Perspectives on the role of teacher aides and the implications for inclusive practice in Aotearoa classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Inclusive Education) at Massey University, Albany, New Zealand
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Date
2018
DOI
Open Access Location
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Massey University
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Abstract
Every young person has the right to experience school, learning alongside
their peers, building friendships with classmates and gaining a sense of
autonomy. Teacher aides have traditionally been placed in classrooms to
support students with disabilities and diverse learning and behavioural
differences. An overreliance on teacher aide support, however, may lead to
students becoming stigmatised and dependent. Through thematic analysis of
interview data gathered from six teachers and eight teacher aides,
supplemented by survey responses from 23 teachers 14 teacher aides, this
thesis examines the perspectives on the teacher aide role and the implications
for inclusive practice in Aotearoa classrooms. It identifies four prevalent role
types perceived by participants, the teacher aides as: an aide to the teacher; a coeducator;
a student aide (in class); and a student aide (outside class). Some roles,
particularly the co-educator, are more conducive to social interaction and
facilitating students’ independence. Others, particularly the student aide role,
risk further isolating particular students.
This thesis argues that it is teachers rather than teacher aides who are the
primary agents of inclusive practice. As teachers adapt their practice to
ensure that learning and achievement are possible for every student in their
class, the need for one-on-one teacher aide support can be reduced. Teacher
aides can work alongside teachers as co-educators overseeing the entire class,
instructing small groups and checking-in with various students as needed,
enabling teachers to work with students who benefit from more nuanced
instruction. School leaders must examine the roles they assign to teacher
aides and the associated practices in schools and classrooms. This will ensure
that teacher aides are not viewed as the sole mechanisms for instructing and
caring for students with disabilities and other diversities. Teacher aides are
valuable members of the school community and can play a key role in
contributing to inclusive practice in Aotearoa classrooms.
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Keywords
Teachers' assistants, New Zealand, Inclusive education, Teachers, Attitudes