Meeting the professional needs of learning support assistants for pupils with complex needs

Roy McConkey; Lesley Abbott

doi:10.1016/j.sbspro.2011.03.305

Meeting the professional needs of learning support assistants for pupils with complex needs

Roy McConkey, Lesley Abbott

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	1419-1424
Journal	Procedia Social and Behavioral Sciences
Volume	15
Issue number	2011
DOIs	https://doi.org/10.1016/j.sbspro.2011.03.305
Publication status	Published - 1 Mar 2011

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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.

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