Working as teacher assistants/aides in schools: understanding experiences in an Arabian context using the wider pedagogical role model

Abstract

Discussions about the contributions of teacher assistants (Tas) are mainly limited to Western contexts, such as Australia, the UK, and the United States, and studies have consistently explored the role of TAs in inclusive learning environments despite their continuous deployment in special schools. This study attempted to understand the experiences of TAs working in special and inclusive schools in the United Arab Emirates. The study was guided by the wider pedagogical role model, which explains the preparations, deployment, and practices of TAs in schools. Twelve TAs working in special and inclusive schools were engaged in one-on-one interviews and focus group discussions. While there seemed to be support for TA preparation, there were issues pertaining to their deployment and practices in schools. The findings recommend the development of national guidelines explaining the recruitment and role of TAs in schools.