Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654428
Title: "Some children, you know, physically so deformed, that it's scary" : an interpretative approach to exploring the experiences of Teaching Assistants working in a special school for pupils with severe, profound and multiple learning difficulties
Author: Halcrow, P. J.
ISNI:       0000 0004 5358 2497
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2014
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Abstract:
Despite increasing empirical interest in the role and impact of T As, there remains a paucity of research that acknowledges their perceptions and experiences, particularly in special schools. This study employed a qualitative methodology in order to explore how teaching assistants, made sense of their roles and experiences, of supporting pupils with severe, profound and multiple learning difficulties. The intention of the study was to explore participants' subjective experiences, rather than investigate academic or institutional outcomes, in order to illuminate other factors that may be impacting upon the role of the TA. Purposive sampling was used to recruit 3 TAs working in a (SLD) special school in an Inner-London borough. Data was gathered using in-depth semi-structured interviews and then transcribed verbatim. The transcripts were analysed using interpretative phenomenological analysis. Three superordinate themes emerged, which were: supporting the pupil; conflicting models of disability; and working with the wider system. These were contextualised within the wider social and cultural context, and considered in relation to previous empirical and theoretical literature. Implications for special schools and educational psychology practice were considered.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ch.Ed.Psych) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.654428  DOI: Not available
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