Support teachers & collaborative consultation

Abstract

In British Columbia, Canada, as in Australia, significant changes have occurred in the format of service delivery to children with special learning needs. This case study of two learning assistance centres situated in suburban Vancouver explores in detail the changing role of the support teacher; the Impact on school staff of more special support faking place in the regular classroom; and concerns about the collaborative/consultation model voiced by support teachers and regular education teachers. Specifically, the research questions investigated were: How is the support teachers’ role changing? Is the collaborative/consultative model being accepted by members of the school staff? Do the sup..