[article] 
inGood Autism Practice - GAP > 14-1 (May 2013) . - p.52-67

Titre :	To what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools?
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Eleanor LLOYD, Auteur
Article en page(s) :	p.52-67
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	Many children with autism in both special and mainstream schools are supported by teaching assistants, yet there is little research on how they might best work with the pupils and what the effects are on progress and well-being. A major report by Biatchford and his colleagues (Blatchford et al, 2009) which explored the impact on academic progress of pupils with special educational needs (SEN), including autism, suggested that those pupils with the most teaching assistant (TA) support made the least progress, when other factors were taken into account. These academics are currently following up this study to explore the nature of the interactions and conversations between the TA and the pupils in mainstream primary schools. Early findings suggest that the TAs are not sufficiently trained to take on this role. They are often focused on task completion, rather than enabling the pupil to problem-solve for him or herself. These pupils often spend less time than their classmates with the teacher and time with peers is often with other pupils with SEN. So the study reported in this paper is an important addition to a sparse literature. Eleanor Lloyd explored the views and practice related to TA support with young children with autism in two different mainstream primary schools. She asked staff to rank order their priorities, observed sessions with TAs in individual work with the pupils and held focus group discussions with TAS. A difference in practice was found at the two schools, with the TAs in one school being more chid-led, spontaneous, and with a focus on developing communication and the other TAs being more task focused and adult-led, with less of a focus on mutual relating. The implications of these differences are discussed and ways to develop TA practice with children with autism are suggested.
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[article] To what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools? [Texte imprimé et/ou numérique] / Eleanor LLOYD, Auteur . - p.52-67.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 14-1 (May 2013) . - p.52-67

Index. décimale :	PER Périodiques
Résumé :	Many children with autism in both special and mainstream schools are supported by teaching assistants, yet there is little research on how they might best work with the pupils and what the effects are on progress and well-being. A major report by Biatchford and his colleagues (Blatchford et al, 2009) which explored the impact on academic progress of pupils with special educational needs (SEN), including autism, suggested that those pupils with the most teaching assistant (TA) support made the least progress, when other factors were taken into account. These academics are currently following up this study to explore the nature of the interactions and conversations between the TA and the pupils in mainstream primary schools. Early findings suggest that the TAs are not sufficiently trained to take on this role. They are often focused on task completion, rather than enabling the pupil to problem-solve for him or herself. These pupils often spend less time than their classmates with the teacher and time with peers is often with other pupils with SEN. So the study reported in this paper is an important addition to a sparse literature. Eleanor Lloyd explored the views and practice related to TA support with young children with autism in two different mainstream primary schools. She asked staff to rank order their priorities, observed sessions with TAs in individual work with the pupils and held focus group discussions with TAS. A difference in practice was found at the two schools, with the TAs in one school being more chid-led, spontaneous, and with a focus on developing communication and the other TAs being more task focused and adult-led, with less of a focus on mutual relating. The implications of these differences are discussed and ways to develop TA practice with children with autism are suggested.
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200