Academic Journal
Actual and Ideal Roles of School Staff to Support Students with Special Needs: Current Needs and Strategies for Improvement
| العنوان: | Actual and Ideal Roles of School Staff to Support Students with Special Needs: Current Needs and Strategies for Improvement |
|---|---|
| اللغة: | English |
| المؤلفون: | Anaby, Dana R., Ianni, Lina, Héguy, Léa, Camden, Chantal |
| المصدر: | Support for Learning. Aug 2020 35(3):326-345. |
| الاتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Adult Education |
| Descriptors: | Elementary School Teachers, Special Education Teachers, Administrators, Teacher Role, Administrator Role, Special Needs Students, Elementary School Students, Student Needs, Students with Disabilities, Foreign Countries, Teamwork, Individualized Education Programs, Continuing Education, Family Involvement |
| مصطلحات جغرافية: | Canada |
| DOI: | 10.1111/1467-9604.12313 |
| تدمد: | 0268-2141 |
| مستخلص: | To optimise school-based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual roles. Ninety-five school personnel (64% teachers) from 3 different elementary schools and school boards in Quebec completed a 14-question survey. Open-ended responses were coded and analysed thematically. Common actual roles included task adaptation, offering individualized support, being available and teamwork. Respondents felt roles could improve through in-context professional support, continuing education, teamwork opportunities extending to partnerships with families and access to resources. Clarifying roles and expectations within a tiered-model to best support students also emerged, emphasizing the importance of sharing responsibilities across all service providers. Findings can guide implementation strategies and processes for providing effective services, enabling inclusion for students. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الانضمام: | EJ1264223 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0268-2141 |
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| DOI: | 10.1111/1467-9604.12313 |