Paraeducator Support:

SUMMARY

Citation:

Jerwood, L. (1999). Using special needs assistants effectively. British Journal of Special Education, 26(3), 127-129.

Summary Statement:

This article addresses the potential problems and possible solutions facing teachers when incorporating special needs assistants (SNA) in mainstream classrooms at the secondary level. The information presented in this article is based on experiences at Hardley School in Hampshire, England.

The author describes two problems that arise when special needs assistants are introduced into the classroom. First, some teachers are uncomfortable with "sharing" his or her space with another adult in the room, in this case the SNA. Second, the special needs assistants often lack clear ideas about what is expected of them. Due to these factors and poor communication, the special needs assistant can often become a "wasted resource".

The author suggests two fundamental questions be asked when considering these problems:

What are we trying to achieve in using special needs assistants?
What role do they adopt?

The author suggests that one solution is to assign special needs assistants to one subject area, rather than a specific student or group of students. This allows the SNA to gain more information and experience in the subject, develop a more defined role, and encourages pupils to think of them more as a classroom resource rather than as a "minder" for an individual student, thereby maximizing their benefit.

The author stresses that good classroom management provided by the teacher is essential to this model. By delegating tasks, meeting regularly with the SNA to discuss the aims of specific lessons, and maintaining focus in the classroom, the teacher retains his or her position as classroom leader. The effectiveness of the SNA is largely dependent on the individual teacher’s management skill.

A process model is presented designed to maximize the benefits of using special needs assistants. The core of the model includes the following components:

Establish Individual Pupil Goals
Set Staff Objectives
Define Staff Roles
Clarify and Communicate Lesson Aims
Training for Teachers and SNAs
Collaborative Evaluation of Methods and Progress

Summarized by: Stephen Doll - January 2001