Front Cover -- Working with Teaching Assistants and Other Support Staff for Inclusive Education -- Copyright page -- Contents -- List of Contributors -- Introduction -- Section I: Roles and Responsibilities -- The Changing Nature of the Roles of Support Staff -- Introduction -- Who are TAs and Other Support Staff? -- Inclusion as a Model of Education -- Legislation -- TAs' Roles and Responsibilities -- Defining Roles -- Line Managing -- Team Building -- TA Skills -- Working Collaboratively -- Working with Students -- Potential Negative Effects -- Supervision -- Training and Qualifications of TAs -- Other Support Staff Roles and Responsibilities -- Conclusion and Future Directions -- References -- New Metaphors for Teacher/Paraeducator Relationships -- Introduction -- Effective Teacher/Paraeducator Relationships are Critical -- Metaphors Can Help Teachers and Paraeducators Collaborate More Effectively -- What Do Metaphors Reveal about Teacher/Paraeducator Relationships? -- Compatibility -- Relative Contribution -- Coordination of Effort -- Teamwork and Team Leadership -- How Can Metaphors Guide Teachers and Paraeducators toward More Effective Relationships? -- Getting Started with Metaphors -- Refining Metaphors to Strengthen Teacher/Paraeducator Relationships -- References -- The Role of Psychologists in Inclusive Settings -- Introduction -- Expertise of School Psychologists (SPs) -- Challenge 1: SPs Support the Development of Welcoming Learning Communities -- Challenge 2: Understanding the Strengths and Needs of Each Individual Student -- Challenge 3: How to Organise Learning so that All Students Can Be Actively Engaged and Make Progress -- Conclusion -- References -- Incorporating Therapy into the Regular Curriculum: Working Together with Occupational Therapists -- Introduction.

How Does SBOT Collaborative Consultation Support Educational Inclusion? An Example from Canada -- Two Case Studies from Ontario, Canada -- What Are the Critical Features of Collaborative Working? -- Socio-Cultural Activity Theory -- Critical Features of Collaborative Working in SBOT Practice: Two Cases -- Coordination -- Cooperation -- Collaboration -- Collaborating in Context: Showing How and Explaining Why -- A Role for Educational Leadership in SBOT Collaboration -- Conclusion: Factors That Facilitate Collaborative Working for SBOT Services and Next Steps -- References -- Section II: Participant Perspectives -- Paraeducator Voices on Inclusive Education -- Introduction -- Collaborating with Team Members -- Providing Behavioral Support -- Academic Supports -- Training -- Conclusion -- References -- Teacher Views on Working with Others to Promote Inclusion -- Introduction -- Working with Others -- Policies -- Support and Leadership from Administrators -- Teacher Skills -- Support within Classrooms -- Interviews with Teachers -- The Policies, Support and Leadership from Administrators -- Need for Support -- Support in Place from Administration -- Significance of Teachers and EAs -- Supporting Inclusion -- Exploring the Results -- Administrators Supporting Inclusion -- Teachers' Role in Supporting Students with Disabilities -- Implications -- Conclusion -- References -- Support Staff and Indigenous Education -- Background -- Introduction -- Roles and Responsibilities of Support Staff in Working with Indigenous Students -- Strategies to Support Teaching Assistants and Support Staff in Engaging with Indigenous Students -- Cultural Recognition and Support -- The Development of Skills -- Adequate Levels of Participation -- Sharing a 'My Story' Project: A Culturally Responsive Curriculum -- Using Information Communication Technology.

Developing Personalised Learning Plans -- Acknowledging Bi-Cultural Education -- Conclusion and Recommendation -- References -- Visiting Teachers' Perceptions about Working with Teacher Assistants and Teachers -- Introduction -- Opportunities Afforded to Visiting Teachers/Consultants -- Story 1: Working with Teachers and TEACHER ASSISTANTS in a Remote Community School -- The Context -- The Importance of Partnerships -- Can Teacher Assistants Make a Difference? -- The Intervention -- Story 2: Working with Teachers and TEACHER ASSISTANTS in an Urban Setting -- The Context -- The Importance of Relationships -- Pedagogical Considerations -- The Importance of Planning -- Conclusion -- References -- Section III: Strategies in Practice -- Programming and Planning within a Multi-Faceted Classroom -- Introduction -- Clarifying the Paraeducator Role -- Concerns Related to Lack of Supervision for Paraeducators -- Clarifying Definition of Paraeducator Supervision -- Planning and Programming for the Paraeducators in the Inclusive Classroom -- Providing Orientation -- Creating Schedules and Lesson Plans for Paraeducators -- Delegating Tasks to Paraeducators -- Monitoring and Enhancing the Performance of Paraeducators -- On-the-Job Training and Coaching for Paraeducators -- Paraeducator Supervision: A Shared Responsibility -- Administrative Support for Special Education Programming -- Other Implications for the Practice -- References -- Working Collaboratively with Support Staff for Inclusive Education -- Introduction -- Strategies to Support Effective Collaboration -- Team-Building -- Classroom Responsibilities -- Communication -- Acknowledging Work-Style Differences -- Delegation -- Role and Task Identification -- Training and Supervision -- Standards -- Job-Specific Skill Training -- Structured Supervision -- Individual Needs, Classroom Structure, and Support.

Individual Needs -- Classroom Structures -- Individual Support Needs -- Final Thoughts -- References -- Assistive Technology and Teacher Assistants -- Introduction -- Assistive Technology and Inclusive Education -- Benefits of AT -- Variety of AT Devices -- Tailoring AT for Individual Students -- Training for Teacher Assistants -- Requirements for Competency in AT -- On-the-Job Training -- Training for AT -- Assistive Technology Training Programme -- Effects of Training -- Conclusion -- References -- Training Programs for Teacher Assistants -- Introduction -- Lack of Training for Paraeducators: An Ongoing Concern -- Related Ethical, Legal, and Liability Concerns -- Training Content -- Use of Paraeducator Standards to Determine Professional Development Needs and Content -- Professional and Career Development Opportunities for Paraeducators Through Colleges -- Professional Development Opportunities for Paraeducators within School Systems -- Portfolios: Means of Documentation and Assessment for Paraeducators -- Conclusion -- References -- Reflective Practitioners: Teachers and Support Staff Reflecting Together -- Introduction: Why Reflect? -- Conditions for Effective Reflection -- Structures to Support Reflection -- The Process of Collaborative Reflection -- Tools to Support Collaborative Reflection -- Conclusion -- References -- About the Authors -- Index.