Principals’ Update Number 4, 2008

The purpose of this update is to provide information on the range of ways in which education assistants(special needs) can be deployed in schools.

Teacher engagement
Assigning education assistants (special needs) to classrooms with students with disabilities has historically been the predominant model of support. Since the introduction of Schools Plus with its emphasis on quality teaching and program implementation the focus has shifted.

Previously the amount of education assistant (special needs) assigned to a school was judged by parents and teachers alike as the measure of successful inclusion. Parents are grateful that there is someone in the school they feel is there especially to “keep an eye out” for their child and teachers are often relieved to have some one with whom to share the workload. The inherent trap in this way of thinking is that without a well planned educational program with supplementary teacher time to support it, students with disabilities are “cared for” rather than “educated”.

The introduction of Schools Plus with its educational needs focus has seen many teachers, parents and education assistants reassessing the role of education assistants to be more of a support for teachers in implementing an educational program rather than the mere presence of an education assistant (special needs) as the major teaching and learning strategy. With the introduction of increased teacher resources for schools Schools Plus there has also been a shift from what has previously been termed “the training trap”. This refers to teachers handing more instructional and planning responsibility over to education assistants once they receive any kind of training. Although education assistant training is a vital component of their professional learning and development, the majority of teachers will still be better trained and qualified to teach a student with a disability. The same principles of teaching and learning apply to both disabled and non-disabled students.
The increased flexibility in the use of resources has meant teachers and education assistants are more likely to attend professional development, being able to then share knowledge and schools at the school level.

OVERDEPENDENCE

One identified unintentional effect of the increasing use of education assistants in classrooms is the exclusionary practice of encouraging overdependence of students on an education assistant. Separating a student with a disability to be supervised and instructed by an education assistant may lead to the student being isolated from their peers and risks the development of an insular, dependant relationship with “their” education assistant. This overdependence can lead to adverse social and academic growth and inadequate instruction. In some instances students may also feel stigmatized by these exclusionary practices. It is considered good practice and of benefit to both students and education assistants to allow all education assistants to work with all students through out the school, both those with disabilities and typically developing peers. The advantages of this include:

• Education assistants gain a greater understanding and competence in implementing a range of education strategies
• Students are far less likely to develop over dependence on any particular education assistant
• It that typically developing students will consider the student/s with disabilities as “belonging” to any particular adult
• When only one education assistant is skilled in any particular strategy, e.g. PECS, Blood Glucose Reading, the absence of that education assistant may result in the student not being able to attend school.

Learning support team members can minimize the unintentional effect of dependency on education assistants in classrooms by:

• Seating students with disabilities in the midst of the class
• Encouraging on-going access to both teachers and peers
• Avoiding unnecessarily close proximity of education assistants
• Include the student in determining the nature and extent of the education assistant support they need
• Use education assistants for whole class support
• Assign them in ways that release the teacher to spend more time with the students with disabilities
• Develop a classroom/school culture that encourages peer-to-peer support through strategies such as cooperative learning groups and peer support.

(Adapted from Giangreco. M., 2003)

For schools to use these resources flexibly, it is necessary to plan for the expenditure in the Annual Staffing Cycle. An example of a local primary school adapting education assistant resources in the classroom comes from Phoenix Primary School.

Phoenix Primary School has developed a model of flexible allocation of resources in conjunction with Fremantle/Peel district office personnel. This model has been successfully applied at Phoenix Primary School and has received strong support at both the school and district office level.

A simple adaption to the current reporting mechanism by the school registrar means that all funds are tracked and therefore the flexibility does not reduce accountability at the school level. Phoenix Primary School has very kindly offered to share the computer software necessary to manage the flexible allocation of resources. The management of resources in this model does not require additional workload to schools/registrars as the information is already recorded in various parts of the current expenditure program.

The basis of the Phoenix model is the conversion of a percentage (10%) of the total school allocation of education assistant (special needs) to the flexible salary pool or contingencies budget.

The use of this funding demonstrates a clear link to the Documented Plans for the students with disabilities. The process does not represent an additional workload to class teachers.

Examples of how classroom teachers at Phoenix Primary School has chosen to use the funds made available to them include:
• Additional teacher/education assistant relief days for professional development such as conferences, seminars and visits to other sites;
• Additional relief days for administration and registrars in order to manage the education assistant human resource requirements;
• Relief time to allow teachers and education assistants to collaborate, meet with visiting teachers or therapists;
• Additional planning time for teachers and education assistants; and
• One–to–one teaching or small group work to be implemented by teachers and/or education assistants.

If you would like further information, please contact your Schools Plus consultant.

 

JOHN BRIGG
A/DIRECTOR
INCLUSIVE EDUCATION STANDARDS DIRECTORATE

REFERENCES:

Giangreco.M., (2003) Working with Paraprofessionals; to make the most of paraprofessional support, teachers must change their role from gracious host to engaged teaching partner. Educational Leadership. Vol.61, Pages 50-53.

Giancrego.M., & Broer.S., (2003) The Paraprofessional Conundrum: Why we need alternative support strategies. TASH Connections. Pages 22 – 23.

EducationAssistantFramework (2007) http://intranet.det.wa.edu.au/groups/inclusive_education_standards/about/default.asp