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Perspectives of teacher assistants working with students with diverse learning needs

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dc.contributor.advisor Fowler, Leah
dc.contributor.author Wasykowski, Joanne
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2007-04-25T19:37:47Z
dc.date.available 2007-04-25T19:37:47Z
dc.date.issued 2001
dc.identifier.uri http://hdl.handle.net/10133/152
dc.description ix, 138 leaves ; 28 cm. en
dc.description.abstract Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages of devaluation and hierarchical divisions can make teacher assistants cognizant of "their place" in the school. Additionally, a perceived lack of educational and behaviour management strategies can exacerbate feelings of insecurity and, or, incompetence. It is essential that teacher assistants receive the necessary training, professional development, and opportunities for collegiality to become effective educational partners. An "empowering" environment for teacher assistants respects the needs of adult learners and employs mentoring qualities for on-the-job training. Finally, an empowering environment provides a safe learning climate through transformational practice. The metamorphosis into increased learning and appropriate risk-taking evident in teacher assistants can enhance the lives of students with diverse learning needs. In this study, six teacher assistants from a rural southern Alberta school district were interviewed to identify and explore factors in an "empowering" work environment that may positively contribute to individuals becoming effective, committed teacher assistants. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject Teachers' assistants -- Alberta en
dc.subject Special education -- Alberta en
dc.subject Dissertations, Academic en
dc.title Perspectives of teacher assistants working with students with diverse learning needs en
dc.type Thesis en
dc.publisher.faculty Education


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