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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ627555
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1911
The Role of Learning Support Assistants in the Inclusive Learning of Pupils with Severe and Profound Learning Difficulties.
Lacey, Penny
Educational Review, v53 n2 p157-67 Jun 2001
Observations and interviews were used to examine practices of learning support assistants working with students with severe or profound/multiple learning disabilities in 24 inclusive British schools. The most effective assistants supported groups rather than individuals, offered just the right amount of support, had time for planning and reporting to teachers, and felt valued. (Contains 21 references.) (SK)
Descriptors: Elementary Secondary Education, Foreign Countries, Inclusive Schools, Learning Disabilities, Resource Staff, Severe Disabilities, Teacher Effectiveness
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: United Kingdom
Note: Special Issue: Inclusion in Practice.