This study was designed to compare the methods of selection, preparation, and utilization of instructional teacher aides in the elementary schools in the State of Utah with the guidelines prescribed by the Utah State Board of Education for the selection, preparation, and utilization of instructional teacher aides. A descriptive questionnaire was mailed to each elementary school teacher in the State of Utah to whom an instructional teacher aide had been assigned during the 1969-70 school year. The questionnaire was also mailed to each elementary school principal in the state where an instructional teacher aide or aides were used during the same school year. An analysis of the data was conducted on the following: Criteria used in assigning instructional teacher aides to teachers. Preparations required of instructional teacher aides. Methods presently being used in the selection of instructional teacher aides. Present practices being followed in the State of Utah indicating who assigns responsibilities to instructional teacher aides. Responsibilities assigned to instructional teacher aides. Opinions of elementary teachers using instructional teacher aides as to the procedure they prefer in the assignment of duties to instructional teacher aides. Opinions of Elementary principals as to who should assign instructional teacher aides their responsibilities. The results of the study were as follows: All evidence indicates that the guidelines prescribed by the State Board of Education for selecting instructional teacher aides are being followed by the majority of school districts using instructional teacher aides in the State of Utah. It is evident that approximately half of the instructional teacher aides in the elementary schools in the State of Utah possess the academic preparation prescribed by the Utah State Board of Education. The duties being performed by the instructional teacher aides in the Utah elementary schools appear to be in accordance with those duties they could perform as recommended by the Utah State Board of Education.

Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The State government’s responses to the taskforce report emphasise a commitment to social justice and equity so that all students can be included in ways that enable them to achieve their potential. Teacher aides are employed in schools as ancillary staff to support students with disabilities and learning difficulties. Their support roles in schools are emerging within an educational context in which assumptions about disability, difference and inclusion of students with disabilities and learning difficulties are changing. It is important to acknowledge teacher aides as support practitioners, and to understand their roles in relation to the inclusion of students with disabilities and learning difficulties as inclusive education reform continues. This study used a phenomenological approach to explore the lived experiences of teacher aides as they supported students with disabilities and learning difficulties in primary schools. Four key insights into the support roles of teacher aides in primary schools in Brisbane, Queensland emerged from the study: 1) teacher aides develop empathetic relationships with students that contribute significantly to the students’ sense of belonging within school communities; 2) lack of clear definition of roles and responsibilities for teacher aides has detrimental effects on inclusion of students; 3) collaborative planning and implementation of classroom learning and socialisation programs enhances inclusion; and 4) teacher aides learn about supporting students while on-the-job, and in consultation and collaboration with other members of the students’ support networks.