Manchester Institute of Education, University of Manchester, Manchester, UK.
Manchester Institute of Education, University of Manchester, Manchester, UK; LETS Go UK, Portsmouth, Hampshire, UK.
Res Dev Disabil. 2023 Nov;142:104617. doi: 10.1016/j.ridd.2023.104617. Epub 2023 Oct 11.
Whilst the majority of primary-school aged children with Down syndrome are educated in mainstream schools, little is known about the roles of Teachers and TAs in their education provision or their views on issues related to their effective inclusion.
This study explored the perceptions of Teachers and TAs working with pupils with Down syndrome in mainstream primary schools in the UK using an online survey.
Responses from 105 TAs and 94 Teachers were collected.
Teachers and TAs tended to view themselves as primarily responsible for a range of teaching and learning activities. TAs were more likely to have attended Down syndrome specific training and were frequently viewed as primarily responsible for delivering teaching, alongside other teaching and learning activities. TAs were less likely than Teachers to agree with statements relating to satisfaction with support from internal teaching staff and external agencies, and more likely to disagree with statements relating to sufficient time for planning and preparation. Both Teachers and TAs indicated positive attitudes to inclusion, though TAs felt more confident and competent in meeting the needs of pupils with Down syndrome.
Data suggest a lack of clarity and consistency in relation to the roles and responsibilities of Teachers and TAs supporting pupils with Down syndrome, and concerns relating to several factors associated with successful inclusion. These findings are discussed in relation to the Down Syndrome Act (2022) and guidance for educators working with pupils with Down syndrome.
This paper reports the views of teachers and TAs working with pupils with Down syndrome in primary schools across the UK, including their satisfaction with factors which support successful inclusion, gathered through an online survey. The data demonstrates differences in teacher and TA views on who is primarily responsible for teaching and learning activities for pupils with Down syndrome. Factors associated with successful inclusion cover training and support, planning and preparation as well as attitudes, confidence and competence of educators. In general, educators reported the need for Down syndrome specific training and sufficient time to plan and prepare. Overall TAs reported higher levels of confidence, competence and ability to meet pupil's needs. Ultimately this paper highlights the views of those responsible for educating pupils with Down syndrome and the need for clear guidance around roles and responsibilities and training to ensure successful inclusion of pupils with Down syndrome in the UK.
尽管大多数患有唐氏综合征的小学生都在主流学校接受教育，但对于教师和助教在其教育提供中的角色，以及他们对与有效融合相关的问题的看法，我们知之甚少。
本研究通过在线调查探讨了在英国主流小学中与唐氏综合征儿童一起工作的教师和助教的看法。
共收集了 105 名助教和 94 名教师的回答。
教师和助教倾向于将自己视为一系列教学和学习活动的主要负责人。助教更有可能参加过唐氏综合征专项培训，并且经常被视为主要负责教学以及其他教学和学习活动的人。与教师相比，助教不太可能同意与内部教学人员和外部机构支持有关的声明，而更有可能不同意与足够的规划和准备时间有关的声明。教师和助教都对融合持积极态度，但助教在满足唐氏综合征儿童的需求方面更有信心和能力。
数据表明，支持唐氏综合征儿童的教师和助教的角色和责任缺乏明确性和一致性，并且与成功融合相关的几个因素存在担忧。这些发现与《2022 年唐氏综合征法案》和针对与唐氏综合征儿童一起工作的教育工作者的指导方针有关。
本文报告了在英国各地小学与唐氏综合征儿童一起工作的教师和助教的观点，包括他们对支持成功融合的因素的满意度，这些数据是通过在线调查收集的。数据表明，教师和助教对谁主要负责唐氏综合征儿童的教学和学习活动的看法存在差异。与成功融合相关的因素包括培训和支持、规划和准备以及教育工作者的态度、信心和能力。总的来说，教育工作者报告需要唐氏综合征专项培训和足够的时间来规划和准备。总体而言，助教报告了更高的信心、能力和满足学生需求的能力。最终，本文强调了负责教育唐氏综合征儿童的人的观点，以及对角色和责任以及培训的明确指导的需求，以确保英国唐氏综合征儿童的成功融合。
