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Abstract

This research considers the role of teaching assistants (TAs); often unqualified practitioners, tasked with providing crucial support in the primary classroom within the United Kingdom (UK). In line with changes to Government policy, the role of the TA has developed significantly over the last twenty years and the practice of TAs in schools has been re-established. TAs are now required to manage a multitude of increasing demands including a significant rise in challenging behaviour, whilst providing inclusive support to children with Special Educational Needs and Disabilities (SEND). Using a literature review, this research aims to offer a brief historical background and subsequent changes in Government policy that led to developing the TA role in the primary classroom. Understanding the requisite for these changes therefore establishes the changing parameters TAs now work within and the increasing demands placed upon them, including the problematic nature of their role in supporting the most vulnerable students in the primary classroom. Information from books, e-books and journals will be used to evidence qualitative findings and, subsequently, Government documentation, Ofsted reports and policies sourced from the UK will be included within this literature review to evidence specific organisational factors affecting the role of the TA in the primary classroom; including deployment and training. The implications of providing support to children with SEND needs and those who exhibit challenging behaviour in the classroom, without the need for the TA to be a qualified practitioner, will shape the outcome of this research allowing for the opportunity for further research in the future, as the TA role will undoubtedly continue to develop.

Course: Education Studies - BA - U2711FTC

Date Deposited: 2023-07-28

URI/permalink: https://library.port.ac.uk/dissert/dis14186.html