The Role of Learning Support Assistants in the Inclusive Learning of Pupils with Severe and Profound Learning Difficulties

Abstract

This paper presents findings from a study of the role played by learning support assistants (LSAs) in the inclusion of pupils with severe or profound learning difficulties. The data suggest that LSAs are of crucial importance in making this possible and supporting these pupils' learning. The most effective LSAs supported groups of pupils rather than individuals, offered just the right amount of support, had time for planning and reporting back to teachers; and felt a valued part of the staff team.

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