Stakeholders’ views of the role of teacher assistants in inclusive education: insights from an online survey

The inclusion of students with disabilities in regular schools has led to the widespread employment of teacher assistants to support learning, participation, and engagement. Despite their increasing presence, the role of teacher assistants remains poorly defined, with ongoing ambiguity surrounding their scope of practice and expectations. This lack of clarity contributes to inconsistent deployment, role confusion, and tensions within professional relationships. This study investigated how stakeholders perceive the role of teacher assistants in the context of inclusive education. The aim was to identify core responsibilities, clarify contested aspects, and highlight areas for improvement. A national online survey was conducted with a diverse cohort of respondents, including teacher assistants, teachers, school leaders, and other education professionals, from across Australian educational settings. The survey collected both quantitative and qualitative data, providing insight into areas of convergence and divergence regarding role responsibilities, training needs, and collaboration. The findings revealed persistent inconsistencies in how the role is defined, enacted, and supported. A recurring theme was the absence of clear policy guidance and adequate training, which undermines the effectiveness of teacher assistants in inclusive classrooms. The study highlights the importance of clearer role definitions, relevant professional training, and enhanced collaboration between teachers and teacher assistants. Addressing these issues is crucial to advancing inclusive education and ensuring that all students receive equitable and meaningful support.