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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.
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley, UK :
Emerald Group Publishing Limited,
2015.
|
| Edición: | First edition. |
| Colección: | International perspectives on inclusive education ;
v. 4. |
| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
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 | ||
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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. | ||
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| 650 | 0 | |a Teachers' assistants |x Training of. | |
| 650 | 0 | |a Inclusive education. | |
| 650 | 0 | |a Mainstreaming in education. | |
| 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. | |
| 700 | 1 | |a Chambers, Dianne, |d 1970- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjC77T6b3j7YfD8cqqTGVy | |
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