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Social participation of children in need of special support in mainstream elementary schools – dimensions and impact of teaching assistants: A systematic literature review
Jönköping University, School of Education and Communication.
2017 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Introduction: An increasing number of children in need of special support are included in mainstream schools. The roles of teaching assistants have changed with the inclusion of these children. Social partic-ipation is an essential aspect of inclusion, possible to be achieved in schools. In the literature social participation in elementary schools is studied in terms of friendships and relationships, contacts and inter-actions, perception of pupil with special education needs and acceptance by classmates. The impact that teaching assistants have on social participation has been questioned due to low or no education or training to work with children in need of special support. The aim is to investigate the social participation dimen-sions and the impact that teaching assistants have on the social participation of children in need of special support in mainstream elementary schools.Method: A systematic literature review was performed exploring four databases.Results: Nine studies in total were found. Seven studies examined social participation dimensions of con-tact and interactions, four – perception of pupil with special education needs. Friendships and relationships and acceptance by classmates were examined in two studies. Six studies identified negative impact of teaching assistants on social participation of children in need of special support, and three showed positive and negative results. The impact is attributed to the roles of teaching assistants, and participation in class.Conclusion: All four dimensions of social participation were studied in the articles, but no studies explored all dimensions at once, therefore complete impact of teaching assistants cannot be entirely realized yet. Nevertheless, the negative trend of teaching assistants’ impact on the social participation of children in need of special support found in this systematic review implicates two possible approaches. The role of teaching assistants could be shifted and adapted to suit the abilities of teaching assistant. Education and training of teaching assistants are necessary to support social participation of children in need of special support.

Place, publisher, year, edition, pages
2017. , 47 p.
Keyword [en]
Teaching assistant, social participation, social inclusion, social integration, elementary school, systematic literature review
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hj:diva-35745ISRN: JU-HLK-SBU-2-20170024OAI: oai:DiVA.org:hj-35745DiVA: diva2:1104953
Subject / course
HLK, Child Studies
Supervisors
Examiners
Available from: 2017-06-07 Created: 2017-06-02 Last updated: 2017-06-07Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • Other locale
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Output format
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