TY - JOUR
T1 - Transitioning towards inclusion
T2 - a triangulated view of the role of educational assistants
AU - Bennett, Sheila
AU - Gallagher, Tiffany
AU - Somma, Monique
AU - White, Rebecca
N1 - Publisher Copyright:
© 2021 National Association for Special Educational Needs.
PY - 2021/7
Y1 - 2021/7
N2 - The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog-style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community.
AB - The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog-style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community.
KW - coaching
KW - educational assistants
KW - inclusion
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U2 - 10.1111/1471-3802.12508
DO - 10.1111/1471-3802.12508
M3 - Article
AN - SCOPUS:85101233984
SN - 1471-3802
VL - 21
SP - 187
EP - 197
JO - Journal of Research in Special Educational Needs
JF - Journal of Research in Special Educational Needs
IS - 3
ER -