Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach

Cozens, Julie Ann (2014). Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. University of Birmingham. Ed.Psych.D.

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Abstract

TAs comprise a substantial proportion of the staff in both primary and secondary schools and occupy a key role in the support of pupils identified as having Special Educational Needs and Disabilities (SEND), (Webster et al 2011). Much previous research about their role has assumed that TAs can and do make a positive contribution and has focused on the identification of best practice. However, recent findings have questioned these assumptions, suggesting that TAs have a negative impact on pupil progress, and offering possible explanations for this (notably Blatchford et al 2009b). The present study examines descriptions offered by TAs about their work obtained during focus group interviews. An Appreciative Inquiry (AI) approach is adopted as a framework for the research (Reed 2007) with a focus on what they do well and on what would help to move their work forward. Interview data are subjected to a thematic analysis (Braun and Clarke 2006). Findings offer a view that TAs provide a vital role in enabling pupils to cope in mainstream schools; that they provide a uniquely personal and holistic view of the pupil’s needs in school and that relationships and communication are central to the success and development of their work.

Type of Work:

Thesis (Doctorates > Ed.Psych.D.)

Award Type:

Doctorates > Ed.Psych.D.

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