Working with teaching assistants and other support staff for inclusive education /:
Volume 4 in this series investigates ways that staff can work effectively with Teaching Assistants and other support staff when implementing inclusive educational practices in schools. Consideration is given to the perspectives of a variety of stakeholders.
Saved in:
| Other Authors: | , |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Bingley, UK :
Emerald Group Publishing Limited,
2015.
|
| Edition: | First edition. |
| Series: | International perspectives on inclusive education ;
v. 4. |
| Subjects: | |
| Online Access: | DE-862 DE-863 |
| Summary: | Volume 4 in this series investigates ways that staff can work effectively with Teaching Assistants and other support staff when implementing inclusive educational practices in schools. Consideration is given to the perspectives of a variety of stakeholders. |
| Physical Description: | 1 online resource : color illustrations |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: | 9781784416119 1784416118 1322890021 9781322890029 1784416126 9781784416126 |
| ISSN: | 1479-3636 ; |
Staff View
MARC
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| 245 | 0 | 0 | |a Working with teaching assistants and other support staff for inclusive education / |c series editor Chris Forlin ; volume editor Dianne Chambers. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Bingley, UK : |b Emerald Group Publishing Limited, |c 2015. | |
| 264 | 4 | |c ©2015 | |
| 300 | |a 1 online resource : |b color illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 490 | 1 | |a International perspectives on inclusive education, |x 1479-3636 ; |v volume 4 | |
| 546 | |a Text in English. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed February 14, 2015). | |
| 505 | 0 | |a Front Cover; Working with Teaching Assistants and Other Support Staff for Inclusive Education; Copyright page; Contents; List of Contributors; Introduction; Section I: Roles and Responsibilities; The Changing Nature of the Roles of Support Staff; Introduction; Who are TAs and Other Support Staff?; Inclusion as a Model of Education; Legislation; TAs' Roles and Responsibilities; Defining Roles; Line Managing; Team Building; TA Skills; Working Collaboratively; Working with Students; Potential Negative Effects; Supervision; Training and Qualifications of TAs. | |
| 505 | 8 | |a Other Support Staff Roles and ResponsibilitiesConclusion and Future Directions; References; New Metaphors for Teacher/Paraeducator Relationships; Introduction; Effective Teacher/Paraeducator Relationships are Critical; Metaphors Can Help Teachers and Paraeducators Collaborate More Effectively; What Do Metaphors Reveal about Teacher/Paraeducator Relationships?; Compatibility; Relative Contribution; Coordination of Effort; Teamwork and Team Leadership; How Can Metaphors Guide Teachers and Paraeducators toward More Effective Relationships?; Getting Started with Metaphors. | |
| 505 | 8 | |a Refining Metaphors to Strengthen Teacher/Paraeducator RelationshipsReferences; The Role of Psychologists in Inclusive Settings; Introduction; Expertise of School Psychologists (SPs); Challenge 1: SPs Support the Development of Welcoming Learning Communities; Challenge 2: Understanding the Strengths and Needs of Each Individual Student; Challenge 3: How to Organise Learning so that All Students Can Be Actively Engaged and Make Progress; Conclusion; References; Incorporating Therapy into the Regular Curriculum: Working Together with Occupational Therapists; Introduction. | |
| 505 | 8 | |a How Does SBOT Collaborative Consultation Support Educational Inclusion? An Example from CanadaTwo Case Studies from Ontario, Canada; What Are the Critical Features of Collaborative Working?; Socio-Cultural Activity Theory; Critical Features of Collaborative Working in SBOT Practice: Two Cases; Coordination; Cooperation; Collaboration; Collaborating in Context: Showing How and Explaining Why; A Role for Educational Leadership in SBOT Collaboration; Conclusion: Factors That Facilitate Collaborative Working for SBOT Services and Next Steps; References; Section II: Participant Perspectives. | |
| 505 | 8 | |a Paraeducator Voices on Inclusive EducationIntroduction; Collaborating with Team Members; Providing Behavioral Support; Academic Supports; Training; Conclusion; References; Teacher Views on Working with Others to Promote Inclusion; Introduction; Working with Others; Policies; Support and Leadership from Administrators; Teacher Skills; Support within Classrooms; Interviews with Teachers; The Policies, Support and Leadership from Administrators; Need for Support; Support in Place from Administration; Significance of Teachers and EAs; Supporting Inclusion; Exploring the Results. | |
| 520 | |a Volume 4 in this series investigates ways that staff can work effectively with Teaching Assistants and other support staff when implementing inclusive educational practices in schools. Consideration is given to the perspectives of a variety of stakeholders. | ||
| 650 | 0 | |a Teachers' assistants |x Training of. |0 http://id.loc.gov/authorities/subjects/sh85133005 | |
| 650 | 0 | |a Inclusive education. |0 http://id.loc.gov/authorities/subjects/sh96009825 | |
| 650 | 0 | |a Mainstreaming in education. |0 http://id.loc.gov/authorities/subjects/sh85079929 | |
| 650 | 6 | |a Intégration scolaire. | |
| 650 | 7 | |a Teaching of students with specific learning difficulties |x needs. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Mainstreaming in education |2 fast | |
| 650 | 7 | |a Inclusive education |2 fast | |
| 650 | 7 | |a Teachers' assistants |x Training of |2 fast | |
| 700 | 1 | |a Forlin, Chris, |e editor. |1 https://id.oclc.org/worldcat/entity/E39PBJwtkPRjC94wtYQY3TC84q |0 http://id.loc.gov/authorities/names/n2007087333 | |
| 700 | 1 | |a Chambers, Dianne, |d 1970- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjC77T6b3j7YfD8cqqTGVy |0 http://id.loc.gov/authorities/names/no2015036717 | |
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Record in the Search Index
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn903014422 |
|---|---|
| _version_ | 1826942648821219328 |
| adam_text | |
| any_adam_object | |
| author2 | Forlin, Chris Chambers, Dianne, 1970- |
| author2_role | edt edt |
| author2_variant | c f cf d c dc |
| author_GND | http://id.loc.gov/authorities/names/n2007087333 http://id.loc.gov/authorities/names/no2015036717 |
| author_facet | Forlin, Chris Chambers, Dianne, 1970- |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1734 |
| callnumber-raw | LB1734.5 .W67 2015eb |
| callnumber-search | LB1734.5 .W67 2015eb |
| callnumber-sort | LB 41734.5 W67 42015EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | Front Cover; Working with Teaching Assistants and Other Support Staff for Inclusive Education; Copyright page; Contents; List of Contributors; Introduction; Section I: Roles and Responsibilities; The Changing Nature of the Roles of Support Staff; Introduction; Who are TAs and Other Support Staff?; Inclusion as a Model of Education; Legislation; TAs' Roles and Responsibilities; Defining Roles; Line Managing; Team Building; TA Skills; Working Collaboratively; Working with Students; Potential Negative Effects; Supervision; Training and Qualifications of TAs. Other Support Staff Roles and ResponsibilitiesConclusion and Future Directions; References; New Metaphors for Teacher/Paraeducator Relationships; Introduction; Effective Teacher/Paraeducator Relationships are Critical; Metaphors Can Help Teachers and Paraeducators Collaborate More Effectively; What Do Metaphors Reveal about Teacher/Paraeducator Relationships?; Compatibility; Relative Contribution; Coordination of Effort; Teamwork and Team Leadership; How Can Metaphors Guide Teachers and Paraeducators toward More Effective Relationships?; Getting Started with Metaphors. Refining Metaphors to Strengthen Teacher/Paraeducator RelationshipsReferences; The Role of Psychologists in Inclusive Settings; Introduction; Expertise of School Psychologists (SPs); Challenge 1: SPs Support the Development of Welcoming Learning Communities; Challenge 2: Understanding the Strengths and Needs of Each Individual Student; Challenge 3: How to Organise Learning so that All Students Can Be Actively Engaged and Make Progress; Conclusion; References; Incorporating Therapy into the Regular Curriculum: Working Together with Occupational Therapists; Introduction. How Does SBOT Collaborative Consultation Support Educational Inclusion? An Example from CanadaTwo Case Studies from Ontario, Canada; What Are the Critical Features of Collaborative Working?; Socio-Cultural Activity Theory; Critical Features of Collaborative Working in SBOT Practice: Two Cases; Coordination; Cooperation; Collaboration; Collaborating in Context: Showing How and Explaining Why; A Role for Educational Leadership in SBOT Collaboration; Conclusion: Factors That Facilitate Collaborative Working for SBOT Services and Next Steps; References; Section II: Participant Perspectives. Paraeducator Voices on Inclusive EducationIntroduction; Collaborating with Team Members; Providing Behavioral Support; Academic Supports; Training; Conclusion; References; Teacher Views on Working with Others to Promote Inclusion; Introduction; Working with Others; Policies; Support and Leadership from Administrators; Teacher Skills; Support within Classrooms; Interviews with Teachers; The Policies, Support and Leadership from Administrators; Need for Support; Support in Place from Administration; Significance of Teachers and EAs; Supporting Inclusion; Exploring the Results. |
| ctrlnum | (OCoLC)903014422 |
| dewey-full | 371.1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.1 |
| dewey-search | 371.1 |
| dewey-sort | 3371.1 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | First edition. |
| format | Electronic eBook |
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| id | ZDB-4-EDU-ocn903014422 |
| illustrated | Illustrated |
| indexdate | 2025-03-18T14:31:21Z |
| institution | BVB |
| isbn | 9781784416119 1784416118 1322890021 9781322890029 1784416126 9781784416126 |
| issn | 1479-3636 ; |
| language | English |
| oclc_num | 903014422 |
| open_access_boolean | |
| owner | MAIN DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| physical | 1 online resource : color illustrations |
| psigel | ZDB-4-EDU FWS_PDA_EDU ZDB-4-EDU |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | Emerald Group Publishing Limited, |
| record_format | marc |
| series | International perspectives on inclusive education ; |
| series2 | International perspectives on inclusive education, |
| spelling | Working with teaching assistants and other support staff for inclusive education / series editor Chris Forlin ; volume editor Dianne Chambers. First edition. Bingley, UK : Emerald Group Publishing Limited, 2015. ©2015 1 online resource : color illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier International perspectives on inclusive education, 1479-3636 ; volume 4 Text in English. Includes bibliographical references and index. Online resource; title from PDF title page (EBSCO, viewed February 14, 2015). Front Cover; Working with Teaching Assistants and Other Support Staff for Inclusive Education; Copyright page; Contents; List of Contributors; Introduction; Section I: Roles and Responsibilities; The Changing Nature of the Roles of Support Staff; Introduction; Who are TAs and Other Support Staff?; Inclusion as a Model of Education; Legislation; TAs' Roles and Responsibilities; Defining Roles; Line Managing; Team Building; TA Skills; Working Collaboratively; Working with Students; Potential Negative Effects; Supervision; Training and Qualifications of TAs. Other Support Staff Roles and ResponsibilitiesConclusion and Future Directions; References; New Metaphors for Teacher/Paraeducator Relationships; Introduction; Effective Teacher/Paraeducator Relationships are Critical; Metaphors Can Help Teachers and Paraeducators Collaborate More Effectively; What Do Metaphors Reveal about Teacher/Paraeducator Relationships?; Compatibility; Relative Contribution; Coordination of Effort; Teamwork and Team Leadership; How Can Metaphors Guide Teachers and Paraeducators toward More Effective Relationships?; Getting Started with Metaphors. Refining Metaphors to Strengthen Teacher/Paraeducator RelationshipsReferences; The Role of Psychologists in Inclusive Settings; Introduction; Expertise of School Psychologists (SPs); Challenge 1: SPs Support the Development of Welcoming Learning Communities; Challenge 2: Understanding the Strengths and Needs of Each Individual Student; Challenge 3: How to Organise Learning so that All Students Can Be Actively Engaged and Make Progress; Conclusion; References; Incorporating Therapy into the Regular Curriculum: Working Together with Occupational Therapists; Introduction. How Does SBOT Collaborative Consultation Support Educational Inclusion? An Example from CanadaTwo Case Studies from Ontario, Canada; What Are the Critical Features of Collaborative Working?; Socio-Cultural Activity Theory; Critical Features of Collaborative Working in SBOT Practice: Two Cases; Coordination; Cooperation; Collaboration; Collaborating in Context: Showing How and Explaining Why; A Role for Educational Leadership in SBOT Collaboration; Conclusion: Factors That Facilitate Collaborative Working for SBOT Services and Next Steps; References; Section II: Participant Perspectives. Paraeducator Voices on Inclusive EducationIntroduction; Collaborating with Team Members; Providing Behavioral Support; Academic Supports; Training; Conclusion; References; Teacher Views on Working with Others to Promote Inclusion; Introduction; Working with Others; Policies; Support and Leadership from Administrators; Teacher Skills; Support within Classrooms; Interviews with Teachers; The Policies, Support and Leadership from Administrators; Need for Support; Support in Place from Administration; Significance of Teachers and EAs; Supporting Inclusion; Exploring the Results. Volume 4 in this series investigates ways that staff can work effectively with Teaching Assistants and other support staff when implementing inclusive educational practices in schools. Consideration is given to the perspectives of a variety of stakeholders. Teachers' assistants Training of. http://id.loc.gov/authorities/subjects/sh85133005 Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Intégration scolaire. Teaching of students with specific learning difficulties needs. bicssc EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mainstreaming in education fast Inclusive education fast Teachers' assistants Training of fast Forlin, Chris, editor. https://id.oclc.org/worldcat/entity/E39PBJwtkPRjC94wtYQY3TC84q http://id.loc.gov/authorities/names/n2007087333 Chambers, Dianne, 1970- editor. https://id.oclc.org/worldcat/entity/E39PCjC77T6b3j7YfD8cqqTGVy http://id.loc.gov/authorities/names/no2015036717 has work: Working with teaching assistants and other support staff for inclusive education (Text) https://id.oclc.org/worldcat/entity/E39PCGT389mB8bGvtQQp6CK6Dm https://id.oclc.org/worldcat/ontology/hasWork Print version: 1784416126 International perspectives on inclusive education ; v. 4. http://id.loc.gov/authorities/names/n2001102484 |
| spellingShingle | Working with teaching assistants and other support staff for inclusive education / International perspectives on inclusive education ; Front Cover; Working with Teaching Assistants and Other Support Staff for Inclusive Education; Copyright page; Contents; List of Contributors; Introduction; Section I: Roles and Responsibilities; The Changing Nature of the Roles of Support Staff; Introduction; Who are TAs and Other Support Staff?; Inclusion as a Model of Education; Legislation; TAs' Roles and Responsibilities; Defining Roles; Line Managing; Team Building; TA Skills; Working Collaboratively; Working with Students; Potential Negative Effects; Supervision; Training and Qualifications of TAs. Other Support Staff Roles and ResponsibilitiesConclusion and Future Directions; References; New Metaphors for Teacher/Paraeducator Relationships; Introduction; Effective Teacher/Paraeducator Relationships are Critical; Metaphors Can Help Teachers and Paraeducators Collaborate More Effectively; What Do Metaphors Reveal about Teacher/Paraeducator Relationships?; Compatibility; Relative Contribution; Coordination of Effort; Teamwork and Team Leadership; How Can Metaphors Guide Teachers and Paraeducators toward More Effective Relationships?; Getting Started with Metaphors. Refining Metaphors to Strengthen Teacher/Paraeducator RelationshipsReferences; The Role of Psychologists in Inclusive Settings; Introduction; Expertise of School Psychologists (SPs); Challenge 1: SPs Support the Development of Welcoming Learning Communities; Challenge 2: Understanding the Strengths and Needs of Each Individual Student; Challenge 3: How to Organise Learning so that All Students Can Be Actively Engaged and Make Progress; Conclusion; References; Incorporating Therapy into the Regular Curriculum: Working Together with Occupational Therapists; Introduction. How Does SBOT Collaborative Consultation Support Educational Inclusion? An Example from CanadaTwo Case Studies from Ontario, Canada; What Are the Critical Features of Collaborative Working?; Socio-Cultural Activity Theory; Critical Features of Collaborative Working in SBOT Practice: Two Cases; Coordination; Cooperation; Collaboration; Collaborating in Context: Showing How and Explaining Why; A Role for Educational Leadership in SBOT Collaboration; Conclusion: Factors That Facilitate Collaborative Working for SBOT Services and Next Steps; References; Section II: Participant Perspectives. Paraeducator Voices on Inclusive EducationIntroduction; Collaborating with Team Members; Providing Behavioral Support; Academic Supports; Training; Conclusion; References; Teacher Views on Working with Others to Promote Inclusion; Introduction; Working with Others; Policies; Support and Leadership from Administrators; Teacher Skills; Support within Classrooms; Interviews with Teachers; The Policies, Support and Leadership from Administrators; Need for Support; Support in Place from Administration; Significance of Teachers and EAs; Supporting Inclusion; Exploring the Results. Teachers' assistants Training of. http://id.loc.gov/authorities/subjects/sh85133005 Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Intégration scolaire. Teaching of students with specific learning difficulties needs. bicssc EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mainstreaming in education fast Inclusive education fast Teachers' assistants Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85133005 http://id.loc.gov/authorities/subjects/sh96009825 http://id.loc.gov/authorities/subjects/sh85079929 |
| title | Working with teaching assistants and other support staff for inclusive education / |
| title_auth | Working with teaching assistants and other support staff for inclusive education / |
| title_exact_search | Working with teaching assistants and other support staff for inclusive education / |
| title_full | Working with teaching assistants and other support staff for inclusive education / series editor Chris Forlin ; volume editor Dianne Chambers. |
| title_fullStr | Working with teaching assistants and other support staff for inclusive education / series editor Chris Forlin ; volume editor Dianne Chambers. |
| title_full_unstemmed | Working with teaching assistants and other support staff for inclusive education / series editor Chris Forlin ; volume editor Dianne Chambers. |
| title_short | Working with teaching assistants and other support staff for inclusive education / |
| title_sort | working with teaching assistants and other support staff for inclusive education |
| topic | Teachers' assistants Training of. http://id.loc.gov/authorities/subjects/sh85133005 Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Intégration scolaire. Teaching of students with specific learning difficulties needs. bicssc EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mainstreaming in education fast Inclusive education fast Teachers' assistants Training of fast |
| topic_facet | Teachers' assistants Training of. Inclusive education. Mainstreaming in education. Intégration scolaire. Teaching of students with specific learning difficulties needs. EDUCATION Administration General. EDUCATION Organizations & Institutions. Mainstreaming in education Inclusive education Teachers' assistants Training of |
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