Autonomy and communication assistant and socio‐pedagogical educator: a purely terminological issue? Schools, inclusive processes and future challenges.

Abstract

The assistant for autonomy and communication workforce, as well as the breadth of their education tasks to support students with disabilities, has increased considerably in schools. In this paper, semiâ€structured interviews with assistants for autonomy and communication are conducted to examine role, educational responsibilities, training needs (initial and in service) and factors that support or hinder their role and their perception of their own competence by their colleagues. The data exposed challenges, difficulties experienced by the lack of consensus of their role, as well as propositions for addressing these issues in an inclusive way.