Special Education without Teaching Assistants? The Development Process for Students with Autism
Rämä, I., Kontu, E., & Pirttimaa, R. (2020). Special Education without Teaching Assistants? The Development Process for Students with Autism. Journal of Education and Learning, 9(6), 163-172. https://doi.org/10.5539/jel.v9n6p163
Published inJournal of Education and Learning
© 2020 the Authors
Many children may need the help of another person to attend school. It is common for children with disabilities to receive help from a teaching assistant at school. Assistants are provided in many countries as a legal right and are often publicly funded. It is also widely assumed that having teaching assistants in the class is an effective and cost-efficient way to support students with disabilities. In this study, the research task was to monitor and document the development process carried out by the teacher, with the aim of making visible the development of a more dynamic classroom interaction. The focus in this development process was the teacher’s idea of minimizing the contacts between students and assistants to increase students’ opportunities to optimize interaction and learning. This was to happen by strengthening commitment to their activities and taking responsibility. The data include video excerpts, which originate from video recordings from a special education class, and transcripts of three stimulated recall-type interviews with the teacher of this class. In this article, the experimental development process is described as presenting an unorthodox approach to teaching assistants and their position in special education. ...
PublisherCanadian Center of Science and Education
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens Koivula, Merja; Salminen, Jenni; Rautamies, Erja; Rutanen, Niina (Suomen varhaiskasvatus ry, 2022)High-quality interactions between teachers and children in early childhood education and care (ECEC) are at theheart of supporting children’s development, well-being, andlearning. Theaim of the study ...
Enhancing upper secondary students’ engagement and learning through the INTERACT online, video-based teacher coaching intervention : Protocol for a mixed-methods cluster randomized controlled trial and process evaluation Ertesvåg, Sigrun K.; Vaaland ,Grete Sørensen; Lerkkanen, Marja-Kristiina (Elsevier, 2022)This protocol outlines a mixed-methods cluster randomized controlled trial (CRCT) in upper secondary schools that will investigate how video-based online coaching can support teachers’ competences in teacher-student ...
From the shade into the sun : exploring pride and shame in students with special needs in Finnish VET Ryökkynen, Sanna; Maunu, Antti; Pirttimaa, Raija; Kontu, Elina (Taylor & Francis, 2022)This paper reports on a study of the dynamics of social emotions and social bonds between students and class teachers by analysing the narratives of students receiving intensive special support in the Finnish vocational ...
Saikko, Virve (2007)
Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana (John Wiley & Sons, 2021)This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and ...