The Paradox of Special Support and Separation

Andreas Köpfer; Run Tan

doi:10.1007/978-3-031-14113-3_15

The Paradox of Special Support and Separation

Andreas Köpfer^*, Run Tan

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

1 Citation (Scopus)

Abstract

As an international paradigm, inclusive education implies the reduction of barriers to education for all students, especially those vulnerable to exclusion. An international review shows that teaching assistants can support classroom practice and facilitate the learning of students with diagnosed “special educational needs”; however, the risks of stigmatisation and exclusion increase. Paraprofessional roles are intended to be supportive, yet, drawing on critical disability discourses and secondary analysis of qualitative data from research projects, we question how paraprofessional practice is implemented in selected countries and which ambivalences arise when implementing this role.

Original language	English
Title of host publication	International Perspectives on Exclusionary Pressures in Education
Editors	Elizabeth J. Done, Helen Knowler
Publisher	Palgrave Macmillan Cham
Pages	279–294
ISBN (Electronic)	9783031141133
ISBN (Print)	9783031141126
DOIs	https://doi.org/10.1007/978-3-031-14113-3_15
Publication status	Published - Feb-2023
Externally published	Yes

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The Paradox of Special Support and Separation

Abstract

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