This paper summarises and critically reflects on the results of the analyses and conclusions described in the five papers on the role of TAs in five different and influential, international and cultural contexts from two symposium sessions. It reflects on the process of comparing contexts using the CoFTA framework, and evaluates its strengths and limitations as an analytical tool, and potential use in large-scale international comparative research. Comparative approaches help us understand the development dynamics of support systems and sets the possibilities and limits of inclusive education. Furthermore, while systematically analysing the different and similar characteristics, we can also generate meaningful cross-cultural dialogue within and across different cultural contexts, which can lead to more collaborative research on inclusion and teaching cooperation between different countries (Crossley & Watson 2003). This paper uses the CoFTA framework to organise key findings from the symposium papers to illustrate the main similarities and differences regarding the formal and informal role of TAs in schools in: England, UK; Shanghai, China; USA; Germany; and Ireland. The findings are discussed in relation to the wider international literature on the deployment of TAs to facilitate the inclusion and education of students with SEND in mainstream schools. Using Giangreco’s (2021) critique – which identifies several longstanding concerns relating to the over-reliance on TAs, and the ‘inadvertent detrimental effects’ that can result from this model of inclusion – this paper considers the deployment of TAs in relation to the broader palette of provisions and support that inclusion-oriented schools might adopt in order to improve service delivery for students with SEND. This paper will then summarise the drivers of role (re)definition and role shift described across the previous papers. It will consider the policies and other forces that have shaped the formal and informal aspects of the TA role across the five contexts. It will highlight emergent and consistent themes, and draw out trends and wider lessons for other international education systems. The second part of this paper reflects on the practical application of the CoFTA framework, and the extent to which it is a useful tool for organising and analysing comparative data on TAs at scale, across contexts. It will consider the wider potential of the framework, and its further development. Following the presentation of this final paper, symposium delegates will be invited to raise comments, and to participate in the on-going development of the framework through future critique and piloting

Giangreco, M. (2021). Maslow's hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education, 36(2). https://doi.org/10.1080/08856257.2021.1901377 Bray, M., Crossley, M., & Watson, K. (2003). Comparative and international research in education: Globalisation, context and difference. Routledge.