Understanding teaching assistant support of young people with special educational needs in mainstream schools

Currently over 213, 900 teaching assistants (TAs) work in mainstream and special schools in England (DfE, 2011) adopting a wide range of role and responsibilities (Butt & Lance, 2005; Groom, 2006; Burgess, 2008).

Research indicates TAs spend the majority of their time engaged in direct teaching activities with pupils with special educational needs or low attainment (Blatchford et al. 2009), and yet evidence relating to pupil outcomes is mixed (Alborz et al. 2009; Howes et al. 2003).

This study sought to review what is known about TA activities and outcomes for pupil learning and development. In addition, it sought to identify factors relating to TA support through exploring TA use of scaffolding or meditational activities.

The theory of planned behaviour (Ajzen, 1988) informed the collection of data concerning the attitudes, subjective norms, perceived behavioural control and behavioural intention of 55 TAs in west London.

Teacher perceptions of scaffolding use were also used to provide an indication of TA behaviour.

A systematic literature review of 13 studies revealed mixed results with regard to pupil outcomes following TA support.

The results of the empirical study indicate that TAs had a good knowledge of scaffolding and used positive strategies in their work.

Mixed results were found with regard to the theory of planned behaviour.

Behavioural intention was found to predict scaffolding use, however, a large proportion of the variance remained unexplained.

Thematic analysis of focus group data highlighted additional factors that might account for limitations on effective TA support.

Identified themes led to systemic recommendations which reflect those of other recent research on the facilitation of effective TA work (Blatchford, Russell & Webster (2012).

It is proposed that classroom support might be better understood as a triad involving the TA, the class teacher and the young person.