dc.creatorSeunarine, Amanda Michelle
dc.date.accessioned2015-01-29T15:54:37Z
dc.date.accessioned2019-08-05T18:10:16Z
dc.date.available2015-01-29T15:54:37Z
dc.date.available2019-08-05T18:10:16Z
dc.date.created2015-01-29T15:54:37Z
dc.date.issued2015-01-29
dc.identifierhttp://hdl.handle.net/2139/39500
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3015521
dc.description.abstractThis 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.
dc.languageen
dc.subjectInclusive education
dc.subjectSpecial education
dc.subjectParaprofessionals
dc.subjectPerception
dc.subjectSpecial Education Resource Aides
dc.subjectRole analysis
dc.subjectTrinidad and Tobago
dc.titleThe Perceptions of Special Education Resource Aides Regarding the Roles They Fulfill While Working in Inclusive Settings in District X
dc.typeThesis


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