The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.

Effective Use of Teacher Assistants in Inclusive Classrooms

Effective Use of Teacher Assistants in Inclusive Classrooms

Effective use of teacher assistants in inclusive classrooms
Ritu V. Chopra Michael F. Giangreco


Teacher assistants (TAs) is the generic term we use throughout this chapter to refer to individuals known by a variety of titles around the world (e.g., learning support assistants, paraprofessionals, teacher aides, educational assistants). We chose teacher assistants because where they are utilized they assist teachers, though not exclusively or necessarily with teaching (Giangreco, Doyle & Suter, 2014). TAs engage in a wide variety of roles (e.g., clerical duties, personal care, social/behavioral support, supervision of students). Over time their roles supporting students with disabilities, and those embodying other forms of diversity, have become increasingly ...

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