Balshaw, M. (2010). Looking for some different answers about teaching assistants. European Journal of Special Needs Education, 25, 337–338. doi:10.1080/08856257.2010.513534
Bedford, D., Jackson, C. R., & Wilson, E. (2008). New partnerships for learning: Teachers’ perspectives on their developing professional relationships with teaching assistants in England. Journal of In-service Education, 34, 7–25. doi:10.1080/13674580701828211
Blatchford, P., Russell, A., Bassett, P., Brown, P., & Martin, C. (2007). The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000–2003. Results from the Class Size and Pupil–Adult Ratios (CSPAR) KS2 Project. British Educational Research Journal, 33, 5–26. doi:10.1080/01411920601104292
Carroll, D. (2001). Considering paraeducator training, roles, and responsibilities. Teaching Exceptional Children, 34 (2), 60–64.
Connell, R. (2007). Researching education. In Connell, R., Campbell, C., Vickers, M., Welch, A., Foley, D., & Bagnall, N. (Eds.), Education, change and society (pp. 301–325). South Melbourne, Australia: Oxford University Press.
Department of Education and Early Childhood Development. (2013). Programs for students with disabilities guidelines 2014. Melbourne, Australia: State Government of Victoria.
Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P., & Jament, J. (2012). Inclusive classrooms in Italy and England: The role of support teachers and teaching assistants. European Journal of Special Needs Education, 27, 171–184. doi:10.1080/08856257.2011.645587
Devecchi, C., & Rouse, M. (2010). An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support for Learning, 25, 91–99. doi:10.1111/j.1467-9604.2010.01445.x
Devlin, P. (2008). Create effective teacher–paraprofessional teams. Intervention in School and Clinic, 44, 41–44. doi:10.1177/1053451208318874
Egilson, S. T., & Traustadottir, R. (2009). Assistance to pupils with physical disabilities in regular schools: Promoting inclusion or creating dependency? European Journal of Special Needs Education, 24, 21–36. doi:10.1080/08856250802596766
Fletcher-Campbell, F. (2010). Double standards and first principles: Framing teaching assistant support for pupils with special education needs: A response. European Journal of Special Needs Education, 25, 339–340. doi:10.1080/08856257.2010.513555
Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian Context. International Journal of Disability, Development and Education, 55, 251–264. doi:10.1080/10349120802268396
French, N. K. (2003). Paraeducators in special education programs. Focus on Exceptional Children, 36 (2), 1–16.
Giangreco, M. F. (2010). Utilization of teacher assistants in inclusive schools: Is it the kind of help that helping is all about? European Journal of Special Needs Education, 25, 341–345. doi:10.1080/08856257.2010.513537
Giangreco, M. F., & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10–26. doi:10.1177/10883576050200010201
Giangreco, M. F., & Broer, S. M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22, 149–158. doi:10.1177/10883576070220030201
Giangreco, M. F., & Doyle, M. B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34 (7), 1–12.
Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). “Be careful what you wish for . . .”: Five reasons to be concerned about the assignment of individual paraprofessionals. Teaching Exceptional Children, 37 (5), 28–34.
Howard, R., & Ford, J. (2007). The roles and responsibilities of teacher aides supporting students with special needs in secondary school settings. Australasian Journal of Special Education, 31, 25–43. doi:10.1080/10300110701268461
Mansaray, A. A. (2006). Liminality and in/exclusion: Exploring the work of teaching assistants. Pedagogy, Culture & Society, 14, 171–187. doi:10.1080/14681360600738335
Rutherford, G. (2012). In, out or somewhere in between? Disabled students’ and teacher aides’ experiences of school. International Journal of Inclusive Education, 16, 757–774. doi:10.1080/13603116.2010.509818
Sikes, P., Lawson, H., & Parker, M. (2007). Voices on: Teachers and teaching assistants talk about inclusion. International Journal of Inclusive Education, 11, 355–370. doi:10.1080/13603110701238819
Takala, M. (2007). The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34, 50–57. doi:10.1111/j.1467-8578.2007.00453.x
Ward, A. (2011). Let's talk about teacher aides. Kairaranga, 12 (1), 43–50.
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2010). Double standards and first principles: Framing teaching assistant support for pupils with special educational needs. European Journal of Special Needs Education, 25, 319–336. doi:10.1080/08856257.2010.513533
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2011). The wider pedagogical role of teaching assistants. School Leadership & Management, 31, 3–20. doi:10.1080/13632434.2010.540562