Literaturnachweis - Detailanzeige
| Autor/inn/en | Köpfer, Andreas; Böing, Ursula |
|---|---|
| Titel | Students' Perspectives on Paraprofessional Support in German Inclusive Schools: Results from an Exploratory Interview Study with Students in Northrhine Westfalia |
| Quelle | In: International Journal of Whole Schooling, 16 (2020) 2, S.70-92 (23 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1710-2146 |
| Schlagwörter | Foreign Countries; Special Needs Students; Students with Disabilities; Student Attitudes; Paraprofessional School Personnel; Teaching Assistants; Inclusion; Germany |
| Abstract | Paraprofessional support is increasingly implemented in schools as part of inclusive school development in many countries, primarily for students with Special Educational Needs. Educational research has shown growing interest in paraprofessional support in inclusive schools, focusing on the conceptual design and professionalization of this supporting role. However, the voices of students with paraprofessional support have seldomly been heard within the inclusive education discourse. Therefore, this research article presents research results of a study in Northrhine-Westfalia (Germany) which reconstructed paraprofessional support practices from the perspective of students. In this paper we depict exemplary sequences which show the students' perspective on learning in class among students who are assigned paraprofessional support. (As Provided). |
| Anmerkungen | Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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