[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593709-105":59,"doc-detail-593709-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-assistants-in-inclusive-classrooms-a-systematic-analysis-of-the-international-research","Teaching Assistants in Inclusive Classrooms - A Systematic Analysis of the International Research","","A systematic review synthesizes international evidence from English-language peer-reviewed studies on teaching assistants (TAs) in inclusive classrooms over the past decade. The review examines TA roles, impacts on students, educators, and inclusive education, and factors shaping TA performance. Findings indicate unclear professional roles, insufficient communication, and limited collaboration and training lead TAs to take on major instructional, management, and socialization functions, sometimes producing ineffective separated instruction that undermines inclusion and student learning, socialization, and independence. Recommendations and future research implications are provided.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-assistants-in-inclusive-classrooms-a-systematic-analysis-of-the-international-research/593709/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-assistants-in-inclusive-classrooms-a-systematic-analysis-of-the-international-research/593709.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the systematic review examine about teaching assistants in inclusive classrooms?","Question",{"text":112,"@type":113},"It reviews international evidence on the roles TAs take, their impact on students and educators, and the factors influencing TA performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key issues does the review identify in how TAs are used?",{"text":117,"@type":113},"Unclear professional roles, limited communication, and insufficient opportunities for collaboration and training contribute to TAs assuming significant instructional, classroom management, and socialization responsibilities.",{"name":119,"@type":110,"acceptedAnswer":120},"What guidance does the article provide based on its findings?",{"text":121,"@type":113},"It discusses recommendations for decisions about employing TAs and ways to enhance TA practices and efficacy, along with limitations of the review and implications for future research.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593709,1792165392,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 8 | Article 7 |\n| --- | --- |\n\n2016  \nTeaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research  \nUmesh Sharma  \nMonash University, [umesh.sharma@monash.edu](umesh.sharma@monash.edu)  \nSpencer J. Salend  \nState University of New York at New Paltz, [salends@newpaltz.edu](salends@newpaltz.edu)  \nRecommended Citation  \nSharma, U., & Salend, S. J. (2016). Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research. Australian Journal of Teacher Education, 41 (8).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss8/7](http://ro.ecu.edu.au/ajte/vol41/iss8/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss8/7](http://ro.ecu.edu.au/ajte/vol41/iss8/7)  \nTeaching Assistants in Inclusive Classrooms: A Systematic Analysis of the  \nInternational Research  \nUmesh Sharma  \nMonash University  \nSpence Salend  \nState University of New York, New Paltz, USA  \nAbstract: This article reviewed international data from English-language peer-reviewed studies on the use of TAs in inclusive classrooms from the  \npast 10 years concerning: (a) the roles of TAs; (b) the impact of TAs on  \nstudents, educators, and inclusive education; and (c) the factors that  \ninfluence the performance of TAs. These studies suggest that unclear  \nprofessional roles, limited communication and opportunities for collaboration and training for TAs and teachers contribute to TAs assuming significant instructional, classroom management, and socialization roles,  \nand providing ineffective and separate instruction that inadvertently  \nundermine the inclusion, learning, socialization and independence of  \nstudents with disabilities and the pedagogical roles of their teachers.  \nRecommendations to inform decisions about whether to employ TAs and ways to enhance the efficacy and the practices of TAs and the professionals who work with them are discussed as well as the limitations of this review  \nand implications for future research.  \nIntroduction  \nTeaching assistants (TAs), also referred to as paraprofessionals, teacher aides, and paraeducators are increasingly being employed to support the inclusion of students with disabilities into general education classrooms in many developed countries throughout the world (Butt, 2016; Douglas, Chapin, & Nolan, 2016; Egilson & Traustadottir, 2009; Keating & O’Connor, 2012; Radford, Bosanquet, Webster, & Blatchford, 2015). With the goal of providing teachers with more opportunities to interact with students with disabilities and to collaborate with other professionals (Giangreco, 2013), TAs perform a range of non-instructional roles (Harris & Aprile, 2015) and appropriately trained and supervised TAs may deliver complementary instructional services designed to supplement rather than replace the instruction provided by teachers (Giangreco, 2013; Salend, 2016) .  \nAs the presence of TAs has grown in popularity, there has been an emerging research base addressing their professional roles, efficacy, training, and experiences. The results of prior research reviews show that TAs: (a) perform a variety of roles that were generally viewed positively by teachers, TAs, students and parents; (b) often assume primary instructional roles which may hinder the performance of students and should be the responsibility of trained teachers; (c) can foster improved academic, behavioral and social outcomes for students when they are appropriately trained and supervised and; (d) rarely receive adequate training and supervision (Ashbaker & Morgan, 2012; Brock & Carter, 2013; Cajkler & Tennant 2009; Farrell,  \nAlborz, Howes & Pearson, 2010; Giangreco, Suter, & Doyle, 2010; Rispoli, Neely, Lang, & Ganz, 2011; Saddler, 2014; Walker & Smith, 2015) . However, the findings of these prior reviews did not include articles published in the last five years (Cajkler, & Tennant, 2009; Farrell et","cbCaidGFI6NtsFXZ","https://ap.wps.com/l/cbCaidGFI6NtsFXZ","pdf",323130,18,"English","# Abstract\n# Introduction\n# Methods\n## Search and Selection Procedures","[{\"question\":\"What does the systematic review examine about teaching assistants in inclusive classrooms?\",\"answer\":\"It reviews international evidence on the roles TAs take, their impact on students and educators, and the factors influencing TA performance.\"},{\"question\":\"What key issues does the review identify in how TAs are used?\",\"answer\":\"Unclear professional roles, limited communication, and insufficient opportunities for collaboration and training contribute to TAs assuming significant instructional, classroom management, and socialization responsibilities.\"},{\"question\":\"What guidance does the article provide based on its findings?\",\"answer\":\"It discusses recommendations for decisions about employing TAs and ways to enhance TA practices and efficacy, along with limitations of the review and implications for future research.\"}]","Teaching Assistants in Inclusive Classrooms - A Systematic Analysis of the International Research | PDF",1792077765,45]