TY - JOUR
T1 - Meeting the professional needs of learning support assistants for pupils with complex needs
AU - McConkey, Roy
AU - Abbott, Lesley
PY - 2011/3/1
Y1 - 2011/3/1
N2 - Learning Support Assistants (LSAs) in mainstream and special schools are increasingly required to assist teachers with pupils who have complex special needs. This study examined through a questionnaire the perceptions of LSAs (N=154) working in a range of schools as to their training needs and, through interviews, sought the views of the senior school staff and nurses (N=6) on how best pupils with complex needs can be assisted by LSAs. A process model is proposed to enable LSAs to fully support inclusion on schools and to tread a clear pathway towards their professional development.
AB - Learning Support Assistants (LSAs) in mainstream and special schools are increasingly required to assist teachers with pupils who have complex special needs. This study examined through a questionnaire the perceptions of LSAs (N=154) working in a range of schools as to their training needs and, through interviews, sought the views of the senior school staff and nurses (N=6) on how best pupils with complex needs can be assisted by LSAs. A process model is proposed to enable LSAs to fully support inclusion on schools and to tread a clear pathway towards their professional development.
U2 - 10.1016/j.sbspro.2011.03.305
DO - 10.1016/j.sbspro.2011.03.305
M3 - Article
VL - 15
SP - 1419
EP - 1424
JO - Procedia Social and Behavioral Sciences
JF - Procedia Social and Behavioral Sciences
SN - 1877-0428
IS - 2011
ER -