This paper examines the perceptions of staff within a university in the UK, of the role of teaching assistants and centrally located disability services. Staff were generally positive about support available although when communication had broken down this led to a lack of trust with centrally organised support. Staff were happy for support staff to be available within the classroom although this role was misunderstood. At times tensions arose around adjustments to classroom practices which were recommended by centrally located staff. Paradoxically, centrally organised support may have acted as a barrier to more inclusive teaching practice: whilst teaching staff often disagreed with recommendations for adjustments to teaching practice made by central staff they were nonetheless reluctant to take on the role of acting as the expert in these situations. Implications for practice and service delivery are discussed alongside suggestions for future research.

中文翻译：

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在大学环境中提供额外的支持服务和利用助教：劝阻包容性实践或提高学业成绩？

本文研究了英国一所大学中的员工对助教和集中式残疾人服务的作用的看法。工作人员对可得到的支持总体上是积极的，尽管当沟通中断时，这导致缺乏对集中组织支持的信任。员工很高兴能在教室内找到支持人员，尽管这个角色被误解了。有时，位于中心位置的工作人员建议对课堂做法进行调整时会引起紧张气氛。矛盾的是，中央组织的支持可能已成为阻碍更具包容性的教学实践的障碍：尽管教职员工经常不同意中央人员对教学实践进行调整的建议，但他们仍然不愿意在这种情况下扮演专家的角色。讨论了对实践和服务交付的影响以及对未来研究的建议。