Index

Citation (2015), "Index", Working with Teaching Assistants and Other Support Staff for Inclusive Education (International Perspectives on Inclusive Education, Vol. 4), Emerald Group Publishing Limited, Bingley, pp. 295-300. https://doi.org/10.1108/S1479-363620150000004025 Publisher: Emerald Group Publishing Limited Copyright © 2015 Emerald Group Publishing Limited INDEX Aboriginal education, 134–135, 137, 141, 147 Abstraction/Abstract, 269 Academic Needs, 106 Academic Supports, 106, 109, 251 Accessibility, 221–222 Accommodations, 106, 176, 206–207, 209, 212–214 Adult learning, 245–246, 251, 254 Alternative education goals, 69 Artichoke, 280–281 Aspiration/aspire, 40–43, 60, 134, 149, 170, 250 Assessment, 15, 50–51, 57–60, 81, 99, 108, 141, 185, 200, 227, 230, 243, 255–256 Assistive technology, 18, 213, 219–227, 229–235 Attitudes, 6, 52, 61, 96, 100, 119, 134, 141, 144, 198–199 attitude change, 53 Autism Spectrum Disorder, 254 Behaviour, 18, 51, 57–58, 60, 120, 128, 166, 223, 226, 264, 267–268, 270–272, 274, 276, 280, 284 behavioural supports, 214 functional behavioral assessment, 104 positive behavioral supports, 103–104 Best practice, 18, 67, 95, 202, 248 Bi-cultural learning, 148 Canada, 65–67, 69 Case study research, 65–66, 69, 72, 90 Choice, 8, 54, 99, 211, 221, 231 Classroom, 4–20, 31, 51, 54, 57–61, 68, 70, 82, 96–99, 103–111, 113, 120, 126, 128, 134, 136, 146, 154, 158–161, 163–167, 169–170, 175–190, 220, 222–226, 229, 231–235, 242, 245–247, 250–251, 253–256, 278 responsibilities, 11, 198–204 structure, 210–212 support, 8, 120, 195, 201, 203, 212–214 Code switching, 149 Collaboration, 12, 20, 28, 33, 51, 53, 58–61, 66–68, 70–72, 76–90, 98–102, 109, 113, 119, 129, 188–189, 196–198, 200, 250, 254, 265, 280 collaborative consultation, 66–68, 70, 72, 87, 282 Communication, 60, 72, 76, 79, 81, 85, 98, 100, 102, 119, 143, 146–147, 156, 158, 160, 165, 169–170, 181–182, 187–189, 198–199, 208, 279 Community connections, 138, 148 Compatibility, 27, 32–34 Consultation, 20, 50–51, 57, 66–70, 72, 75, 79–80, 82, 84, 86–87, 148, 248, 282 Contribution, 32–34, 85, 101, 126, 164, 266 Coordination/Coordination of effort, 27, 32, 36, 37, 39, 66, 72, 73, 74, 88, 158 Co-Teaching, 108 Council for Exceptional Children, 33, 113, 180, 185, 205, 209, 241, 248, 257 Culture, 9, 35, 53, 56, 135, 137, 141, 143–146, 148, 208, 211 cross-cultural, 140 cultural competence, 141 cultural identity, 147 Curriculum, 7, 15, 54, 65–90, 98, 107, 109, 118, 120, 128–129, 141, 144–146, 220–222, 229, 235, 252–253, 255, 257 continuum, 66, 72, 88, 223 Delegation, 36, 44, 178, 185–186, 198–202 Developmental disability, 66, 69, 72 Devices, 7, 31, 220, 222–226, 229–230, 232, 235, 278 Discussion, 32, 39–40, 43, 55, 66, 80, 158, 161, 170–171, 178, 232, 235, 274, 279–280, 284 Educational psychologist, 19, 50 Education professional, 178, 188–190, 241, 253, 256 Empowerment, 134, 160 Environment, 7–8, 13–14, 31, 56–57, 135, 143, 154, 157–158, 183–184, 197, 208, 211, 221–222, 225, 264, 266, 272–274, 279 environmental barrier, 67, 222 Evaluation, 3, 12, 135, 148, 181, 186–187, 200–201, 269–270 Expertise, 37, 50–51, 56, 60, 67, 80, 123, 162, 251, 264 Feedback, 33, 120, 127, 158, 164, 166, 168, 170, 180–181, 186, 198–199, 204–205, 208, 245–246, 251, 254–255, 280 File-maker, 282 5R model, 271–272 Frameworks for reflection, 268, 270, 276, 284 Gradual Release of Responsibility, 142, 145 Harmony, 33 harmonious relationships, 33 Higher education, 134, 190, 227, 249–251, 254, 256 High-tech, 223–224, 231–232, 235, 275 Holistic development, 50 Imagery, 33, 36, 39–40, 42 Inclusion, 5–7, 8, 19, 54, 55, 58, 67, 98–99, 111, 117–130, 158, 176, 222, 226 inclusive education, 51, 55, 95–113, 195–215 Indigenous education, 133, 135, 137, 139, 141, 143, 145, 147, 149 Indigenous students, 133–134, 136–141, 143–144, 148–149, 153–154, 157, 169 Individual, 53–58, 181, 184, 224–225, 269, 276 Individual Educational Needs, 54, 59 individual education program, 54, 222 individual needs, 54, 198, 208–209, 231 individual support, 212–213 Individuals with Disabilities Education Act, 8, 30, 110, 177, 220, 243 personal learning plans, 147–148 In-service, 16–17, 51, 90, 112, 190, 228, 245–247, 249 Instruction, 34, 96–97, 100, 104, 106–109, 176, 184–185, 187–188, 190, 196, 201, 208, 213, 220, 242–244, 249, 255–256, 275 instructional strategies, 97, 106, 111, 185, 205, 247–249 instructional technology, 182, 220–221 International School Psychology Association, 50 Intervention, 20, 50, 55, 57, 61, 80, 97, 102–103, 160–163, 180 IQ testing, 55 Knowledge, 14, 16–18, 30, 57–58, 70, 74, 113, 125, 129, 134, 136, 140, 147–148, 170, 183, 204–206, 208–210, 223–228, 230, 232, 234–235, 244–257, 264–268, 271, 273 Leadership, 36–38, 52, 72, 85–87, 89, 119, 121–123, 128, 164, 177–179, 181, 264, 266, 268 Learning, 7, 10, 13, 19–20, 53–61, 80, 85, 88, 98, 101, 105, 107–109, 127, 129, 134, 136, 139, 141–149, 157–160, 164–166, 169–171, 196, 213, 220–221, 225–226, 232, 234, 244–247, 251, 253–256, 264, 266, 269, 273–276, 278, 280 learning cycle, 269–270 Learning difficulties, 49, 54–55, 60, 157 Learning process, 50, 55–56, 60, 164, 169, 186, 232, 269 Least Restrictive Environment, 8, 222 Legislation, 3, 5, 7–9, 30, 118, 127, 190, 222 Lesson plans, 168, 183–184 Liaison, 17, 19, 42, 73, 102, 139 Low-tech, 223–224, 231–232, 275 Mathematics, 59, 106, 157, 160–161, 165–167, 169, 227, 243, 247, 256 Meetings, 12, 20, 75, 78–81, 86–89, 99, 102, 112, 160, 180–182, 189, 199, 274 Mentoring, 110–111, 157 Metaphor, 28, 30–44 Mobility, 59, 67, 69, 74, 176, 222, 226 Modelling, 140, 143, 147, 162–163, 232 Models, 7, 13, 27–28, 31, 40, 68, 107–108, 182, 252, 268–269, 273, 275 Modifications, 15, 97, 107, 109, 176, 184, 206–207, 209, 212–214, 254 National Education Association, 95–99, 105, 110–111, 197, 244 North America, 67 Observations, 33, 78, 81, 108, 155, 165, 186–187, 253 Occupational Therapist, 5, 19–21, 65–76, 78–87, 89, 176, 184 occupational therapy, 65–69, 72–73, 76, 78, 81–82, 84–85, 87, 89 On-the-job training, 110–111, 180–181, 186–190, 227, 245–248 Open-mindedness, 266–267 Orientation, 111, 176, 181–183, 189, 196–197 Ownership, 100, 128, 162 Paraeducators, 27–44, 95–113, 175–190, 195, 241–257 Paraprofessional, 5, 10, 18, 27–28, 98, 109, 242 Pedagogy, 6, 54–55, 58, 133, 144, 147, 160–162, 167, 171, 234 People first language, 199 Planning, 5, 8–9, 12–13, 19–20, 79–81, 86, 89, 99, 102, 120, 141–142, 145, 158–159, 166–169, 176–178, 182–188, 203–204, 225, 231, 233, 247 Policy, 7, 11, 58–59, 68, 119–120, 127, 129, 147, 164 Portfolio, 99, 256, 264 Pre-service teachers, 134, 144, 278 Professional development, 30, 43, 100–101, 111–112, 129, 178, 182, 185, 189, 197, 208, 226–228, 244–257 professional learning, 13, 16, 157, 254–256, 266 Program, 34, 37, 39–40, 67–70, 77–87, 89, 101–102, 108, 110, 112, 181, 186–188, 199, 245, 248, 250–255 programming, 67–70, 74, 76–80, 100, 102, 175–190, 205, 251, 254 Qualifications, 15, 18, 30, 101, 110, 112, 136, 226–227, 235, 243, 250 Reflection, 34, 39, 51, 53, 167, 263–280, 282, 284 collaborative reflection, 266, 274–280, 282, 284 reflective practice, 51, 263–270, 273, 276, 278, 280, 283–284 reflective structures, 265–266, 268–274 Relationships, 27–44, 57–58, 60, 97, 100–101, 105, 136, 138, 140–141, 143, 149, 154–155, 163–165, 169–171, 179, 181, 183, 189, 203, 246, 266, 268, 279 Remote, 143–145, 153–154, 156–160, 162–163, 169 Response to Intervention, 108 Responsibilities, 3–44 Responsive curriculum, 133, 144, 146 Roles, 3–21, 29–31, 34, 50, 68, 72–74, 76, 89, 96–98, 108, 111, 113, 138–139, 158, 164, 169–171, 177–178, 180–182, 187, 190, 197, 200–201, 203–206, 226–228, 242, 244, 247–249, 253, 257 defining roles, 10 role distribution, 204 role identification, 202–204 Schedules, 183, 196, 251 School Counsellor, 50 School health services, 66 School Psychologist, 19, 49–51 Sensecam, 278 Skills, 10, 12, 14, 17, 28, 30, 34, 39, 50, 53, 59–61, 67, 77, 80, 97, 102, 106, 113, 119–120, 125, 128–130, 141, 144–145, 147, 180, 182, 186–188, 190, 199, 221–222, 225, 229–230, 234–235, 244–253, 256, 266, 280, 284 Social model, 54–56 Socio-cultural activity theory, 66, 71 Sociocultural approach, 56 Socio-emotional, 49–50, 57–58, 60 Special education, 4, 11, 28–31, 33–34, 36–38, 80, 85, 87, 96–98, 101–102, 104–105, 110, 120, 176, 178–180, 189, 202, 205, 209, 215, 221–222, 242, 247–249 special education programming, 70, 176, 189 special needs, 4–9, 12, 14, 16, 19–20, 28, 96–98, 101–103, 105–106, 108–109, 113, 118, 128, 130, 164–168, 197, 199, 220, 224, 226, 228 Speech Therapist, 19 Standards, 8–9, 16, 50, 52, 107, 112–113, 119, 185, 205, 245, 248–249, 251–253, 255, 257, 264 STAR-L, 272–273 Stressors, 100 Student summary, 209–210 Supervision, 15, 30, 38, 106, 119, 127, 178–182, 185, 187–190, 196–199, 202, 204–208, 215, 242, 246–247 supervising paraeducators, 181 Support support and training, 206 support coordinator, 19–20, 123–124, 129, 230 support network, 225 support staff, 3–21, 133–149, 195–215, 263–284 Task delegation, 198, 201–202 Task distribution, 204 Task identification, 201–202 Teacher, 5, 11–13, 27–44, 52, 55, 57, 117–130, 153–171, 219–235, 241–257 Teaching Assistants, 4, 29, 96, 139–140, 176, 205, 230, 264–265, 276, 278–279 education assistants, 16, 67, 117, 123, 139, 224, 226, 228 Team, 21, 28, 32–34, 37–38, 43, 80, 85, 87, 89, 96–104, 118–120, 122–123, 154, 156, 158, 177, 179, 181–185, 190, 196, 202, 206, 208, 210–212, 215, 224–225, 229, 245, 264–266, 268, 270–272, 274–279, 282, 284 team approach, 154, 156, 181–182, 224–225 team-building, 195, 197, 205, 215 team leader, 27–28, 37, 44, 123, 190 teamwork, 13, 27–28, 32, 37–39, 44, 51, 53, 61, 66, 76, 90, 99, 176, 183, 186, 189, 195, 200, 208, 247, 249, 251 Technology, 146–147, 182, 219–235, 247, 254, 273–274, 277–278, 280, 282, 284 Therapy, 51, 65–79, 81–85, 87, 89–90 therapists, 5, 19–21, 65–72, 76, 79, 82, 87–89, 123, 129 Training, 6, 11, 14, 15–18, 20, 30, 50–51, 53, 100–102, 104, 110–113, 118, 120, 125, 128, 137, 149, 158, 160, 166–167, 180–181, 183–190, 196–198, 202–210, 215, 220, 223–235, 241–257, 264, 284 training needs, 15–16, 18, 188, 197, 206, 228, 230, 241, 253, 257 Urban settings, 154 Video annotating software, 280 Video-interaction guidance, 60 Visiting consultants, 19, 153–157, 165, 170, 171 visiting teachers, 19, 153–156, 170–171 Voice output, 220, 223–224, 232 Wholeheartedness, 266–268 Work-styles, 200 Book Chapters Working with Teaching Assistants and Other Support Staff for Inclusive Education International Perspectives on Inclusive Education Working with Teaching Assistants and Other Support Staff for Inclusive Education Copyright Page List of Contributors Introduction Section I: Roles and Responsibilities The Changing Nature of the Roles of Support Staff New Metaphors for Teacher/Paraeducator Relationships The Role of Psychologists in Inclusive Settings Incorporating Therapy into the Regular Curriculum: Working Together with Occupational Therapists Section II: Participant Perspectives Paraeducator Voices on Inclusive Education Teacher Views on Working with Others to Promote Inclusion Support Staff and Indigenous Education Visiting Teachers’ Perceptions about Working with Teacher Assistants and Teachers Section III: Strategies in Practice Programming and Planning within a Multi-Faceted Classroom Working Collaboratively with Support Staff for Inclusive Education Assistive Technology and Teacher Assistants Training Programs for Teacher Assistants Reflective Practitioners: Teachers and Support Staff Reflecting Together About the Authors Index

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