This chapter reports on teachers’ views working with support staff to include students with disabilities in Australian schools. To ensure students with disabilities are engaging in educational activities best suited to their needs it is imperative that the classroom teacher is at the forefront of the student’s education. In order for teachers to achieve inclusive practices they need to be confident in their capabilities. Research by Boyle, Topping, Jindal-Snape, and Norwich (2011) identified that teachers viewed the support of their ‘peers and colleagues’ (p. 178) as being the most important aspect in assisting them to gain an understanding of working with students with disabilities. Therefore, it is beneficial to identify the efficacy of the interactions between teachers and others to ensure inclusion is successful.
Mangano, M. (2015), "Teacher Views on Working with Others to Promote Inclusion", Working with Teaching Assistants and Other Support Staff for Inclusive Education (International Perspectives on Inclusive Education, Vol. 4), Emerald Group Publishing Limited, Bingley, pp. 117-132. https://doi.org/10.1108/S1479-363620150000004005
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