Index
Working with Teaching Assistants and Other Support Staff for Inclusive Education
ISBN: 978-1-78441-612-6, eISBN: 978-1-78441-611-9
ISSN: 1479-3636
Publication date: 3 February 2015
This content is currently only available as a PDF
Citation
(2015), "Index", Working with Teaching Assistants and Other Support Staff for Inclusive Education (International Perspectives on Inclusive Education, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 295-300. https://doi.org/10.1108/S1479-363620150000004025
Publisher
:Emerald Group Publishing Limited
Copyright © 2015 Emerald Group Publishing Limited
INDEX
Aboriginal education
, 134–135, 137, 141, 147
Abstraction/Abstract
, 269
Academic Needs
, 106
Academic Supports
, 106, 109, 251
Accessibility
, 221–222
Accommodations
, 106, 176, 206–207, 209, 212–214
Adult learning
, 245–246, 251, 254
Alternative education goals
, 69
Artichoke
, 280–281
Aspiration/aspire
, 40–43, 60, 134, 149, 170, 250
Assessment
, 15, 50–51, 57–60, 81, 99, 108, 141, 185, 200, 227, 230, 243, 255–256
Assistive technology
, 18, 213, 219–227, 229–235
Attitudes
, 6, 52, 61, 96, 100, 119, 134, 141, 144, 198–199
attitude change
, 53
Autism Spectrum Disorder
, 254
Behaviour
, 18, 51, 57–58, 60, 120, 128, 166, 223, 226, 264, 267–268, 270–272, 274, 276, 280, 284
behavioural supports
, 214
functional behavioral assessment
, 104
positive behavioral supports
, 103–104
Best practice
, 18, 67, 95, 202, 248
Bi-cultural learning
, 148
Canada
, 65–67, 69
Case study research
, 65–66, 69, 72, 90
Choice
, 8, 54, 99, 211, 221, 231
Classroom
, 4–20, 31, 51, 54, 57–61, 68, 70, 82, 96–99, 103–111, 113, 120, 126, 128, 134, 136, 146, 154, 158–161, 163–167, 169–170, 175–190, 220, 222–226, 229, 231–235, 242, 245–247, 250–251, 253–256, 278
responsibilities
, 11, 198–204
structure
, 210–212
support
, 8, 120, 195, 201, 203, 212–214
Code switching
, 149
Collaboration
, 12, 20, 28, 33, 51, 53, 58–61, 66–68, 70–72, 76–90, 98–102, 109, 113, 119, 129, 188–189, 196–198, 200, 250, 254, 265, 280
collaborative consultation
, 66–68, 70, 72, 87, 282
Communication
, 60, 72, 76, 79, 81, 85, 98, 100, 102, 119, 143, 146–147, 156, 158, 160, 165, 169–170, 181–182, 187–189, 198–199, 208, 279
Community connections
, 138, 148
Compatibility
, 27, 32–34
Consultation
, 20, 50–51, 57, 66–70, 72, 75, 79–80, 82, 84, 86–87, 148, 248, 282
Contribution
, 32–34, 85, 101, 126, 164, 266
Coordination/Coordination of effort
, 27, 32, 36, 37, 39, 66, 72, 73, 74, 88, 158
Co-Teaching
, 108
Council for Exceptional Children
, 33, 113, 180, 185, 205, 209, 241, 248, 257
Culture
, 9, 35, 53, 56, 135, 137, 141, 143–146, 148, 208, 211
cross-cultural
, 140
cultural competence
, 141
cultural identity
, 147
Curriculum
, 7, 15, 54, 65–90, 98, 107, 109, 118, 120, 128–129, 141, 144–146, 220–222, 229, 235, 252–253, 255, 257
continuum
, 66, 72, 88, 223
Delegation
, 36, 44, 178, 185–186, 198–202
Developmental disability
, 66, 69, 72
Devices
, 7, 31, 220, 222–226, 229–230, 232, 235, 278
Discussion
, 32, 39–40, 43, 55, 66, 80, 158, 161, 170–171, 178, 232, 235, 274, 279–280, 284
Educational psychologist
, 19, 50
Education professional
, 178, 188–190, 241, 253, 256
Empowerment
, 134, 160
Environment
, 7–8, 13–14, 31, 56–57, 135, 143, 154, 157–158, 183–184, 197, 208, 211, 221–222, 225, 264, 266, 272–274, 279
environmental barrier
, 67, 222
Evaluation
, 3, 12, 135, 148, 181, 186–187, 200–201, 269–270
Expertise
, 37, 50–51, 56, 60, 67, 80, 123, 162, 251, 264
Feedback
, 33, 120, 127, 158, 164, 166, 168, 170, 180–181, 186, 198–199, 204–205, 208, 245–246, 251, 254–255, 280
File-maker
, 282
5R model
, 271–272
Frameworks for reflection
, 268, 270, 276, 284
Gradual Release of Responsibility
, 142, 145
Harmony
, 33
harmonious relationships
, 33
Higher education
, 134, 190, 227, 249–251, 254, 256
High-tech
, 223–224, 231–232, 235, 275
Holistic development
, 50
Imagery
, 33, 36, 39–40, 42
Inclusion
, 5–7, 8, 19, 54, 55, 58, 67, 98–99, 111, 117–130, 158, 176, 222, 226
inclusive education
, 51, 55, 95–113, 195–215
Indigenous education
, 133, 135, 137, 139, 141, 143, 145, 147, 149
Indigenous students
, 133–134, 136–141, 143–144, 148–149, 153–154, 157, 169
Individual
, 53–58, 181, 184, 224–225, 269, 276
Individual Educational Needs
, 54, 59
individual education program
, 54, 222
individual needs
, 54, 198, 208–209, 231
individual support
, 212–213
Individuals with Disabilities Education Act
, 8, 30, 110, 177, 220, 243
personal learning plans
, 147–148
In-service
, 16–17, 51, 90, 112, 190, 228, 245–247, 249
Instruction
, 34, 96–97, 100, 104, 106–109, 176, 184–185, 187–188, 190, 196, 201, 208, 213, 220, 242–244, 249, 255–256, 275
instructional strategies
, 97, 106, 111, 185, 205, 247–249
instructional technology
, 182, 220–221
International School Psychology Association
, 50
Intervention
, 20, 50, 55, 57, 61, 80, 97, 102–103, 160–163, 180
IQ testing
, 55
Knowledge
, 14, 16–18, 30, 57–58, 70, 74, 113, 125, 129, 134, 136, 140, 147–148, 170, 183, 204–206, 208–210, 223–228, 230, 232, 234–235, 244–257, 264–268, 271, 273
Leadership
, 36–38, 52, 72, 85–87, 89, 119, 121–123, 128, 164, 177–179, 181, 264, 266, 268
Learning
, 7, 10, 13, 19–20, 53–61, 80, 85, 88, 98, 101, 105, 107–109, 127, 129, 134, 136, 139, 141–149, 157–160, 164–166, 169–171, 196, 213, 220–221, 225–226, 232, 234, 244–247, 251, 253–256, 264, 266, 269, 273–276, 278, 280
learning cycle
, 269–270
Learning difficulties
, 49, 54–55, 60, 157
Learning process
, 50, 55–56, 60, 164, 169, 186, 232, 269
Least Restrictive Environment
, 8, 222
Legislation
, 3, 5, 7–9, 30, 118, 127, 190, 222
Lesson plans
, 168, 183–184
Liaison
, 17, 19, 42, 73, 102, 139
Low-tech
, 223–224, 231–232, 275
Mathematics
, 59, 106, 157, 160–161, 165–167, 169, 227, 243, 247, 256
Meetings
, 12, 20, 75, 78–81, 86–89, 99, 102, 112, 160, 180–182, 189, 199, 274
Mentoring
, 110–111, 157
Metaphor
, 28, 30–44
Mobility
, 59, 67, 69, 74, 176, 222, 226
Modelling
, 140, 143, 147, 162–163, 232
Models
, 7, 13, 27–28, 31, 40, 68, 107–108, 182, 252, 268–269, 273, 275
Modifications
, 15, 97, 107, 109, 176, 184, 206–207, 209, 212–214, 254
National Education Association
, 95–99, 105, 110–111, 197, 244
North America
, 67
Observations
, 33, 78, 81, 108, 155, 165, 186–187, 253
Occupational Therapist
, 5, 19–21, 65–76, 78–87, 89, 176, 184
occupational therapy
, 65–69, 72–73, 76, 78, 81–82, 84–85, 87, 89
On-the-job training
, 110–111, 180–181, 186–190, 227, 245–248
Open-mindedness
, 266–267
Orientation
, 111, 176, 181–183, 189, 196–197
Ownership
, 100, 128, 162
Paraeducators
, 27–44, 95–113, 175–190, 195, 241–257
Paraprofessional
, 5, 10, 18, 27–28, 98, 109, 242
Pedagogy
, 6, 54–55, 58, 133, 144, 147, 160–162, 167, 171, 234
People first language
, 199
Planning
, 5, 8–9, 12–13, 19–20, 79–81, 86, 89, 99, 102, 120, 141–142, 145, 158–159, 166–169, 176–178, 182–188, 203–204, 225, 231, 233, 247
Policy
, 7, 11, 58–59, 68, 119–120, 127, 129, 147, 164
Portfolio
, 99, 256, 264
Pre-service teachers
, 134, 144, 278
Professional development
, 30, 43, 100–101, 111–112, 129, 178, 182, 185, 189, 197, 208, 226–228, 244–257
professional learning
, 13, 16, 157, 254–256, 266
Program
, 34, 37, 39–40, 67–70, 77–87, 89, 101–102, 108, 110, 112, 181, 186–188, 199, 245, 248, 250–255
programming
, 67–70, 74, 76–80, 100, 102, 175–190, 205, 251, 254
Qualifications
, 15, 18, 30, 101, 110, 112, 136, 226–227, 235, 243, 250
Reflection
, 34, 39, 51, 53, 167, 263–280, 282, 284
collaborative reflection
, 266, 274–280, 282, 284
reflective practice
, 51, 263–270, 273, 276, 278, 280, 283–284
reflective structures
, 265–266, 268–274
Relationships
, 27–44, 57–58, 60, 97, 100–101, 105, 136, 138, 140–141, 143, 149, 154–155, 163–165, 169–171, 179, 181, 183, 189, 203, 246, 266, 268, 279
Remote
, 143–145, 153–154, 156–160, 162–163, 169
Response to Intervention
, 108
Responsibilities
, 3–44
Responsive curriculum
, 133, 144, 146
Roles
, 3–21, 29–31, 34, 50, 68, 72–74, 76, 89, 96–98, 108, 111, 113, 138–139, 158, 164, 169–171, 177–178, 180–182, 187, 190, 197, 200–201, 203–206, 226–228, 242, 244, 247–249, 253, 257
defining roles
, 10
role distribution
, 204
role identification
, 202–204
Schedules
, 183, 196, 251
School Counsellor
, 50
School health services
, 66
School Psychologist
, 19, 49–51
Sensecam
, 278
Skills
, 10, 12, 14, 17, 28, 30, 34, 39, 50, 53, 59–61, 67, 77, 80, 97, 102, 106, 113, 119–120, 125, 128–130, 141, 144–145, 147, 180, 182, 186–188, 190, 199, 221–222, 225, 229–230, 234–235, 244–253, 256, 266, 280, 284
Social model
, 54–56
Socio-cultural activity theory
, 66, 71
Sociocultural approach
, 56
Socio-emotional
, 49–50, 57–58, 60
Special education
, 4, 11, 28–31, 33–34, 36–38, 80, 85, 87, 96–98, 101–102, 104–105, 110, 120, 176, 178–180, 189, 202, 205, 209, 215, 221–222, 242, 247–249
special education programming
, 70, 176, 189
special needs
, 4–9, 12, 14, 16, 19–20, 28, 96–98, 101–103, 105–106, 108–109, 113, 118, 128, 130, 164–168, 197, 199, 220, 224, 226, 228
Speech Therapist
, 19
Standards
, 8–9, 16, 50, 52, 107, 112–113, 119, 185, 205, 245, 248–249, 251–253, 255, 257, 264
STAR-L
, 272–273
Stressors
, 100
Student summary
, 209–210
Supervision
, 15, 30, 38, 106, 119, 127, 178–182, 185, 187–190, 196–199, 202, 204–208, 215, 242, 246–247
supervising paraeducators
, 181
Support
support and training
, 206
support coordinator
, 19–20, 123–124, 129, 230
support network
, 225
support staff
, 3–21, 133–149, 195–215, 263–284
Task delegation
, 198, 201–202
Task distribution
, 204
Task identification
, 201–202
Teacher
, 5, 11–13, 27–44, 52, 55, 57, 117–130, 153–171, 219–235, 241–257
Teaching Assistants
, 4, 29, 96, 139–140, 176, 205, 230, 264–265, 276, 278–279
education assistants
, 16, 67, 117, 123, 139, 224, 226, 228
Team
, 21, 28, 32–34, 37–38, 43, 80, 85, 87, 89, 96–104, 118–120, 122–123, 154, 156, 158, 177, 179, 181–185, 190, 196, 202, 206, 208, 210–212, 215, 224–225, 229, 245, 264–266, 268, 270–272, 274–279, 282, 284
team approach
, 154, 156, 181–182, 224–225
team-building
, 195, 197, 205, 215
team leader
, 27–28, 37, 44, 123, 190
teamwork
, 13, 27–28, 32, 37–39, 44, 51, 53, 61, 66, 76, 90, 99, 176, 183, 186, 189, 195, 200, 208, 247, 249, 251
Technology
, 146–147, 182, 219–235, 247, 254, 273–274, 277–278, 280, 282, 284
Therapy
, 51, 65–79, 81–85, 87, 89–90
therapists
, 5, 19–21, 65–72, 76, 79, 82, 87–89, 123, 129
Training
, 6, 11, 14, 15–18, 20, 30, 50–51, 53, 100–102, 104, 110–113, 118, 120, 125, 128, 137, 149, 158, 160, 166–167, 180–181, 183–190, 196–198, 202–210, 215, 220, 223–235, 241–257, 264, 284
training needs
, 15–16, 18, 188, 197, 206, 228, 230, 241, 253, 257
Urban settings
, 154
Video annotating software
, 280
Video-interaction guidance
, 60
Visiting consultants
, 19, 153–157, 165, 170, 171
visiting teachers
, 19, 153–156, 170–171
Voice output
, 220, 223–224, 232
Wholeheartedness
, 266–268
Work-styles
, 200
- Working with Teaching Assistants and Other Support Staff for Inclusive Education
- International Perspectives on Inclusive Education
- Working with Teaching Assistants and Other Support Staff for Inclusive Education
- Copyright Page
- List of Contributors
- Introduction
- Section I: Roles and Responsibilities
- The Changing Nature of the Roles of Support Staff
- New Metaphors for Teacher/Paraeducator Relationships
- The Role of Psychologists in Inclusive Settings
- Incorporating Therapy into the Regular Curriculum: Working Together with Occupational Therapists
- Section II: Participant Perspectives
- Paraeducator Voices on Inclusive Education
- Teacher Views on Working with Others to Promote Inclusion
- Support Staff and Indigenous Education
- Visiting Teachers’ Perceptions about Working with Teacher Assistants and Teachers
- Section III: Strategies in Practice
- Programming and Planning within a Multi-Faceted Classroom
- Working Collaboratively with Support Staff for Inclusive Education
- Assistive Technology and Teacher Assistants
- Training Programs for Teacher Assistants
- Reflective Practitioners: Teachers and Support Staff Reflecting Together
- About the Authors
- Index