Webster, RE;
(2014)
Code of Practice: How research evidence on the role and impact of teaching assistants can inform professional practice.
Educational Psychology and Practice
, 30
(3)
pp. 232-237.
10.1080/02667363.2014.917401.
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SEN COP 2014 - EP&P.pdf - Published Version Access restricted to UCL open access staff Download (113kB) |
Abstract
In this article, the author reflects on findings from research on the role and impact of teaching assistants and experience of working as a special educational needs (SEN) officer. Research evidence suggests the reliance on teaching assistants to include pupils with Statements of SEN in mainstream settings masks a collective, though unintentional, failure of educationalists to articulate and provide schools and families of children with SEN with appropriate and pedagogically sound models of inclusive provision. In light of the forthcoming reforms to the SEN system in England, key implications for educational psychologists (EPs) are drawn out, with particular reference to their role in parent liaison during the statutory assessment process.
Type: | Article |
---|---|
Title: | Code of Practice: How research evidence on the role and impact of teaching assistants can inform professional practice |
DOI: | 10.1080/02667363.2014.917401 |
Publisher version: | http://dx.doi.org/10.1080/02667363.2014.917401 |
Language: | English |
Keywords: | Code of Practice 2014, inclusion, parent liaison, statutory assessment, Statements, teaching assistants |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development > IOE - PHD Centre for Inclusive Educ |
URI: | https://discovery.ucl.ac.uk/id/eprint/1478307 |
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