Actual and Ideal Roles of School Staff to Support Students with Special Needs: Current Needs and Strategies for Improvement

Autor/inn/en	Anaby, Dana R.; Ianni, Lina; Héguy, Léa; Camden, Chantal
Titel	Actual and Ideal Roles of School Staff to Support Students with Special Needs: Current Needs and Strategies for Improvement
Quelle	In: Support for Learning, 35 (2020) 3, S.326-345 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12313
Schlagwörter	Elementary School Teachers; Special Education Teachers; Administrators; Teacher Role; Administrator Role; Special Needs Students; Elementary School Students; Student Needs; Students with Disabilities; Foreign Countries; Teamwork; Individualized Education Programs; Continuing Education; Family Involvement; Canada + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerrolle; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Individualized education program; Individualisierendes Lernen; Weiterbildung; Kanada
Abstract	To optimise school-based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual roles. Ninety-five school personnel (64% teachers) from 3 different elementary schools and school boards in Quebec completed a 14-question survey. Open-ended responses were coded and analysed thematically. Common actual roles included task adaptation, offering individualized support, being available and teamwork. Respondents felt roles could improve through in-context professional support, continuing education, teamwork opportunities extending to partnerships with families and access to resources. Clarifying roles and expectations within a tiered-model to best support students also emerged, emphasizing the importance of sharing responsibilities across all service providers. Findings can guide implementation strategies and processes for providing effective services, enabling inclusion for students. (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