Greenway, Charlotte and Rees Edwards, Alison (2021) Teaching assistants’ facilitators and barriers to effective practice working with children with ADHD: A qualitative study. British Journal of Special Education. ISSN 1467-8578 (In Press)
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Greenway, C. Teaching assistants' facilitators and barriers, August 2021..pdf Available under License CC-BY-NC-ND Creative Commons Attribution Non-commercial No Derivatives. Download (328kB) | Preview |
Abstract
Attention-deficit/hyperactivity disorder (ADHD) rates have increased in recent years, resulting in more classroom support (Young et al., 2021). In Wales, support for many of these pupils is provided by the 16,157 Teaching Assistants (TAs) employed by local authorities (Welsh Government, 2019). This qualitative study interviewed fifteen primary school TAs to answer three questions on (1) feelings about their job and (2) the facilitators and (3) barriers to their work with children with ADHD. Using thematic analysis (Braun & Clarke, 2006), the researchers identified ten themes: positive feelings, negative effects, a need for change, support, improvement over time, one-to-one relationship, lack of support, negativity towards ADHD, classroom environment, poor knowledge and experience with ADHD. This study illustrates the TAs love for their job and the importance of positive relationships. It also highlights a lack of support for TAs and negativity towards ADHD. The implications and recommendations for the future are discussed.
| Item Type: | Article |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
| Divisions: | Institutes and Academies > Institute of Education and Humanities > Academic Discipline: Psychology and Counselling |
| Depositing User: | Charlotte Greenway |
| Date Deposited: | 06 Aug 2021 14:00 |
| Last Modified: | 11 Sep 2024 17:02 |
| URI: | https://repository.uwtsd.ac.uk/id/eprint/1743 |
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