The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog-style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community.

中文翻译：

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向包容性过渡：对教育助理角色的三角观

当前的工作使用多个镜头来阐明教育助理 (EA) 在加拿大学区从针对有特殊需要的学生的隔离到包容性服务提供模式的过渡中的整体作用。在一个地区部署包容性教练以在五年内为教育工作者提供支持的背景下，EA 在走向包容性实践的过程中通常是兼容的，但也有独特的观点和理解塑造了 EA 的角色。通过演绎分析，对来自 EA（n = 6）、中小学教师（n = 31）和包容性教练（n = 13）的定性数据（访谈、焦点小组、博客式反思）进行了分析。调查结果表明，EA、教师和包容性教练的声音都集中在三个主要主题上：教育者之间合作的必要性，在包容性模型中规划和重新定义关系的协调和专用时间。在从隔离教室过渡到完全包容的过程中，管理人员、教师和 EA 本身必须了解教育助理 (EA) 的作用。通过更清晰地划分和相互理解的角色，EA 和教育工作者可以建立协作关系，努力融合差异化并在多元化的学习和社会社区中支持所有学生。