Resultados "policies and practices"
Teacher assistants’ roles in Catalan classrooms: promoting fair and inclusion-oriented support for all
A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions. This exploratory mixed method of investigation analyses the differences between the job requirements standardised by the Catalan Government (Spain), the roles the TAs believed they had been hired to perform and the tasks they were really carrying out in their schools.
Teacher assistants’ roles in Catalan classrooms: promoting fair and inclusion-oriented support for all
A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions. This exploratory mixed method of investigation analyses the differences between the job requirements standardised by the Catalan Government (Spain), the roles the TAs believed they had been hired to perform and the tasks they were really carrying out in their schools.
La importància del rol del personal no docent de suport per un sistema educatiu inclusiu
Aquests article té com a objectiu difondre coneixement quant a les evidències entorn al personal no docent de suport així i com mostrar les tres figures presents en el sistema educatiu català: els i les educadors/es d'educació especial (EEE), els i les auxiliars d'educació especial (AEE) i els i les monitors/es de suport (conegudes com vetlladors/es). Per tant, s’explica el cas català en particular i es recullen i conjuguen els diferents models recomanats, sense obviar les preocupacions entorn a la formació, exigències
El rol del personal no docent de suport
L'article "Teacher assistants’ roles in Catalan classrooms: promoting fair and inclusion-oriented support for all" ha estat publicat a la revista International Journal of Inclusive Education.
