An Analysis of the Teaching Assistants Role: Encouraging the Support of the Inclusion of Students with Behavioural, Emotional and Social Problems in Primary School

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TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION1

Background of the study1

Purpose statement2

Rationale of the study2

Research questions2

Dissertation organization3

CHAPTER 2: LITERATURE REVIEW5

Instructional Methods and Behavioural Support5

Alternative-Education Students5

Curriculum and program differences for primary school6

Social Cognitive Theory7

CHAPTER 3: METHODOLOGY8

Research design8

Instruments9

Interview9

Survey method9

Participants9

REFERENCES10

CHAPTER 1: INTRODUCTION

Background of the study

Teaching assistants have been increasing in UK. From time to time, the role of TA has been transforming, initially the TAs were considered as extra pair of hands but their role has been now considered more professional. TAs has been deployed in numerous schools and their numbers are being increasing with every passing day. TA is focusing on those students who are facing emotional, social, and behavioural problems. They play a significant role for supporting teachers to maintain decorum of the classrooms. Today, Special Educational Needs and Disability Act have amended the Education Act of 1996. Education for the children with SEN has been strengthening by the amendment in the ACT, not only this but also transmute the framework for supporting inclusion positively. LEA has outlined since 1998 the strategies in the Behaviour Support Plans.

The purpose of appointing them is to assist and support SEN pupil. Teaching assistants also support those pupils who are having social, emotional and behavioural difficulties (SEBD). Today, the role of teaching assistants have gone through transformation. Numerous researchers have suggested that UK schools specially primary schools need to support their staffs for developing a range of models and also evaluate those models for efficacious learning. According to the research Rose (2000, 191), numerous challenges and complexities are associated with for managing the additional classroom colleagues. The research suggested that lack of proper training for managing the classrooms and ineffective use of TAs has increased the dependency on the part of the learner.

According to the research Anastasiow & Nucci (1994, 20), the teaching assistants are deployed with an increasing numbers to work particularly with those pupils who are facing emotional, social and behavioural difficulties. These teaching assistants are playing a significant role for supporting teachers for managing behaviour in the classrooms.

Purpose statement

This study helps in finding out the role of teaching assistants for supporting SEBD pupil in the primary school of UK. The purpose of the research study is to investigate factors that help in contributing towards efficient practices by TAs in order to support inclusion of pupil with SEBD (social, emotional, and behavioural difficulties) age between 7 to 11 years (primary school students). The study will help to investigate those areas, which are helpful in the successful inclusion of pupils with SEBD in primary schools UK.

Rationale of the study

The rationale of the study is to investigate the range of deployment of teaching assistants for supporting pupil with SEBD at Key Stage 2. the study investigate the strategies and interventions' range being employed in the primary schools of UK. The study will investigate the particular aspects for perceiving the efficient ...