Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence

Author:

Griffin Claire1,Blatchford Peter2

Affiliation:

1. Department of Educational Psychology, Inclusive and Special Education, Mary Immaculate College, Limerick, Ireland

2. Emeritus Professor, Department of Psychology and Human Development, UCL Institute of Education, London, UK

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education

Reference54 articles.

1. Blatchford, P., P. Bassett, P. Brown, C. Martin, A. Russel, R. Webster, S. Babayigit, and N. Haywood. 2008. “Deployment and Impact of Support Staff in Schools and the Impact of the National Agreement: Results from Strand 2 Wave 1-2005/06.” Institute of Education: University of London.

2. Blatchford, P., P. Bassett, P. Brown, C. Martin, A. Russell, and R. Webster. 2007. “Deployment and Impact of Support Staff in Schools: Report on Findings from the Second National Questionnaire Survey of Schools, Support Staff and Teachers (Strand 1, Wave 2–2006).” Institute of Education, University of London: Department for Children, Schools and Families.

3. The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

4. The effect of support staff on pupil engagement and individual attention

5. Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs

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