ABSTRACT

Internationally, teacher assistants (TAs) have emerged as a prominent feature of inclusive educational service delivery and existing research has focused extensively on their roles, training and supervision. In the context of this special issue on TAs, this article describes reasons why relying extensively on TAs as a central feature of inclusive educational service delivery can be problematic and provides suggestions of what educational teams can do when considering the use of TAs. Recommendations for future research are offered that encourage the field to explore existing gaps while remaining cognisant of the contributions of TAs.

中文翻译：

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马斯洛的锤子：十字路口的助教研究和包容性实践

摘要

在国际上，助教已成为包容性教育服务提供的突出特征，现有研究已广泛关注其作用，培训和监督。在有关TA的特殊问题的背景下，本文介绍了为什么广泛依赖TA作为包容性教育服务提供的中心特征可能会产生问题的原因，并就考虑使用TA时教育团队可以采取的措施提出建议。提供了有关未来研究的建议，这些建议鼓励该领域探索现有的差距，同时仍然认识到TA的贡献。