Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives

References

• Alborz, A., et al., 2009. The impact of adult support staff and pupils and mainstream schools. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
   Google Scholar
• Antia, S. D., et al., 2009. Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of deaf studies and deaf education, 14, 293–311. doi: 10.1093/deafed/enp009
   PubMed Web of Science ®Google Scholar
• Archbold, S., 2010. Deaf education: changed by cochlear implantation? (PhD). Nijmegen: Radboud University.
   Google Scholar
• Blatchford, P. et al., 1989. Teacher expectations in infant school: associations with attainment and progress, curriculum, coverage and classroom interaction. British journal of educational psychology, 59, 19–30. doi: 10.1111/j.2044-8279.1989.tb03072.x
   PubMed Web of Science ®Google Scholar
• Blatchford, P., et al., 2009. The deployment and impact of support staff in schools: results from Strand 2 Wave 2 Department for Children and Schools.
   Google Scholar
• Blatchford, P., Russell, A., and Webster, R., 2011. Reassessing the impact of teaching assistants: how research challenges practice and policy. New York: Routledge.
   Google Scholar
• Bruner, J., 1997. Celebrating divergence: Piaget and Vygotsky. Human development, 40, 63–73. doi: 10.1159/000278705
   Web of Science ®Google Scholar
• Butt, R. and Lowe, K., 2012. Teaching assistants in class teachers: differing perceptions, role confusion and the benefits of skills-based training. International journal of inclusive education, 16, 207–219. doi: 10.1080/13603111003739678
   Web of Science ®Google Scholar
• CRIDE, 2015. UK-wide summary, 2015 Survey Educational Provision for Deaf Children. Consortium for Research in Deaf Education.
   Google Scholar
• DfE, 2015. GCSE and equivalent attainment by pupil characteristics: 2014, National and Local Authority Tables. London: Department for Education.
   Google Scholar
• DfE and DfH, 2014. Special educational needs and disability code of practice 0–25 years. London: Department for Education, Department for Health.
   Google Scholar
• Fisher, D., Frey, N., and Thousand, J., 2003. What do special educators need to know and be prepared to do for inclusive schooling to work? Teacher Education and Special Education, 26, 42–50. doi: 10.1177/088840640302600105
   Google Scholar
• Hendar, O. and O’Neill, R., 2016. Monitoring the achievement of deaf pupils in Sweden and Scotland: approaches and outcomes. Deafness & education international, 18, 47–56. doi: 10.1080/14643154.2016.1142045
   Web of Science ®Google Scholar
• Illeris, K., 2003. Towards a contemporary and comprehensive theory of learning. International journal of lifelong education, 22, 396–406. doi: 10.1080/02601370304837
   Google Scholar
• Illeris, K., 2005. A comprehensive understanding of human learning. In: P. Jarvis and S. Parker, eds. Human learning: an holistic approach. London: Routledge, 87–101.
   Google Scholar
• Jarvis, P., 2005. Towards a philosophy of human learning: an exsistentialist approach. In: P. Jarvis and S. Parker, eds. Human learning: an holisitc approach. London: Routledge, 1–16.
   Google Scholar
• Knoors, H. and Marschark, M., 2014. Teaching deaf learners, psychological and developmental foundations. New York: Oxford University Press.
   Google Scholar
• Knoors, H. and Marschark, M., 2015. Education deaf students in a global context. In: H. Knoors and M. Marschark, eds. Educating deaf learners: creating a global evidence base. New York: Oxford University Press, 1–19.
   Google Scholar
• Lehane, T., 2016. “Cooling the mark out”: experienced teaching assistants’ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational review, 68, 4–23. doi: 10.1080/00131911.2015.1058753
   Web of Science ®Google Scholar
• Leigh, G., 2008. Changing parameters in deafness and deaf education. In: M. Marschark and P. C. Hauser, eds. Deaf cognition foundations and outcomes. New York: Oxford University Press, 24–51.
   Google Scholar
• Leigh, G. and Crowe, K., 2015. Responding to linguistic and cultural diversity among deaf and hard-of-hearing learners. In: H. Knoors and M. Marschark, eds. Educating deaf learners: creating a global evidence base. New York: Oxford University Press, 69–93.
   Google Scholar
• Marschark, M. and Hauser, P., eds., 2008. Deaf cognition: foundations and outcomes. New York: Oxford University Press.
   Google Scholar
• Muijs, D., et al., 2010. Leading under pressure: Leadership for social inclusion. School leadership and management, 30, 143–157. doi: 10.1080/13632431003663198
   Google Scholar
• NatSIP, 2012. A description of low incidence needs and disability national sensory impairement partnership.
   Google Scholar
• NCTL, 2014. Specification for mandatory qualifications for specialist teachers of children and young people who are deaf.
   Google Scholar
• Nicholas, J. and Geers, A., 2013. Spoken language benefits of extending cochlear implant candidacy below 12 months of age. Otology and neurotology, 34, 532–538. doi: 10.1097/MAO.0b013e318281e215
   PubMed Web of Science ®Google Scholar
• Norwich, B., 2014. Changing policy and legislation and its effects on inclusive and special education: a perspective from England. British journal of special education, 41, 403–425. doi: 10.1111/1467-8578.12079
   Google Scholar
• Piaget, J., 1952. The origins of intelligence in children. New York: International Universities Press.
   Google Scholar
• Rabiee, F., 2004. Focus-group interview and data analysis. Proceedings of the nutrition society, 63, 655–660. doi: 10.1079/PNS2004399
   PubMed Web of Science ®Google Scholar
• Sorhagen, N. S., 2013. Early teacher expectations disproportionately affect poor children’s high school performance. Journal of educational psychology, 105, 465–477. doi: 10.1037/a0031754
   Web of Science ®Google Scholar
• STRB, 2001. School teachers’ review body: tenth report 2001. London: Department for Education and Employment.
   Google Scholar
• Swanwick, R., 2017. Languages and languaging in deaf education: a framework for pedagogy. New York: Oxford University Press.
   Google Scholar
• Swanwick, R. and Marschark, M., 2010. Enhancing education for deaf children: research into practice and back again. Deafness & education international, 12, 217–235. doi: 10.1179/1557069X10Y.0000000002
   Google Scholar
• Swanwick, R., et al., 2014. Shifting contexts and practices in sign bilingual education in Northern Europe: impliations for professional development and training. In: M. Marschark, G. Tang, and H. Knoors, eds. Bilingualism and Bilingual deaf education. New York: Oxford University Press, 292–313.
   Google Scholar
• Timmermans, A. C., de Boer, H., and van der Werf, M. P. C., 2016. An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes. Social psychology of education, 19, 217–240. doi: 10.1007/s11218-015-9326-6
   Web of Science ®Google Scholar
• Uus, K. and Bamford, J., 2006. Effectiveness of population-based newborn hearing screening in England: ages of interventions and profile of cases. Pediatrics, 117, e887–e893. doi: 10.1542/peds.2005-1064
   PubMed Web of Science ®Google Scholar
• Vincenti, V., et al., 2014. Pediatric cochlear implantation: an update. Italian journal of pediatrics, 40, 72. doi: 10.1186/s13052-014-0072-8
   PubMed Web of Science ®Google Scholar
• Vygotsky, L. S., 1962. Thought and language. Cambridge: M.I.T. Press, Massachusetts Institute of Technology.
   Google Scholar
• Watson, D., Bayliss, P., and Pratchett, G., 2013. Pond life that ‘know their place’: exploring teaching and learning support assistants’ experiences through positioning theory. International journal of qualitative studies in education, 26, 100–117. doi: 10.1080/09518398.2011.598195
   Google Scholar
• Webster, R. and Blatchford, P., 2013. The educational experiences of pupils with a statement for special educational needs in mainstream primary schools: results from a systematic observation study. European journal of special needs education, 28, 463–479. doi: 10.1080/08856257.2013.820459
   Web of Science ®Google Scholar
• Webster, R., et al., 2010. Double standards and first principles: framing teaching assistant support for pupils with special educational needs. European journal of special needs education, 25, 319–336. doi: 10.1080/08856257.2010.513533
   Google Scholar
• Webster, R., et al., 2011. The wider pedagogical role of teaching assistants. School leadership and management, 31, 3–20. doi: 10.1080/13632434.2010.540562
   Google Scholar
• Webster, R., Blatchford, P., and Russell, A., 2013. Challenging and changing how schools use teaching assistants: findings from the effective deployment of teaching assistants project. School leadership & management, 33, 78–96. doi: 10.1080/13632434.2012.724672
   Google Scholar
• Wheeler, A., Gregory, S., and Archbold, S., 2004. Supporting young people with cochlear implants in secondary school. London: RNID.
   Google Scholar
• Yoshinaga-Itano, C., 2003. Early intervention after universal neonatal hearing screening: impact on outcomes. Mental retardation and developmental disabilities research reviews, 9, 252–266. doi: 10.1002/mrdd.10088
   PubMedGoogle Scholar