Clayton, T. (1993). From domestic helper to "assistant teacher": the changing role of the British classroom assistant. European Journal of Special Needs Education, 8(1), 32-44.
This article chronicles the changing roles of teacher assistants from the mid-1960's through the early 1990's. It describes the early role as primarily "housekeeping" and supervision duties designed to free teachers from such tasks. In the 1960's Teacher Unions "… expressed anxiety and opposition to them [teacher assistants] undertaking anything which gave the slightest hint of substitute or unqualified teaching which they feared might dilute the profession." (p. 33). A 1964 report quoted a high-ranking public education official as referring to teacher assistants being involved in certain types of teaching as "scandalous" (p. 34).
This more traditional view of the teacher assistant's role began to change in the 1970's and into the 1980's as it was acknowledged that increasing numbers of assistants were carrying out important educational duties. Though it was always stated that such educational support should be with appropriate training and supervision, this was often not the case. Role confusion and unclear job descriptions complicated matters.
By the 1980's and 1990's the integration of students with disabilities was cited as a major reason for the increasing numbers of teacher assistants and their utilization as educational support personnel. Assistants were viewed as one way to relieve pressures and stresses on classroom teachers, though having to manage adults in the classroom became another issue of concern for teachers.
Although schools now recognize the valuable contributions of teacher's assistants, especially in regard to supporting students with disabilities in the general education classroom, several issues remain in need of attention. These issues include: (a) role clarification and job descriptions, (b) the role of teacher as classroom manager/supervision, (c) orienting/briefing assistants on educational plans and monitoring of learning programs, and (d) training.
Summarized by: Michael Giangreco, August 2004