TY  - CHAP
AB  - Abstract This chapter looks at two stories from visiting teachers/consultants in settings that were extremely diverse; one situated in a remote community with indigenous students in Western Australia, and the other in suburban schools in two capital cities in Australia. Even though the settings and experiences of the visiting teachers/consultants varied greatly, several themes around working with teachers and teacher assistants in inclusive education emerged. As the visiting teachers/consultants were invited into many schools they had the opportunity to view practices in a range of settings. They came with few preconceived ideas about the constraints of particular workplaces and consequently were in a position to offer objective and pragmatic advice. The visiting teachers/consultants found that they were in a position to foster relationships between teachers and teacher assistants that led to practices which had the potential to improve educational outcomes for the students in the schools.
VL  - 4
SN  - 978-1-78441-611-9, 978-1-78441-612-6/1479-3636
DO  - 10.1108/S1479-363620150000004007
UR  - https://doi.org/10.1108/S1479-363620150000004007
AU  - Hurrell Derek
AU  - Day Lorraine
PY  - 2015
Y1  - 2015/01/01
TI  - Visiting Teachers’ Perceptions about Working with Teacher Assistants and Teachers
T2  - Working with Teaching Assistants and Other Support Staff for Inclusive Education
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 153
EP  - 172
Y2  - 2024/04/19
ER  -