Abstract
This thesis presents a Longitudinal Interpretative Phenomenological Analysis (LIPA) study on the experiences of five classroom assistants (CAs) supporting pupils with acquired brain injury (ABI) in a mainstream setting. Participants were interviewed online at two time points, six months apart using semi-structured interviewing schedules. The research explored changes that occurred during this time in how CAs viewed their role in ABI rehabilitation, how the needs of the pupils they support change over time and how they adapt their practices in response to these changes. Other outcomes of interest included insight into the professional supports available to CAs and the inclusion CAs have experienced in relation to the long-term planning and care required by pupils with ABI in education.Four group experiential themes emerged from the analysis: i) Finding your bearings: Actively assessing, adapting and anticipating; ii) The Stand-in Parent: Emotionally investing in the pupil with ABI; iii) Models of support in school: A closed loop or a chain? and iv) Essential yet undefined: In search of a place within the system. Key findings indicate that there are shared challenges with other CAs (e.g. poor role clarification) and distinct challenges for those supporting ABI (e.g. heightened unpredictability of needs). The findings add to existing literature which suggest that challenges facing CAs can be supported more effectively through increased protected planning time and communication with teaching staff. The study is considered as relevant for all stakeholders supporting SEN in education and how best to support complex needs in mainstream education.
Thesis is embargoed until 31 December 2026.
| Date of Award | Dec 2024 |
|---|---|
| Original language | English |
| Awarding Institution |
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| Supervisor | Aoibhe Kieran (Supervisor) & Stephanie Burns (Supervisor) |
Keywords
- Acquired brain injury
- ABI
- classroom assistant
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