Resultados "Educational Support"
Teacher assistants’ roles in Catalan classrooms: promoting fair and inclusion-oriented support for all
A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions. This exploratory mixed method of investigation analyses the differences between the job requirements standardised by the Catalan Government (Spain), the roles the TAs believed they had been hired to perform and the tasks they were really carrying out in their schools.
Teacher assistants’ roles in Catalan classrooms: promoting fair and inclusion-oriented support for all
A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions. This exploratory mixed method of investigation analyses the differences between the job requirements standardised by the Catalan Government (Spain), the roles the TAs believed they had been hired to perform and the tasks they were really carrying out in their schools.
Do educational support policies always favour overcoming inequalities? The situation in Spain
Early school leaving (ESL) is a serious concern for education authorities in many countries such as Spain. This investigation is aimed at identifying the weak points of educational support policies and making proposals to strengthen them. The article reviews more than 40 documents, including state-level and regional-level laws and regulations about educational support. The analysis of the legal framework was based on three relevant axes for the educational support configuration: support needs attribution, support strategies and agents of support.
The importance of Teacher Assistants for an inclusive education system
This article aims to raise awareness regarding the evidence about Teacher Assistants and show the three figures present in the Catalan education system: the special education educators (EEE), the special education assistants (EEA) and support instructors (known as carers). Thus, the Catalan case is explained, and the different recommended models are collected and integrated, without ignoring the concerns about training, requirements, and contextual conditions.
Initial Teacher Training in Behaviour Regulation: Analysis of the situation and design of a cross-training proposal for the Degrees of Early Childhood and Primary Education
The UB-LMI research group jointly with the Universitat de Lleida, la Universitat Autònoma de Barcelona and several primary schools are carrying out the project titled: “Initial Teacher Training in Behaviour Regulation: Analysis of the situation and design of a cross-training proposal for the Degrees of Early Childhood and Primary Education”. This project is funded by the AGAUR (Agency for Management of University and Research Grants) and coordinated by Dr. Ignasi Puigdellívol (LMI UB).
The role of Teacher Assistants
The article "Teacher assistants’ roles in Catalan classrooms: promoting fair and inclusion-oriented support for all" has been published in the International Journal of Inclusive Education. This exploratory study about TAs is part of Andrea Jardí (LMI-UB) doctoral thesis about interactions occu
Symposium : “New roles”
The LMI-UB members Dr. Ignasi Puigdellívol, Dra. Dorys Sabando and Andrea Jardí, with other members of the Educational Support to Inclusive Education Work Group present a symposium in the 6th International Congress of Sciences and Educational Development in Setúbal (Portugal), June 21 to 23, 2018. The symposium "New roles and functions for educational inclusion" contains five communications based on interrelated research.
ARMIF project awarded!
The project “Initial Teacher Training in Behavior Regulation: Analysis of the situation and design of a cross-training proposal for the Degrees of Early Childhood and Primary Education”. It is an ARMIF project funded by the AGAUR (Agency for Management of University and Research Grants) coordinated by Dr. Ignasi Puigdellívol (LMI UB) with the Universitat de Lleida and la Universitat Autònoma de Barcelona.
