Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants

By Barry Groom, R. Rose. 2005

105 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/85c78bdff917187f8e30a182160b08874f66c0c3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. U. Sharma
2. T. Loreman
3. G. Lindsay

In Education

1. U. Sharma
2. T. Loreman
3. C. Forlin
4. G. Lindsay
5. Timo Saloviita
6. H. Savolainen
7. Anthony Nuttal
8. C. Boyle

In Safety Research

1. U. Sharma
2. C. Forlin
3. T. Loreman
4. G. Lindsay
5. Timo Saloviita
6. Anke Heyder
7. Franziska Lautenbach
8. Judit Kormos

Citations in the corpus

• Measuring teacher efficacy to implement inclusive practices (2012, background): “, designing the classroom environment so as to prevent behaviour problems), and the ability to work collaboratively with parents and paraprofessionals (Groom and Rose, 2005).”
• Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “The main practice provided by TAs has been direct support of pupils with SEN (Amaiz & Castejo´n, 2001; Blatchford et al., 2004; Giangreco, Edelman, Broer, & Doyle, 2001; Groom & Rose, 2005) but see Emanuelsson (2001) for some variations.”