https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-4-article-24-right-inclusive.
   Google Scholar
• UNESCO (United Nations Educational, Scientific and Cultural Organisation). 2020. Global Education Monitoring Report, 2020: Inclusion and Education: All Means All. https://unesdoc.unesco.org/ark:/48223/pf0000373718.
   Google Scholar
• Walker, C. 2021. “Rethinking the Role of Educational Assistants to Better Support Inclusive Education in Ontario Secondary Schools.” (Doctoral dissertation). Canada: Queen's University.
   Google Scholar
• Webster, R., P. Blatchford, P. Bassett, P. Brown, C. Martin, and A. Russell. 2011. “The Wider Pedagogical Role of Teaching Assistants.” School Leadership and Management 31 (1): 3–20. doi:10.1080/13632434.2010.540562
   Google Scholar
• Webster, R., and A. A. De Boer. 2021. “Where Next for Research on Teaching Assistants: the Case for an International Response.” European Journal of Special Needs Education 36 (2): 294–305. doi:10.1080/08856257.2021.1901368
   Web of Science ®Google Scholar
• Wilson, E., and D. Bedford. 2008. “‘New Partnerships for Learning’: Teachers and Teaching Assistants Working Together in Schools–the Way Forward.” Journal of Education for Teaching 34 (2): 137–150. doi:10.1080/02607470801979574
   Google Scholar
• Zhao, Y., R. Rose, and M. Shevlin. 2021. “Paraprofessional Support in Irish Schools: from Special Needs Assistants to Inclusion Support Assistants.” European Journal of Special Needs Education 36 (2): 183–197. doi:10.1080/08856257.2021.1901371
   Web of Science ®Google Scholar