Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs' deployment and appropriate role when supporting the learning pupils with special educational needs (SEN) mainstream schools. Such debates have transformed by findings from large study school support staff UK (the DISS project). The this show that TA negative impact on pupils' academic progress, especially SEN. render current system for...

Despite an unprecedented increase in classroom‐based support staff, there are confusing messages about their appropriate deployment and a lack of systematic evidence on impact. This article addresses the impact pupil engagement individual attention commonly known as teaching assistants (TAs), terms of: (1) comparison between TAs teachers; (2) differences pupils with without special educational needs (SEN); (3) primary secondary schools. Systematic observations behaviour 49 schools showed...

Teaching assistants (TAs) comprise a quarter of the school workforce in England and Wales. There has been controversy over TAs' deployment appropriate role regarding supporting learning these debates have transformed by findings from largest study support staff (the DISS project), which show that TA negative impact on pupils' academic progress. This article conceptualises most likely explanations for effects form wider pedagogical model, components enable us to understand terms decisions...

Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying implement effective group work schools classrooms reflect on lessons learnt about how involve pupils with special educational needs (SEN). The first study reports UK primary school teachers' of implementing a year-long intervention designed improve effectiveness pupils' collaborative group-working (the SPRinG [Social Pedagogic Research into Group-work] project). second MAST [Making...

Following research on the negative impact of support from teaching assistants (TAs) pupils' academic progress, there was a clear need for schools to fundamentally reassess way they use TAs. This article reports findings collaborative project aimed at developing and evaluating alternative strategies using Practitioner-led development trials were structured coherent empirically sound model. Over year intervention, made marked improvements ways TAs deployed in classrooms, prepared lessons...

Findings from the Deployment and Impact of Support Staff project showed that day-to-day support for pupils with special education needs (SEN) in mainstream UK schools is often provided by teaching assistants (TAs), instead teachers. This arrangement main explanation other results project, which found TA had a more profound, negative impact on academic progress SEN than without SEN. There is, however, surprisingly little systematic information overall interactions experienced highest levels...

Findings from the Deployment and Impact of Support Staff ( DISS ) project showed that support teaching assistants TA s) had a strong negative impact on academic progress pupils, this applied particularly to pupils with statement special educational needs SEN ). Although found such experienced less contact teachers, little is known about school‐ classroom‐level decision‐making relating provision. This paper addresses nature quality experiences statements, who has responsibility for putting in...

Objectives Existing handheld glucose meters are oxidase (GO)-based. Oxygen side reactions can introduce oxygen dependency, increase potential error, and limit clinical use. Our primary objectives were to: a) a new dehydrogenase (GD)-based electrochemical biosensor for point-of-care testing; b) determine the oxygen-sensitivity of GO- GD-based test strips; c) evaluate performance meter system in critical care/hospital/ambulatory patients. Design Multicenter study sites compared levels...

In many countries, teaching assistants are working in schools increasing numbers. While they formerly supported teachers by completing low-level administrative tasks, increasingly playing a pedagogical role and directly with pupils, particularly those special educational needs. However, little is known about the quality of support that provide to these pupils. This paper systematically examines differences types interactions have pupils compared same classrooms. Differences were found,...

In recent years there has been an unprecedented increase in support staff schools England and Wales. There were widespread expectations that this will be of benefit to teachers pupils but little systematic research address the impact staff. This study used a naturalistic longitudinal design investigate relationship between amount (measured by teacher estimates observation) pupils' 'Positive Approaches Learning' (PAL) academic progress. over 8000 across two cohorts seven age groups. Results...

This paper reports on results from a descriptive study of the nature and quality day-to-day educational experiences 49 13–14 year olds with special education needs and/or disabilities (SEND). All pupils had either an Education Health Care Plan (EHCP) or Statement, attended in mainstream secondary school England. Pupils involved SEN Secondary were shadowed for several days over week. Researchers prepared pupil-level case studies basis data qualitative observations semi-structured interviews...

The inclusion of pupils with special educational needs and disabilities ( SEND ) in mainstream schools can result difficult decisions regarding classroom organisation management. premise this article is that these are likely to be affected by the context, specifically number class, size composition groups classes, presence additional adults, but there very little systematic information on features. A observation study was conducted involving 48 at Year 5 (9–10 years) 49 9 (13–14 Statements ,...

This article identifies the factors that characterise effective interpersonal partnerships between teaching assistants (TAs) and teachers working in inclusive schools Catalonia (Spain). phenomenological study, based on 40 semi-structured interviews with 22 TAs 18 revealed main affecting were: feeling at ease; trust; respect; valuing one another. Participants detailed key aspects such as personal affinity, professional compatibility, open communication, a sense of belonging to class-group,...

Introduction This paper reports on a small-scale Citizens’ Panel pilot project using deliberative democratic methods to produce policy ideas about inclusion in school education of young people with special educational needs and disabilities (SEN/D) England. The had two aims: (i) obtain information modifying process enhance the effective participation SEN/D; (ii) generate more nuanced, grounded integrated than can be found recent English policy. Methods was phase process. Phase 1 involved...

In this paper, the guest editors consider direction of research on teaching assistants (TAs), and how academics can elevate field within spheres education social sciences. We begin by unpicking, endorsing, Giangreco's idea applying 'Maslow's Hammer test' (expressed in special issue) to manuscripts about studies TAs inclusion journal editorship peer review processes. The purpose test is address disproportionate attention paid researchers a set narrow recurring interests, open up new lines...