Opinions of teachers who have inclusion students in their classrooms about roles and responsibilities of teacher aids

The purpose of this study is to investigate opinions of teachers who have inclusion students in their classroom in Eskisehir about the roles and responsibilities of teacher aids. Data were collected by semi-structured interview. Twenty teachers were participated into study. The data were analyzed utilizing descriptive analysis in the study. Results have shown that the majority of the teachers believe that teacher aids should be graduated at two-year level. They also thought that the main responsibilities of teacher aids should be assisting teachers who serve at whole day classes. They also believe that teacher aids should be assisting teachers who serve to younger students and inclusion students in their classrooms. Moreover, teachers of the study stated the areas that they need help from teacher aids as follows: self-care skills, feeding activities, establishing and maintaining classrooms, support to inclusion students in academic, social and self care skills, support to mainstreamed students, classroom management during off time of the teachers, supporting dressing and toileting skills of the children. Teachers also stated that their opining should be taken during hiring a teacher aid but they also stated that the school administrators should give the final decision. They also stated that teacher aids should have their social security in the system. In addition to these findings, teachers' opinions regarding the roles of teacher aids in and out of classroom, their ethical responsibilities, and relationships with other personnel in the school were explored. Based on the findings, recommendations for future research and practice are provided.