The Perceptions of Special Education Resource Aides Regarding the Roles They Fulfill While Working in Inclusive Settings in District X

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dc.contributor.author Seunarine, Amanda Michelle
dc.date.accessioned 2015-01-29T15:54:37Z
dc.date.available 2015-01-29T15:54:37Z
dc.date.issued 2015-01-29
dc.identifier.uri http://hdl.handle.net/2139/39500
dc.description.abstract This study investigated the perceptions of four Special Education Resource Aides (SERAs) regarding their roles while working in inclusive settings in a district in Trinidad and Tobago. Data were collected through interviews and document analysis. Five themes emerged from the study: 1) a range of roles, 2) the need for partnership between the SERA and the school, 3) the reality of inappropriate inclusive settings, 4) SERAs’ being treated as outsider Student Support Services division staff members, and 5) concerns about compensation. en_US
dc.language.iso en en_US
dc.subject Inclusive education en_US
dc.subject Special education en_US
dc.subject Paraprofessionals en_US
dc.subject Perception en_US
dc.subject Special Education Resource Aides en_US
dc.subject Role analysis en_US
dc.subject Trinidad and Tobago en_US
dc.title The Perceptions of Special Education Resource Aides Regarding the Roles They Fulfill While Working in Inclusive Settings in District X en_US
dc.type Thesis en_US


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