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dc.contributor.authorRämä, Irene
dc.contributor.authorKontu, Elina
dc.contributor.authorPirttimaa, Raija
dc.date.accessioned2022-03-16T12:20:54Z
dc.date.available2022-03-16T12:20:54Z
dc.date.issued2020
dc.identifier.citationRämä, I., Kontu, E., & Pirttimaa, R. (2020). Special Education without Teaching Assistants? The Development Process for Students with Autism. <i>Journal of Education and Learning</i>, <i>9</i>(6), 163-172. <a href="https://doi.org/10.5539/jel.v9n6p163" target="_blank">https://doi.org/10.5539/jel.v9n6p163</a>
dc.identifier.otherCONVID_104569602
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/80187
dc.description.abstractMany 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherCanadian Center of Science and Education
dc.relation.ispartofseriesJournal of Education and Learning
dc.rightsCC BY 4.0
dc.subject.otherspecial education
dc.subject.otherteaching assistant
dc.subject.othercommunication
dc.subject.otherinteraction
dc.subject.otherdevelopment process
dc.titleSpecial Education without Teaching Assistants? The Development Process for Students with Autism
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202203161888
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange163-172
dc.relation.issn1927-5250
dc.relation.numberinseries6
dc.relation.volume9
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysokehitysvammaiset
dc.subject.ysoerityiskasvatus
dc.subject.ysoerityisopetus
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysotukimuodot
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoopettajat
dc.subject.ysovuorovaikutus
dc.subject.ysokehitys
dc.subject.ysoautismi
dc.subject.ysooppilaat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10060
jyx.subject.urihttp://www.yso.fi/onto/yso/p6985
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p1758
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p2123
jyx.subject.urihttp://www.yso.fi/onto/yso/p18190
jyx.subject.urihttp://www.yso.fi/onto/yso/p8131
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.5539/jel.v9n6p163
dc.type.okmA1


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