1
A Critical Review of the Role of Teaching Assistants Supporting SEND Children in UK
Mainstream Primary Schools
Name
Instructor
Course
Date
, 2
SEND and Teaching Assistants
The term SEND stands for Special Education Needs and Disabilities, which Woods and
Bates (2020) define as varied disabilities and difficulties affecting children’s ability to access
education or learn. A child is said to have SEND when they experience a learning disability or
difficulty like other learners of the same age in a similar class. According to Wren (2017), SEND
includes learning disabilities, physical disabilities, sensory impairments, emotional or behavioral
difficulties, and development delays. A SEND child requires interaction and communication
needs because they struggle to talk or express themselves, understand other people, and find play
confusing or conversations challenging to comprehend. The other challenges that they face and
require help are learning and cognition difficulties such as struggle with memory and
organization, learning at a slower pace, and finding numeracy and literacy difficult (Webster &
Blatchford, 2014). Further, SEND children require support when facing emotional, social, and
mental health difficulties such as developing relationships, are often isolated and withdrawn, and
experiencing suicidal ideation. They require physical and sensory support when they have visual,
hearing, and physical impairments. Wood and Bates (2020) said, “With an increasing emphasis
in the sphere of policy, practice, and the enactment of inclusive education both nationally and
internationally, there is now a greater focus on how to best cater to students' special educational
needs and disabilities (SEND).” Developing appropriate interventions to cater to children with
disability is premised on definition and categorization. In essence, a child is termed to experience
SEND when they have difficulty learning something that other learners of the same age find easy
or experience using facilities that the learners of the same age can comfortably use.
The conceptualization of SEND began in the 18th century when schools began caring for
children with disabilities such as deafness and blindness with the introduction of the Forster
, 3
Education Act of 1870 which created a board to govern schools. According to Webster and De
Boer (2019), boards such as the London School Board underscored the need to take care of
children with special needs. The Education Act of 1902 shaped special education in England
empowering schools to offer secondary education to children with various disabilities. Varied
voluntary and provision efforts were conducted between 1902 and 1944 for children with
learning disabilities such as those with epilepsy students (Antinluoma et al., 2022). Multiple
legislations were conducted from 1944 that enhanced inclusion and diversity in classroom and
education settings including SEND designed to tailor provisions for learners based on their
learning difficulties. The changes reflect a more inclusive and personalized approach toward
education (Webster et al., 2020). The focus is premised on meeting the different needs of all
students while at the same time, promoting full participation in learning among these students.
On the other hand, the term Teaching Assistant (TA) refers to an educational professional
working alongside teachers to support the learning of students. Webster and De Boer (2019)
consider Teaching assistants as an integral component of education since they provide support to
individual students, groups, and classes in learning and daily practices. Also, the term is referred
to as a learning support assistant or a classroom assistant. In essence, teaching assistants are
individuals who assist teachers with learning and teaching support. According to Webster and
De Boer (2021a), “The TA works under the lead teacher to provide support with education
instruction and support that gives them time to focus on classroom instructions.” They help in
creating lesson plans, taking attendance, record keeping, grading homework and tests, and
tutoring; however, they can engage in activities suitable to the student based on their age and the
school. Teaching Assistants play the role of assisting with teaching tasks like the provision of
one-on-one support to students, classroom management, assisting with administrative duties, and
A Critical Review of the Role of Teaching Assistants Supporting SEND Children in UK
Mainstream Primary Schools
Name
Instructor
Course
Date
, 2
SEND and Teaching Assistants
The term SEND stands for Special Education Needs and Disabilities, which Woods and
Bates (2020) define as varied disabilities and difficulties affecting children’s ability to access
education or learn. A child is said to have SEND when they experience a learning disability or
difficulty like other learners of the same age in a similar class. According to Wren (2017), SEND
includes learning disabilities, physical disabilities, sensory impairments, emotional or behavioral
difficulties, and development delays. A SEND child requires interaction and communication
needs because they struggle to talk or express themselves, understand other people, and find play
confusing or conversations challenging to comprehend. The other challenges that they face and
require help are learning and cognition difficulties such as struggle with memory and
organization, learning at a slower pace, and finding numeracy and literacy difficult (Webster &
Blatchford, 2014). Further, SEND children require support when facing emotional, social, and
mental health difficulties such as developing relationships, are often isolated and withdrawn, and
experiencing suicidal ideation. They require physical and sensory support when they have visual,
hearing, and physical impairments. Wood and Bates (2020) said, “With an increasing emphasis
in the sphere of policy, practice, and the enactment of inclusive education both nationally and
internationally, there is now a greater focus on how to best cater to students' special educational
needs and disabilities (SEND).” Developing appropriate interventions to cater to children with
disability is premised on definition and categorization. In essence, a child is termed to experience
SEND when they have difficulty learning something that other learners of the same age find easy
or experience using facilities that the learners of the same age can comfortably use.
The conceptualization of SEND began in the 18th century when schools began caring for
children with disabilities such as deafness and blindness with the introduction of the Forster
, 3
Education Act of 1870 which created a board to govern schools. According to Webster and De
Boer (2019), boards such as the London School Board underscored the need to take care of
children with special needs. The Education Act of 1902 shaped special education in England
empowering schools to offer secondary education to children with various disabilities. Varied
voluntary and provision efforts were conducted between 1902 and 1944 for children with
learning disabilities such as those with epilepsy students (Antinluoma et al., 2022). Multiple
legislations were conducted from 1944 that enhanced inclusion and diversity in classroom and
education settings including SEND designed to tailor provisions for learners based on their
learning difficulties. The changes reflect a more inclusive and personalized approach toward
education (Webster et al., 2020). The focus is premised on meeting the different needs of all
students while at the same time, promoting full participation in learning among these students.
On the other hand, the term Teaching Assistant (TA) refers to an educational professional
working alongside teachers to support the learning of students. Webster and De Boer (2019)
consider Teaching assistants as an integral component of education since they provide support to
individual students, groups, and classes in learning and daily practices. Also, the term is referred
to as a learning support assistant or a classroom assistant. In essence, teaching assistants are
individuals who assist teachers with learning and teaching support. According to Webster and
De Boer (2021a), “The TA works under the lead teacher to provide support with education
instruction and support that gives them time to focus on classroom instructions.” They help in
creating lesson plans, taking attendance, record keeping, grading homework and tests, and
tutoring; however, they can engage in activities suitable to the student based on their age and the
school. Teaching Assistants play the role of assisting with teaching tasks like the provision of
one-on-one support to students, classroom management, assisting with administrative duties, and
