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In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden
European Journal of Special Needs Education ( IF 1.930 ) Pub Date : 2021-04-20 , DOI: 10.1080/08856257.2021.1901370
Daniel Östlund 1 , Thomas Barow 2 , Kajsa Dahlberg 2 , Anette Johansson 2
Affiliation  

ABSTRACT

Based on street-level bureaucracy, this study investigates the paraprofessional role and assignments in self-contained classrooms for students with intellectual disabilities in Sweden. The research design contains a mixed method approach using a digital questionnaire for paraprofessionals (N = 60) and semi-structured interviews with four special teachers and five paraprofessionals. The results demonstrate that paraprofessionals cooperate with special needs teachers and have a supportive role working with students throughout the day. A lack of support for paraprofessionals’ professional development and few opportunities for them to co-plan, co-teach and co-assess with special needs teachers is said to hinder this advancement. The complexity of being both an educator in the classroom and a caregiver taking the responsibility for students’ wellbeing, peer-to-peer relations and care orientated work tasks are discussed.



中文翻译:

在有特殊需要的老师和学生之间:准专业人士在瑞典为智障学生提供的独立教室中工作

摘要

基于街头官僚机构,本研究调查了瑞典智障学生自成一体的教室中的超专业角色和任务。研究设计包含一种混合方法,该方法使用了针对准专业人士(N = 60)的数字问卷以及对四名特殊教师和五名准专业人士的半结构式访谈。结果表明,准专业人士与有特殊需要的老师合作,​​并在一整天与学生合作中发挥支持作用。据说缺乏对准专业人士专业发展的支持,他们很少有机会与特殊需要的老师一起共同计划,共同教学和共同评估,这阻碍了这种职业的发展。既是教室中的教育者,又是照顾者对学生的健康负责的照护者,

更新日期:2021-04-21
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