| Abstract: | The four studies on support teacher roles from the UK, The Netherlands, Spain and Australia, in this issue of the journal, are considered via a comparative analysis. Two perspectives, namely categorical and relational, are applied to identify the main continuities and discontinuities related to basic understandings of special need support in inclusive education development. Within-country differences were found more decisive for support teacher roles than those between countries. Conditions for support teacher roles being reactive or proactive are discussed with reference to mandates; status of power and priorities; and time allocated for coordinating tasks. ‘Scapegoat’ roles for support teachers are also considered. Fostering the concept of inclusive education requires a commitment to whole-school reform. This is also seen as a prerequisite for support coordinators' roles to develop in a more proactive way. |
