ABSTRACT

This paper reports a small-scale qualitative research project, carried out in the south of England. Ten children (aged ten-eleven) with a range of SEN, from mainstream primary schools, took part in individual semi-structured interviews about their TA support. Child-friendly interviews utilised toy props and a creative ‘Ideal TA’ activity to aid communication and engagement. Data were analysed using thematic analysis. Participants’ perspectives highlighted the ways in which their TAs had been deployed, which they perceived to enable helpful scaffolding of learning, but also caused a significant degree of separation from teachers. The nurturing characteristics of TAs were appreciated, and the positive impacts of TA support on pupils’ social inclusion and emotional well-being were emphasised.

摘要

本文报告了在英格兰南部进行的小规模定性研究项目。来自主流小学的十名有特殊教育需要的儿童（十一岁）参加了关于他们的助教支持的半结构化访谈。对儿童友善的采访利用玩具道具和创造性的“理想TA”活动来帮助沟通和参与。使用主题分析对数据进行分析。参与者的观点突出了他们的技术援助的部署方式，他们认为这有助于学习的有益基础，但也导致与教师的高度隔离。赞赏了TA的培养特点，并强调了TA支持对学生的社会包容性和情感幸福感的积极影响。