Lacey, P. (2001). The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties. Educational Review, 53(2), 157-167.
This mixed method study was conducted in the United Kingdom and involved an initial telephone survey with 60 schools, of which 24 were selected as representative of a continuum of inclusive practices. There were equal numbers of inclusive and segregated programs. Interviews and observations were conducted in each of these schools. Parents were also interviewed. Four schools were selected for more thorough examination.
Results were presented in the areas of: (1) different inclusive settings, (2) aims of inclusion, (3) supports for Learning Support Assistants (paraprofessionals), (4) managing inclusion, and (5) difficulties faced by Learning Support Assistants. Results provide insights into the challenges associated with inclusion and the effective utilization of Learning Support Assistants in the United Kingdom. The author did not address limitations in this article.
Summarized by: Steve Broer, December 2003