Abstract
This paper analyses the role and training needs of classroom support assistants, as perceived by ten speech and language therapists. All identified the value of the assistants' detailed knowledge of the child, availability to the child to mediate communication in the classroom and natural 'maternal' style of interaction. However, the limitations of 'natural' responsiveness and the need for specific training is also recognised, as is the need to balance the benefit of an individual support for the child against the disadvantage of too much dependence on one person in the classroom.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
