Teachers and Special Needs Assistants in Irish Classrooms: An Evaluation of a Model of Reflective Teamwork

Authors

  • Elaine O'Brien

Keywords:

Mainstream, Primary Schools, Model of Reflective Teamwork, SNAs, Support, Teacher-SNA Relationships, Effective Teamwork

Abstract

This article describes research undertaken in two mainstream primary schools in which a Model of Reflective Teamwork, designed by a team of educational psychologists in the United Kingdom to support teachers and teaching assistants, was implemented, evaluated and adapted for use, over an eight week period with five teacher-special needs assistant pairs. The results obtained indicated that this model was valuable in supporting teamwork between teachers and special needs assistants, and helped to identify various recommendations for effective teamwork. The results also highlighted specific changes that the model requires to make it more effective for use in Irish primary schools.

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Published

2010-01-01

How to Cite

O’Brien, E. (2010). Teachers and Special Needs Assistants in Irish Classrooms: An Evaluation of a Model of Reflective Teamwork. REACH: Journal of Inclusive Education in Ireland, 23(2), 81–94. Retrieved from https://reachjournal.ie/index.php/reach/article/view/97

Issue

Vol. 23 No. 2 (2010)

Section

Articles

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