The Shifting Role of the Special Needs Assistant in Irish Classrooms: A Time for Change?

Autor/inn/en	Keating, Stephanie; O'Connor, Una
Titel	The Shifting Role of the Special Needs Assistant in Irish Classrooms: A Time for Change?
Quelle	In: European Journal of Special Needs Education, 27 (2012) 4, S.533-544 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2012.711960
Schlagwörter	Inclusion; Foreign Countries; Special Needs Students; Occupational Information; Educational Needs; Mainstreaming; Classroom Environment; Profiles; Accessibility (for Disabled); Teacher Aides; Teacher Role; Mixed Methods Research; Questionnaires; Interviews; Focus Groups; Classroom Observation Techniques; Professional Development; Educational Opportunities; Ireland + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Sonderpädagogischer Förderbedarf; Berufsinformation; Educational need; Bildungsbedarf; Klassenklima; Unterrichtsklima; Charakterisierung; Profilanalyse; Accessibility; Zugänglichkeit; Handreichung; Lehrerhilfe; Lehrerrolle; Fragebogen; Interviewing; Interviewtechnik; Bildungsangebot; Bildungschance; Irland
Abstract	The education of pupils with special educational needs in Ireland has generally been influenced by national and international inclusion policy and legislation so that the majority of these children now take their place alongside peers in mainstream classrooms. In Ireland, a support network comprising the teacher and additional classroom assistance now characterises much inclusive school provision. Such support is often provided via learning support teachers, resource teachers and special needs assistants (SNAs), the latter group being the focus of this article. Whilst the professional credentials of this post have evolved in other jurisdictions, the position of the SNA in Ireland has remained largely unchanged, with a job specification that continues to emphasise its caring, non-teaching nature. This article will consider the juxtaposition of the statutory functions of SNAs with their reported role(s) in Irish classrooms. Using quantitative and qualitative data, it will explore the professional profile of the SNA, identify current perceptions on the nature of this post and consider its collaborative potential within an inclusive education system. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10