Ruthanne Tobin, University of Windsor

A teacher and a teacher assistant, working together in an inclusive grade-six classroom, provided an invaluable insider perspective on the kind of context that leads to effective support for all students. Findings from this case study revealed five ways in which the teacher could facilitate the work of the teacher assistant, by: (1) focusing on relationship building (nudging instead of nagging); (2) monitoring the amount of teacher talk to afford mini-lessons; (3) applying the basics of differentiation and universal design; (4) negotiating classroom management roles and sharing responsibilities for students; and (5) using an action-oriented format to shape the communication agenda.

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