Bosanquet, P; Durning, A; (2022) Maximising the work of teaching assistants: building an inclusive community of research-led practice. In: Black-Hawkins, K and Grinham-Smith, A, (eds.) Expanding Possibilities for Inclusive Learning. (pp. 125-140). Routledge: London, UK.

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Abstract

This chapter begins with a key question: How can we plan for high-quality inclusive teaching and learning if we do not consider the roles of all of those involved? Teaching assistants (TAs) play an integral part in the school lives of many children. They contribute to inclusive practice as both a classroom resource and through running intervention programmes. The chapter provides an insight into how all staff in a primary school in the East of England have engaged with research about inclusive classroom practice to improve the outcomes for all children, but especially those who have been identified as having special educational needs and/or disabilities (SEND). In England, the SEND Code of Practice is clear that the responsibility for children identified with SEND lies with the teacher. The Code of Practice sets out a graduated approach for provision for schools in England.

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