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This article presents results from a cultural comparative research on the issue of teaching assistants’ and comparable (para-)professionals role in the international context on Inclusive Education. Due to the increasing expectations towards schools to work inclusive, in the last years assistant roles have been an important topic of educational research. On the basis of interview data collected in the UK, Canada and Germany especially the varying conditions of (para-)professionals’ practice in inclusion oriented lessons and their professional self-perception are interpreted and internationally compared. Referring to the theoretical concept of professionalism by Ulrich Oevermann, the significance of the working alliance between teaching assistants and students for (para-)professionals self-perception is analysed. As the interpretations point out, teaching assistants’ professional roles depend on locally varying structural conditions, but in all three countries are strongly associated with a struggle for increasing autonomy.Points of InterestThis article focuses on professionals in schools, whose task it is to help students with assigned Special Educational Needs, for instance “teaching assistants” or “integration aids”.We analyse the role of teaching assistants in Canada, the United Kingdom and Germany. Our interpretations base on interviews which have been conducted with teaching assistants in those countries.We will make clear that it is important for assistants to work autonomously. However, in some countries they are expected to mainly support individual students (Germany) and in others they shall primarily support teachers (United Kingdom, Canada).Our analysis shows the tendency of regular education to delegate the therapeutic dimension of its practice. This means that, internationally, increasing employment of assistants could contribute to teachers’ de-professionalisation and undercut the aim of inclusion. This article focuses on professionals in schools, whose task it is to help students with assigned Special Educational Needs, for instance “teaching assistants” or “integration aids”. We analyse the role of teaching assistants in Canada, the United Kingdom and Germany. Our interpretations base on interviews which have been conducted with teaching assistants in those countries. We will make clear that it is important for assistants to work autonomously. However, in some countries they are expected to mainly support individual students (Germany) and in others they shall primarily support teachers (United Kingdom, Canada). Our analysis shows the tendency of regular education to delegate the therapeutic dimension of its practice. This means that, internationally, increasing employment of assistants could contribute to teachers’ de-professionalisation and undercut the aim of inclusion.

disability and society

(Para-)professionalism in dealing with structures of uncertainty – a cultural comparative study of teaching assistants in inclusion-oriented classrooms