The Role and Responsibilities of Teaching Assistants in Inclusive Education: What's Appropriate?

Stacey Minondo, Luanna H. Meyer, Joy F. Xin

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

Abstract

This study describes a social validation of appropriate roles and responsibilities for teaching assistants (TAs) in inclusive classrooms. A self-report survey was rated by a sample of general education teachers, special education teachers, and TAs employed in urban and rural inclusive programs. Test-retest reliability of the survey was established for the TA sample. A factor analysis of all ratings suggested five major role components: (a) instructional; (b) school support; (c) liaison; (d) personal support; and (e) one-to-one in-class support. Statistically significant differences between mean group ratings indicate a lack of clarity regarding the appropriateness of these role components for TAs. We discuss how school districts might utilize our list to clarify TA job descriptions and shared understandings regarding roles and responsibilities among educational team members.

Original languageEnglish (US)
Pages (from-to)114-119
Number of pages6
JournalResearch and Practice for Persons with Severe Disabilities
Volume26
Issue number2
DOIs
StatePublished - Jun 2001

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

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