Teaching Assistants' Facilitators and Barriers to Effective Practice Working with Children with ADHD: A Qualitative Study

Autor/inn/en	Greenway, Charlotte W.; Rees Edwards, Alison
Titel	Teaching Assistants' Facilitators and Barriers to Effective Practice Working with Children with ADHD: A Qualitative Study
Quelle	In: British Journal of Special Education, 48 (2021) 3, S.347-368 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greenway, Charlotte W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12377
Schlagwörter	Educational Practices; Instructional Effectiveness; Attention Deficit Hyperactivity Disorder; Teacher Aides; Teacher Attitudes; Job Satisfaction; Classroom Techniques; Elementary School Students; School Districts; Barriers; Work Environment; Knowledge Level; Teaching Conditions; Foreign Countries; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Bildungspraxis; Unterrichtserfolg; Handreichung; Lehrerhilfe; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Klassenführung; School district; Schulbezirk; Arbeitsmilieu; Wissensbasis; Lehrbedingungen; Unterrichtsbedingungen; Ausland
Abstract	Attention-deficit/hyperactivity disorder (ADHD) rates have increased in recent years, resulting in the need for more classroom support. In Wales, support for many pupils with ADHD is provided by the 16,157 teaching assistants (TAs) employed by local authorities. This qualitative study interviewed 15 primary school TAs to answer three questions concerning their feelings about their job, and the facilitators and barriers to their work with children with ADHD. Using thematic analysis, the researchers identified 10 themes: positive feelings, negative effects, a need for change, support, improvement over time, one-to-one relationship, lack of support, negativity towards ADHD, classroom environment, and poor knowledge and experience with ADHD. This study illustrates the TAs' love for their job and the importance of positive relationships. It also highlights a lack of support for TAs and negativity towards ADHD. Implications of the study and recommendations for the future are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01