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.
McConkey, R., & Abbott, L. (2011). Meeting the professional needs of learning support assistants for pupils with complex needs. Procedia Social and Behavioral Sciences, 15(2011), 1419-1424. https://doi.org/10.1016/j.sbspro.2011.03.305