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

Roy McConkey, Lesley Abbott

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    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 languageEnglish
    Pages (from-to)1419-1424
    JournalProcedia Social and Behavioral Sciences
    Issue number2011
    Publication statusPublished - 1 Mar 2011


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