ABSTRACT
This chapter explores some of the issues and policy changes that have contributed to the development of the role of Teaching Assistants (TAs). It considers how the TA role has changed. The chapter examines personal skills and qualities required to undertake a diverse range of responsibilities. Traditionally, support staff were more likely to be employed to support younger children and were known as nursery nurses. In 1997 an inclusive education agenda was introduced which aimed to educate as many children as possible, including those with special educational needs, in mainstream schools. T. Kerry attempted to develop a typology of the roles TAs undertake, focusing on levels of responsibility ranging from what was somewhat unkindly termed 'dogsbody' or 'pig ignorant peasant' through to 'mobile paraprofessional'. While the role of the TA has developed and TAs have become an integral part of classroom life, there is still no minimum entry-level qualification for teaching assistants.
