Teacher Assistants' Roles in Supporting Special Needs Children in the Inclusive Kindergarten Classroom in International Schools

Abstract

The purpose of this research was to examine the roles of teacher assistants in supporting children with special needs in inclusive kindergarten classrooms. The sample consisted of 89 teacher assistants working at the pre-kindergarten, Kindergarten-1, Kindergarten-2, and Kindergarten-3 levels in international schools located in Nonthaburi province. The research instrument was a structured questionnaire consisting of closed-ended items regarding the roles of teacher assistants. Data were analysed using frequency distributions, percentages, means, and standard deviations. The findings revealed that the overall roles of teacher assistants in supporting children with special needs were rated at a high level (M = 4.31, SD = 0.83). When examined by dimension, all aspects were also rated at a high level. Ranked from the highest to the lowest mean scores, these were: self-development (M = 4.50, SD = 0.10), relationship building (M = 4.23, SD = 0.65), and instructional support (M = 4.15, SD = 0.32). The findings of this study suggest that the experience and self-development of teacher assistants have a significant influence on their roles in supporting inclusive education. Although the teacher assistants had not received formal training specifically related to inclusive education, their efforts in self-development served a critical role in enabling them to effectively and appropriately care for and support children with special needs. Techniques in classroom management and the development of social behaviour were identified as key areas in which teacher assistants should receive further professional development. Furthermore, relevant organizations should continuously promote the professional development of teacher assistants. In terms of instructional support, training programs on inclusive classroom activities should be provided. Regarding relationship building, mechanisms and collaborative activities that foster cooperation between teacher assistants and teachers should be developed. In terms of self-development, opportunities for study visits or seminars should be organized to encourage the exchange of up-to-date knowledge and professional practices.