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 language||English (US)|
|Number of pages||6|
|Journal||Journal of the Association for Persons with Severe Handicaps|
|State||Published - Jun 1 2001|
All Science Journal Classification (ASJC) codes
- Health Professions(all)
- Social Sciences(all)