Exploring pupils' perspectives on their interactions with peers and Teaching Assistants: A mixed methods study of Key Stage 1 pupils with a Statement of Special Educational Needs in mainstream schooling
This project investigates the peer interactions and school experiences of pupils with SEN in receipt of high levels of support from Teaching Assistants. Data from systematic observations, followed by one-to-one interviews with primary school pupils, were used as part of a mixed methods approach to build case studies which pull together a picture of what friendship looks like for these pupils and to draw out their own voices regarding their social interaction and their experience of TA supports. Role confusion (TAs as friends), difficulty naming peers, and a preference for play with TAs rather than peers were some of the themes observed amongst members of the sample. Lower levels of peer interaction while TAs were present was also consistently found. Based on these results, a case is made for clarification of the TA role, increased awareness of the need for social interaction in school and the right of children to be included in discussions about their support in school.
Wren, A. (in press). Exploring pupils' perspectives on their interactions with peers and Teaching Assistants: A mixed methods study of Key Stage 1 pupils with a Statement of Special Educational Needs in mainstream schooling. (Thesis). University of the West of England
|Acceptance Date||Jan 21, 2016|
|Keywords||SEN, children, teaching assistants, TAs, key stage 1|