Sharing Student Projects

The aim of the study was to find out the perceptions of mainstream secondary school teaching assistants (TAs) in England about neurodiversity, which is a different way of thinking and processing information, and the implications on their educational practice. The population selected was mainstream secondary school TAs recruited through emailing a number of different schools and posting on social media. The sample consisted of seven female TAs with between 2 and 29 years of experience from across England including Lancashire, Greater Manchester and Cheshire, South Gloucestershire, Kent and Kirklees. The approach of the study was qualitative, because it interviewed TAs using a semi structured format for 45 to 60 minutes online. After this, the researcher analysed the transcriptions using Reflexive Thematic Analysis, a 6-step method which allowed for the identification of patterns across the data and the creation of four themes. These themes were the ambiguity of neurodiversity, personal motivations of the TAs, school attitudes and practice, and neurodiversity and the label. The main findings firstly, were the lack of clarity surrounding the umbrella terms associated with neurodiversity in education. The literature corroborated this by highlighting that the current clinical interpretations have permeated into schools by perceiving that SEND is based on the idea of a deficit rather than individual differences. The ambiguity in the information given to TAs meant that they were reliant on their own personal study and experiences to understand neurodiversity. This has contributed to the need to promote individual differences within educational policy and practice. Secondly, it was found that current educational policy in England had a significant impact on the way TAs supported neurodivergent students. The literature emphasised that these constraints may have developed because the focus on attainment within schools has allowed for class teachers to deploy the TA without sufficient training and causing neurodivergent students to complete tasks rather than developing skill competencies. As a consequence, this has caused the role of a TA to be undervalued by the Department for Education and subsequently created a culture where the TAs blur the lines of their roles and often lead teaching and learning activities. Additionally, the literature emphasised that both academic self-concept and achievement need to be fostered because the constraints of policy and funding are impacting the mental health of neurodivergent students. Furthermore, the TAs highlighted there was a need for change, and the literature substantiated this but emphasis that it may not be possible without a whole redesign of the education system. Consequently, the study has raised important questions about the ways that educators and clinicians may work collaboratively to identify how the individual differences of neurodivergent students are understood within each context using cognitive and neuroscientific principles. Hence, it was recommended that there was a need for more training on neurodiversity for all educational professionals and not just the TAs. However, further research will be necessary to understand the perceptions of educational professionals about cognitive psychological principles such as executive functioning and theory of mind in order for training to address the key gaps in this knowledge.

There are a number of demographics that this research would benefit in particular, policymakers, schools, educational professionals, teachers, TAs. The policymakers would benefit because it highlights that there is a need for change in the current understanding of inclusion from the deficit model to individual differences of neurodivergent students. This research has also emphasised the cultural impact of reducing the stereotypical assumptions about neurodiversity by addressing the shift from current perceptions of deficit to individual differences. The research would also benefit schools because it acknowledges the constraints that are affecting the professionals in their workforce in particular political policies and funding. The impact for schools could be perceived as educational through their need to advocate for further funded and necessary training. Teachers would also benefit from this research educationally, because it highlights the impact a TA has when deployed to address the neurodivergent students’ needs and acknowledging the voice education and experience of the TA.