ABSTRACT

A significant increase in the paraprofessional workforce has occurred internationally, aimed at facilitating inclusive education. Within Ireland, this is evidenced in the SNA scheme for pupils with significant care needs. This paper focuses on the constructs of SNA support and pupil independence, as based on large-scale research across 20 Irish mainstream primary classes. The study was modelled on Strand 2 Wave 1 of the UK’s ‘Deployment and Impact of Support Staff’ project, involving systematic observations and case studies. Following qualitative and quantitative analysis, findings serve to expand the construct of pupil independence beyond adaptive behaviour to include themes of pupil voice and psychological empowerment. The research also highlights both positive and negative educational practices to support pupil independence including SNA rotation, SNA–pupil proximity and prompting. Results are discussed in light of previous national and international research. Future directions of the SNA scheme are presented, including the potential of scaffolding theory to advance applied practices. Limitations of the research are acknowledged, including implications for research, theory, policy and practice. This research presents as the first Irish study to examine the SNA role using systematic observations, serving to extend existing research on the complex relationship between paraprofessional support and pupil independence.

摘要

在国际上，准专业劳动力已经大量增加，目的是促进全纳教育。在爱尔兰，《国民账户体系》针对有严重照护需求的学生提供了证明。本文基于对20个爱尔兰主流小学班级的大规模研究，着重于SNA支持和学生独立性的构建。该研究以英国“支持人员的部署和影响”项目的第二阶段第一波为模型，涉及系统的观察和案例研究。经过定性和定量分析后，研究结果有助于将学生独立性的结构扩展到适应行为之外，以涵盖学生声音和心理授权等主题。该研究还强调了支持学生独立性的积极和消极的教育实践，包括SNA轮换，SNA-学生亲近度和提示。根据先前的国家和国际研究讨论了结果。提出了SNA计划的未来方向，包括脚手架理论对推进应用实践的潜力。人们认识到研究的局限性，包括对研究，理论，政策和实践的影响。这项研究是爱尔兰的第一项使用系统性观察检查SNA角色的研究，旨在扩展现有的关于超专业支持与学生独立性之间复杂关系的研究。提出了SNA计划的未来方向，包括脚手架理论对推进应用实践的潜力。人们认识到研究的局限性，包括对研究，理论，政策和实践的影响。这项研究是爱尔兰的第一项使用系统性观察检查SNA角色的研究，旨在扩展现有的关于超专业支持与学生独立性之间复杂关系的研究。提出了SNA计划的未来方向，包括脚手架理论对推进应用实践的潜力。人们认识到研究的局限性，包括对研究，理论，政策和实践的影响。这项研究是爱尔兰的第一项使用系统性观察检查SNA角色的研究，旨在扩展现有的关于超专业支持与学生独立性之间复杂关系的研究。