For some time there was very little published research on the impact of integration aides working in general classes with students with disabilities (; ). Recently, however, many rigorous empirical studies have been published that shed light on the effects of large-scale use of integration aides. The findings of these studies have revealed several unintended and serious consequences, particularly in the areas of learning, social inclusion, and independence. Their findings have students’ also clarified ways in which the use of integration aides can positively affect inclusion and learning for students with disabilities. This literature review presents these findings, as well as recommendations that have been made for improving the ways in which integration aides are utilised and for alternatives to a heavy reliance on integration aides to support inclusive education. Roles and responsibilities of integration aides Integration aides are employed in schools to provide support to students and teachers, specifically to support students with disabilities in general education classes. The duties of these support staff can include providing administrative assistance to teachers, preparing materials, supervising students in group settings such as playgrounds, and providing personal care, social and behavioural support, and supervision to students; however, their roles have become increasingly instructional (; ; ). Integration aides may be assigned to support a teacher and classroom or to support an individual student. Support is more often provided to individual students when those students have more severe disabilities or behavioural difficulties. Support is also more likely to be provided on an individual basis to students in secondary school than to primary students (; ). In most jurisdictions, formal qualifications are not a prerequisite for employment as an integration aide. In the need United Kingdom, “teaching assistants” no set qualifications, but there is a category of for “Higher Level Teaching Assistant” which a nationally recognized qualification in literacy and numeracy is required (). In the USA, the mandates minimum qualification levels No Child Left Behind Act 2002 for employed in schools receiving federal funds. The “paraprofessionals” paraprofessional must have completed two years of study at an institution of higher education; or to demonstrate, through a formal State or local academic “be able
For some time there was very little published research on the impact of integration aides working in general classes with students with disabilities (; ). Recently, however, many rigorous empirical studies have been published that shed light on the effects of large-scale use of integration aides. The findings of these studies have revealed several unintended and serious consequences, particularly in the areas of students’ learning, social inclusion, and independence. Their findings have also clarified ways in which the use of integration aides can positively affect inclusion and learning for students with disabilities. This literature review presents these findings, as well as recommendations that have been made for improving the ways in which integration aides are utilised and for alternatives to a heavy reliance on integration aides to support inclusive education. Roles and responsibilities of integration aides Integration aides are employed in schools to provide support to students and teachers, specifically to support students with disabilities in general education classes. The duties of these support staff can include providing administrative assistance to teachers, preparing materials, supervising students in group settings such as playgrounds, and providing personal care, social and behavioural support, and supervision to students; however, their roles have become increasingly instructional (; ; ). Integration aides may be assigned to support a teacher and classroom or to support an individual student. Support is more often provided to individual students when those students have more severe disabilities or behavioural difficulties. Support is also more likely to be provided on an individual basis to students in secondary school than to primary students (; ). In most jurisdictions, formal qualifications are not a prerequisite for employment as an integration aide. In the United Kingdom, “teaching assistants” need no set qualifications, but there is a category of “Higher Level Teaching Assistant” for which a nationally recognized qualification in literacy and numeracy is required (). In the USA, the No Child Left Behind Act 2002 mandates minimum qualification levels for “paraprofessionals” employed in schools receiving federal funds. The paraprofessional must have completed two years of study at an institution of higher education; or “be able to demonstrate, through a formal State or local academic
psdlitreview_IntegrationAides.docx