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.

中文翻译：

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学校教职工在支持有特殊需要的学生方面的实际和理想角色：当前的需求和改进策略

为了优化为残疾学生提供的校本服务，了解学校工作人员的角色和需求非常重要。本研究旨在阐明与有特殊需要的学生一起工作的学校工作人员（教师、特殊教育工作者、管理人员）的理想和实际角色，并确定支持实际角色的潜在策略。来自魁北克 3 所不同小学和教育局的 95 名学校工作人员（64% 的教师）完成了一项 14 个问题的调查。对开放式回答进行了编码和专题分析。常见的实际角色包括任务适应、提供个性化支持、可用和团队合作。受访者认为，可以通过上下文专业支持、继续教育、扩展到与家庭伙伴关系的团队合作机会以及获得资源来改善角色。在分层模型中阐明角色和期望以最好地支持学生也出现了，强调了在所有服务提供商之间分担责任的重要性。调查结果可以指导实施策略和流程，以提供有效的服务，使学生能够包容。