Introduction

Abstract

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes the role of teaching assistant (TA) with regard to inclusion and provision for pupils with special educational needs in three different European systems. It draws on data from a longitudinal study to track the evolution of the special needs assistant role in Ireland, and the attempts at policy level to exclude from it ‘any teaching activity’. The book explores the pupil experience and what is like to work with a TA. It presents reports on the experiences secondary school teachers in Australia have of working with TAs, and the factors that facilitate and impede practice. The book offers a blueprint for effective TA deployment that could be used as the basis for an impactful, long-term strategy.