An appreciative inquiry into teacher aides' perspectives on best practice for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
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Date
2015
DOI
Open Access Location
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Massey University
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Abstract
This project utilised interviews and a focus group within an appreciative inquiry
framework to gain an understanding of the perspectives of four teacher aides on the
‘best of what is’ in teacher aiding practice, and the components that contributed to
moments of best practice. Interview and focus group data were inductively analysed
and several themes emerged that closely reflect the extant literature on teacher aiding
and inclusive practices. These themes included making a difference, collaborative
practices, access to relevant expertise and the ability and willingness of educators to be
flexible and responsive in accordance with student needs. A number of barriers to
inclusive teacher aide practice were also identified and were consistent with existing
research findings. The researcher proposes that teacher aides’ roles are implicitly or
explicitly defined and constrained by wider school structures and policies concerning
how students with significant learning needs are educated. Thus, efforts to improve
how teacher aides are deployed and utilised need to be approached within the context
of whole-school development towards improving educators’ capacity to effectively
respond to student diversity.
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Keywords
Teachers' assistants, Inclusive education, New Zealand