Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants
Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants
复制标题
支持有社交、情感和行为困难的学生融入小学：助教的作用
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
R. Rose
中科院分区：
文献类型：
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作者：
Barry Groom;R. Rose
在过去的十年里，在英国，被任命与学校教师一起工作的教学助理（助教）的数量有了相当大的增长。这些同事中有相当一部分被指派去支援有特殊教育需要的学生，包括有社交、情绪和行为困难的学生。本文报告了在一个英语地方教育局（LEA）的7-11岁学生学校中，助教在支持SEBD学生方面的作用。这表明有几种支持模式正在出现，助教的角色被认为是有效地将SEBD学生纳入主流课堂的关键。
During the past ten years in the UK there has been a considerable increase in the number of teaching assistants (TAs) appointed to work alongside teachers in schools. A significant number of these colleagues are appointed to support pupils with special educational needs (SEN), including those with social, emotional and behavioural difficulties (SEBD). This paper reports on the ways in which the role of the teaching assistant in supporting pupils with SEBD has been developed in schools for pupils aged 7–11 years in one English Local Education Authority (LEA). It suggests that there are several models of support emerging and that the role of the teaching assistant is perceived as crucial to the effective inclusion of pupils with SEBD in mainstream classrooms.