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The Roles and Responsibilities of Teacher Aides Supporting Students with Special Needs in Secondary School Settings

Published online by Cambridge University Press:  26 February 2016

Robin Howard  and
Jerry Ford
Robin Howard
Affiliation:
Relationships Australia
Jerry Ford*
Affiliation:
Flinders University, Australia
*
*Corresponding author. Department of Disability Studies, Flinders University, GPO Box 2100, Adelaide, SA 5001, Australia. Email: jerry.ford@flinders.edu.au
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Abstract

This study examined the perceptions of teacher aides regarding their roles and responsibilities in supporting senior students with special needs in mainstream secondary school settings. Fourteen teacher aides were interviewed using a semi‐structured interview guide to determine their views regarding their roles and responsibilities, the challenges they faced, their relationships with parents, teachers and students, and their professional development needs. Findings from the study indicated that the participating teacher aides performed a variety of roles and that they often had a considerable degree of autonomy and responsibility in providing academic, social, and behavioural support to the students they served. Teacher aides reported that they were generally satisfied with their jobs and proud of their contributions and accomplishments. However their relationships with teaching staff were often challenging. Teacher aides also indicated that their roles and responsibilities were not clearly delineated, their professional status was not formally recognised, opportunities for advancement and professional development were limited, and that they received little systematic feedback and evaluation of their performance.

Type
Articles
Information
Australasian Journal of Special Education , Volume 31 , Issue 1 , April 2007 , pp. 25 - 43
Copyright
Copyright © The Australian Association of Special Education 2007

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