School staff experiences and perceptions of roles, responsibilities, skills and training of teaching assistants supporting students with disabilities in Australian schools: A systematic review

Abstract

Abstract The first systematic review exploring the work of teaching assistants (TAs) in Australian schools was undertaken to examine school staff perceptions and experiences of the roles, responsibilities, skills, training and training needs of TAs supporting students with disabilities in the country's schools. The mixed method review included 34 Australian studies that covered the perspectives of TAs, teachers and school principals. Quality assessment found studies were of mixed quality, with quantitative studies scoring higher than qualitative studies. Findings emulated international research despite differences between the school system in Australia and other schooling systems explored in the global TA literature. TA roles, responsibilities and skills were found to be broad and diverse despite limited formal and informal training. The review identified that training on disability awareness, student support and rights and responsibilities relating to the work of TAs is needed. Perceptions and experiences on the work of TAs differed between TAs, teachers and school principals. Future research should seek to include other stakeholders such as students, parents and allied health professionals who also shape the work of TAs. The review highlighted the need for TA practice to transition away from one‐to‐one student support toward teacher classroom assistance. Context and implications Rationale for this study : The study is the first Australian systematic review on the work of TAs. Why the new findings matter : Thirty‐four studies on the work of Australian TAs supporting students with disabilities were included. The review found the diverse roles of TAs are contrasted with limited formal training and global work trends were echoed in Australia. Implications for school education practitioners, policy makers and researchers : School principals can implement job descriptions, formal orientation processes and training to support TAs to understand their rights, roles and responsibilities at the school level. Policy makers can support these practical approaches across school sectors and jurisdictions to drive systematic work practice change. Decasualising of TA work and extended working hours are reforms that could be implemented by policy makers to help overcome barriers presented by the current approach of limiting training and orientation opportunities to traditional school hours. Refocusing TA work back toward teacher assistance may support reduced teacher workload and a more effective use of TAs.